Más allá de la Gramática: Impacto de las Actividades Comunicativas en las Aulas de Inglés en Nivel Secundaria.
DOI:
https://doi.org/10.29057/icshu.v13i26.14327Palabras clave:
Actividades interactivas, motivación, Inglés como lengua extranjera, Secundarias públicasResumen
El presente estudio se centra en el uso de actividades comunicativas para mejorar la motivación y la competencia del inglés en estudiantes de primer grado de una secundaria pública en Chihuahua, México. A pesar de las iniciativas gubernamentales para mejorar el nivel de inglés, estudios demuestran que los estudiantes no alcanzan el nivel B1 de inglés que la SEP requiere al finalizar la educación básica. Esta investigación de tipo mixto emplea la investigación-acción para explorar el impacto en la motivación y el aprendizaje de inglés que tienen las actividades comunicativas como complemento a la enseñanza de gramática. Para la recolección de datos se utilizaron pre y post-tests, entrevistas y observaciones que se analizaron utilizando el Método Comparativo Constante. Al inicio de la intervención se observó baja motivación e interés de los estudiantes y métodos de enseñanza ineficaces, así como un uso excesivo del traductor y del español. Durante la intervención, se utilizaron actividades comunicativas e interactivas, así como el inglés como el idioma principal de instrucción, lo que llevó a una motivación intrínseca y un compromiso en el proceso de aprendizaje. Se emplearon estrategias como juegos interactivos y actividades colaborativas para fomentar la participación y las habilidades comunicativas, alejándose del enfoque tradicional en la gramática. Fomentar la motivación intrínseca, promover la participación y crear entornos de aprendizaje atractivos emergen como estrategias para mejorar la educación en inglés en México. El estudio demuestra el impacto positivo de estas estrategias, ofreciendo valiosas perspectivas sobre la enseñanza de inglés en un contexto desafiante.
Descargas
Citas
Afriyuninda, E., & Oktaviani, L. (2021). The use of English songs to improve English students’ listening skills. Journal of English Language Teaching and Learning, 2(2), 80-85. https://doi.org/10.33365/jeltl.v2i2.1442
Alizadeh, M. (2016). The impact of motivation on English language learning. International journal of research in English education, 1(1), 11-15. https://ijreeonline.com/article-1-23-en.html
Ahlström, B. (2010). Student participation and school success: The relationship between participation, grades and bullying among 9th grade students in Sweden. Education Inquiry, 1(2), 97-115. https://doi.org/10.3402/edui.v1i2.21935
Amanov, A. (2023). Developing language skills by listening to teaching a foreign language. Журнал иностранных языков и лингвистики, 5(5). https://fll.jdpu.uz/index.php/fll/article/view/8177
Andrade de Herrara, V. (1996). Education in Mexico: Historical and contemporary educational systems. https://eric.ed.gov/?id=ED393634
Aparicio, A. F., Vela, F. L. G., Sánchez, J. L. G., & Montes, J. L. I. (2012, October). Analysis and application of gamification. In Proceedings of the 13th international conference on interacción persona-ordenador (pp. 1-2). https://dl.acm.org/doi/10.1145/2379636.2379653
Benati, A. (2018). Grammar‐translation method. The TESOL encyclopedia of English language teaching, 1-5. https://doi.org/10.1002/9781118784235.eelt0153
Binu, M. (2020). The role of feedback in classroom instruction. The Journal of ELTIF, 5(4), 7-11. https://www.academia.edu/113319231/The_Role_of_Feedback_in_Classroom_Instruction
Borjian, A. (2015). Learning English in Mexico: Perspectives from Mexican Teachers of English. CATESOL Journal, 27(1), 163-173. https://files.eric.ed.gov/fulltext/EJ1111752.pdf
Creswell, J.W. & Creswell, J.D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage, Los Angeles.
Davies, P. (2007). La enseñanza del inglés en las escuelas primarias y secundarias públicas de México. http://www.mextesol.net/journal/public/files/a08a069c589ead941120bc369b149363.pdf
Davies, P. (2020). What do we know, not know, and need to know about ELT in Mexico? Revista Lengua y Cultura 1: 7–12. https://doi.org/10.29057/lc.v1i2.5471
De La Cruz, K. M. L., Noa, S., Gebera, O. W. T., Valencia, C. C. M., Velasquez, S. M. B., & Postigo, G. S. P. (2023). Use of gamification in English learning in Higher Education: A systematic review. JOTSE, 13(2), 480-497. https://doi.org/10.3926/jotse.1740
Dörnyei, Z. (2019). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K Csizér, A, Henry & S. Ryan (eds) The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan, Cham (pp. 39-. https://doi.org/10.1007/978-3-030-28380-3_3
Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. ISBN 9781138018747
Dörnyei, Z. & Ushioda, E. (2021). Teaching and researching motivation (3rd edition). Routledge. ISBN 1138543454
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273
Gardner, R. C. (1988). Attitudes and motivation. Annual review of applied linguistics, 9, 135-148. https://doi.org/10.1017/S0267190500000854
Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. Tesol Quarterly, 42(1), 55-77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x
Glaser, B.G., & Strauss, A. (2017). Discovery of grounded theory: Strategies for qualitative research. Kindle edition. Routledge. ASIN: B073RQTRQ2.
Harrison, J. R., Vannest, K., Davis, J., & Reynolds, C. (2012). Common problem behaviors of children and adolescents in general education classrooms in the United States. Journal of Emotional and Behavioral Disorders, 20(1), 55-64. https://doi.org/10.1177/1063426611421157
Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016). Thai students’ motivation on English reading comprehension. International journal of education and research, 4(6), 477-486. https://www.ijern.com/journal/2016/June-2016/41.pdf
Hennebry-Leung, M., & Xiao, H. A. (2023). Examining the role of the learner and the teacher in language learning motivation. Language Teaching Research, 27(1), 30-56. https://doi.org/10.1177/1362168820938810
Herrera-Ruano, J. (2022) Teaching English in Mexico: EFL or ESL? In M. Stevkovska, E. Idrizi & I. Miftari-Fetishi (Eds.), Contemporary issues in language teaching (pp. 105- 125). IBU International Balkan University.
Izquierdo, J., Aquino-Zuñiga, S. P., & García-Martínez, V. (2021). Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching in Mexico. Studies in Second Language Learning and Teaching, 11(1), 133-156. http://dx.doi.org/10.14746/ssllt.2021.11.1.6
Jin, L., & Cortazzi, M. (2011). Re-evaluating traditional approaches to second language teaching and learning. Handbook of research in second language teaching and learning, 2, 558-575. ISBN 978-0-415-99872-7.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & principles in language teaching (3rd edition). Oxford University Press. ISBN 9780194423601.
Lowman, J. (1990). Promoting Motivation and Learning. College Teaching, 38(4), 136–139. http://www.jstor.org/stable/27558427
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International. https://doi.org/10.1155/2011/493167
Ma, L., Duan, X., & Liu, J. (2020). Mediating role of motivation on the effects of teacher-student relationships on foreign language achievement. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (33), 129-144. https://dialnet.unirioja.es/servlet/articulo?codigo=7588127
Mertler, C. A. (2017). Action research: Improving schools and empowering educators. Fifth Edition. Thousand Oaks, California : SAGE Publications.
Millan, T., & Basurto, N. (2020). Teaching English to young learners in Mexico: Teachers’ perceptions about their teaching contexts. Profile: Issues in teachers’ professional development, 22(1). https://doi.org/10.15446/profile.v22n1.82105
Myat, M. (2019). Teaching grammar through communicative language teaching. International Journal of Advance Research and Development (4), 8. https://www.ijarnd.com/manuscripts/v4i8/V4I8-1155.pdf
Ojeda-Lara, O. G., & Zaldívar-Acosta, M. D. S. (2023). Gamificación como metodología innovadora para estudiantes de Educación Superior. Revista Tecnológica-Educativa Docentes 2.0, 16(1), 5-11. https://ojs.docentes20.com/index.php/revista-docentes20/article/view/332/897
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. PROJECT (Professional Journal of English Education), 2(4), 539. http://dx.doi.org/10.22460/project.v2i4.p539-544
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17-23. https://doi.org/10.24018/ejedu.2023.4.6.763
Ramírez-Romero, J.L., Pamplón, E. N., & Cota, S. (2012). Vista de Problemática de la enseñanza del inglés en las primarias públicas de México: una primera lectura cualitativa. Revista Iberoamericana de Educación, 60(2). https://rieoei.org/RIE/article/view/1321/2402
Ramírez Romero, J. L., Sayer, P., & Pamplón Irigoyen, E. N. (2014). English language teaching in public primary schools in Mexico: The practices and challenges of implementing a national language education program. International Journal of Qualitative Studies in Education, 27(8), 1020-1043. https://doi.org/10.1080/09518398.2014.924638
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18. https://www.acielj.com/Papers/vol2issue2/1.ACIELJ%20-Srinu%20sir%20(1-12)%20OK.pdf
Renau, M. (2016). A review of the traditional and current language teaching methods. International Journal of Innovation and Research in Educational Sciences, 3(2). https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_560_Final.pdf
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press. ISBN: 0521934362
Santana-Villegas, J., García-Santillán, A., & Escalera-Chávez, M. (2016). Variables que influyen sobre el aprendizaje del inglés como segunda lengua. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 5. 79-94. https://doi.org/10.17345/rile5.1004
Savignon, S. J. (1987). Communicative language teaching. Theory into practice, 26(4), 235-242. https://doi.org/10.1080/00405848709543281
Sedgwick, P. (2013). Convenience sampling. Bmj, 347. https://doi.org/10.1136/bmj.f6304
Sharifirad, G., Rezaeian, M., Jazini, A., & Etemadi, Z. (2012). Knowledge, attitude and performance of academic members regarding effective communication skills in education. Journal of Education and Health Promotion, 1(1). DOI: 10.4103/2277-9531.104812
Toro, V., Camacho-Minuche, G., Pinza-Tapia, E., & Paredes, F. (2019). The use of the communicative language teaching approach to improve students' oral skills. English Language Teaching, 12(1), 110-118. https://doi.org/10.5539/elt.v12n1p110
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577. https://doi.org/10.1017/S0261444816000173
Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study. Frontiers of language and teaching, 3(1), 125-131. https://www.academia.edu/2442163/Traditional_Teaching_Methods_vs_CLT_A_Study
Wu, H., Su, H., Yan, M., & Zhuang, Q. (2023). Perceptions of grammar-translation method and Communicative Language Teaching method used in English Classrooms. Journal of English Language Teaching and Applied Linguistics , 5(2), 96-104. https://doi.org/10.32996/jeltal.2023.5.2.12
Zhou, W. & Phakamach, P. (2024). The integration of traditional and communicative methods in Thai language teaching at Guizhou Minzu University, China. Asian Education and Learning Review, 2(2). https://doi.org/10.14456/aelr.2024.8
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Paulina Vianney Anaya Ríos, Lizette Drusila Flores Delgado, Ana Cecilia Villarreal Ballesteros
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
