Implementation of Oral Production Activities through Remote Learning: A Case Study of EFL Students at Universidad Nacional, Costa Rica

Autores/as

DOI:

https://doi.org/10.15359/rep.17-1.16

Palabras clave:

activities, feedback, mediation, pedagogy, planning, remote-learning, scaffolding

Resumen

During the school year 2020, as in many other educational settings, classes at Universidad Nacional (UNA), Costa Rica, had to be rapidly transformed and adapted so that the pedagogical mediation process could be changed from the traditional face-to-face or in-class sessions to remote learning. This process, certainly, posed varied challenges in terms of the mediation process and technology-related issues, which had to be addressed efficiently in order to guarantee access to education. In this regard, this article is based on the experience lived with two groups of students taking English as a Foreign Language (EFL) in the course of English II (during the II term of 2020), at Campus Omar Dengo, Heredia, which were taught through remote learning. For this qualitative research, data were collected by means of a closed and open-ended questionnaire in which information related to the oral-production activities implemented during classes was gathered. This instrumental case study concludes with three main statements about the implementation of oral-production tasks: a) planning, b) scaffolding, and c) feedback.

Biografía del autor/a

Priscilla Carranza-Marchena, Universidad Nacional

Magíster en Educación con Énfasis en Aprendizaje del Inglés y Magíster en Educación con Énfasis en Docencia Universitaria, Universidad Nacional (UNA).

Carolina Tapia-Loría, Universidad Nacional

Magíster en Educación con Énfasis en Aprendizaje del Inglés y Magíster en Educación con Énfasis en Docencia Universitaria, Universidad Nacional (UNA).

Referencias

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Salih, M., & Yalcin, A. (2018). Feedback preferences of EFL learners with respect to their learning styles, Cogent Education, 5(1), 1-17. https://doi.org/10.1080/2331186X.2018.1481560

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UNA. (2007). Modelo Pedagógico. https://documentos.una.ac.cr/bitstream/handle/unadocs/3084/Modelo%20Pedagogico.pdf?sequence=1&isAllowed=y

Publicado

2022-05-28

Cómo citar

Carranza-Marchena, P., & Tapia-Loría, C. (2022). Implementation of Oral Production Activities through Remote Learning: A Case Study of EFL Students at Universidad Nacional, Costa Rica. Revista Ensayos Pedagógicos, 17(1), 369-386. https://doi.org/10.15359/rep.17-1.16

Número

Sección

Artículos científicos e investigaciones

Cómo citar

Carranza-Marchena, P., & Tapia-Loría, C. (2022). Implementation of Oral Production Activities through Remote Learning: A Case Study of EFL Students at Universidad Nacional, Costa Rica. Revista Ensayos Pedagógicos, 17(1), 369-386. https://doi.org/10.15359/rep.17-1.16

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