Instructional design based on social learning and TPACK to improve language learning
Descripción del Articulo
Technology plays a significant role in education nowadays. People is aware of its importance and there are numerous researches regarding its benefits when applied to the teaching – learning process. Nevertheless, since social networks are a relatively young developed technology, fe...
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| Formato: | artículo |
| Fecha de Publicación: | 2020 |
| Institución: | Universidad César Vallejo |
| Repositorio: | Revista UCV-HACER |
| Lenguaje: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/2762 |
| Enlace del recurso: | http://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2762 |
| Nivel de acceso: | acceso abierto |
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Instructional design based on social learning and TPACK to improve language learning Diseño instruccional basado en aprendizaje social y TPACK para mejorar el aprendizaje de idiomas |
| title |
Instructional design based on social learning and TPACK to improve language learning |
| spellingShingle |
Instructional design based on social learning and TPACK to improve language learning MONTOYA MUÑOZ, Gabriela Emma Edith |
| title_short |
Instructional design based on social learning and TPACK to improve language learning |
| title_full |
Instructional design based on social learning and TPACK to improve language learning |
| title_fullStr |
Instructional design based on social learning and TPACK to improve language learning |
| title_full_unstemmed |
Instructional design based on social learning and TPACK to improve language learning |
| title_sort |
Instructional design based on social learning and TPACK to improve language learning |
| dc.creator.none.fl_str_mv |
MONTOYA MUÑOZ, Gabriela Emma Edith |
| author |
MONTOYA MUÑOZ, Gabriela Emma Edith |
| author_facet |
MONTOYA MUÑOZ, Gabriela Emma Edith |
| author_role |
author |
| dc.description.none.fl_txt_mv |
Technology plays a significant role in education nowadays. People is aware of its importance and there are numerous researches regarding its benefits when applied to the teaching – learning process. Nevertheless, since social networks are a relatively young developed technology, few researches have been carried out around the world about it, and virtually none in Peru. This research was developed with the sole purpose of analyzing the impact that the applicationof an instructional design based on social learning theory and TPACK framework has on promoting the use of social network sites to improve English language learning of students coursing Beginners IV at Señor de Sipan Language Center (SSLC) during October 2015. To test the hypothesis the quasi experimental design was applied. A Pre - test was given, to diagnose the problem. Results shown that students had a low level of English language learning, they were not capable of communicating in the target language even at a basic level. Further research was carried out, to dig deeper into the problem and after applying an interview and questionnaire to the teachers, it was possible to spot the problem: Activities, strategies and methods, applied in most classes were traditional and left behind the proper use of any technology. Classes did not meet students interests and did not engage their participation. Results were encouraging, after the application of the Post - test it was possible to note the improvement of students’ level and interest for their English classes.Keywords: Social learning theory, TPACK framework, Social network sites, instructional design. La tecnología juega un papel importante en la educación hoy en día. Todos somos conscientes de su importancia y existen numerosas investigaciones sobre lo beneficiosa que puede ser cuando se aplica al proceso de enseñanzaaprendizaje; sin embargo, dado que las redes sociales han sido desarrolladas hace relativamente poco tiempo, no existen muchas investigaciones al respecto en el mundo, y prácticamente ninguna en el Perú. Esta investigación fue desarrollada con el único propósito de analizar el impacto que la aplicación de un diseño instruccional que promueve el uso de las redes sociales, basado en la teoría del aprendizaje social y el marco de trabajo TPACK tiene en la mejora el aprendizaje del idioma inglés de los estudiantes que cursan el Beginners IV en el Centro de Idiomas Señor de Sipán (SSLC) durante octubre de 2015. Para probar la hipótesis se aplicó el diseño cuasi experimental. Se realizó unPre - test para diagnosticar el problema. Los resultados mostraron que los estudiantes tenían un bajo nivel de aprendizaje del idioma inglés, no eran capaces de comunicarse en el idioma de destino ni siquiera en un nivel básico. Se realizaron más investigaciones, para profundizar en el problema y después de aplicar una entrevista y un cuestionario a los profesores, fue posible detectar el problema: las actividades, estrategias y métodos aplicados en la mayoría de las clases eran tradicionales y no utilizaban adecuadamente la tecnología. Las clases no satisfacían los intereses de los estudiantes y no involucraban su participación. Los resultados fueron alentadores, después de la aplicación del Post - test se pudo observar la mejora del nivel de los estudiantes y el interés por sus clases de inglés.Palabras clave: Teoría del aprendizaje social, marco de trabajo TPACK, sitios de redes sociales, diseño instruccional. |
| description |
Technology plays a significant role in education nowadays. People is aware of its importance and there are numerous researches regarding its benefits when applied to the teaching – learning process. Nevertheless, since social networks are a relatively young developed technology, few researches have been carried out around the world about it, and virtually none in Peru. This research was developed with the sole purpose of analyzing the impact that the applicationof an instructional design based on social learning theory and TPACK framework has on promoting the use of social network sites to improve English language learning of students coursing Beginners IV at Señor de Sipan Language Center (SSLC) during October 2015. To test the hypothesis the quasi experimental design was applied. A Pre - test was given, to diagnose the problem. Results shown that students had a low level of English language learning, they were not capable of communicating in the target language even at a basic level. Further research was carried out, to dig deeper into the problem and after applying an interview and questionnaire to the teachers, it was possible to spot the problem: Activities, strategies and methods, applied in most classes were traditional and left behind the proper use of any technology. Classes did not meet students interests and did not engage their participation. Results were encouraging, after the application of the Post - test it was possible to note the improvement of students’ level and interest for their English classes.Keywords: Social learning theory, TPACK framework, Social network sites, instructional design. |
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2020 |
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2020-06-30 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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http://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2762 10.18050/ucv-hacer.v9i2.2762 |
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http://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2762 |
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10.18050/ucv-hacer.v9i2.2762 |
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http://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2762/2239 /*ref*/Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88. /*ref*/Bandura, A. (1965). Influence of models' reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589- 595. /*ref*/Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. /*ref*/Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press. /*ref*/Bruce, B. C. (1993). Innovation and social change. In B. C. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms (pp. 9-32). Cambridge, UK: Cambridge University Press. /*ref*/Chartrand R. (2011). Using social networks for language practice. Japan. Knowledge Management &E-Learning Journal. Vol.4, No.1. 97 /*ref*/Duțăa N.& Martínez-Rivera O. (2014) Between theory and practice: the importance of ICT in Higher Education as a tool for collaborative learning. Elsevier Ltd. /*ref*/Heinich, Molenda, Russel and Smaldino. (1999) Instructional Media and Technologies for Learning. USA. Pearson /*ref*/Hernández R. et al (2014). Metodología de la Investigación. México D.F. McGraw Hill /*ref*/Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. New York: Routledge. /*ref*/Krashen, S.D. (1993). The effect of formal grammar teaching: Still peripheral. TESOL Quarterly, 26, No.3. 722-725. /*ref*/Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe. /*ref*/McLaughlin, B. (1987). Theories of second language learning. London: Edward Arnold. /*ref*/Reiser & Dempsey, (2007) Trends and Issues in Instructional Design and Technology. Saddle River, NJ: Pearson Education. /*ref*/Sadeghi, B., Rahmany, R., & Doosti, E. (2015). L2 teachers’ reasons and perceptions for using or not using computer mediated communication tools in their classroom. Journal of Language Teaching and Research, 5(3), 663-673. /*ref*/Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press. /*ref*/Siemens G. (2005) Connectivism: A Learning Theory for the Digital Age. Canada. International Journal of Instructional Technology and Distance Learning /*ref*/Van Merriënboer, J. J. G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, New Jersey: Educational Technology Publications. Modern Language Journal, 61. 325-336. /*ref*/Wetzel, K. & Marshall, S. (2011-12). TPACK goes to sixth grade - Lessons from a middle school teacher in a high technology access classroom. Journal of Digital Learning in Teacher Education /*ref*/Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. |
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Derechos de autor 2021 Gabriela Emma Edith MONTOYA MUÑOZ http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Gabriela Emma Edith MONTOYA MUÑOZ http://creativecommons.org/licenses/by-nc/4.0 |
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Universidad César Vallejo Campus Chiclayo |
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Universidad César Vallejo Campus Chiclayo |
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UCV HACER; Vol. 9 Núm. 2 (2020): Abril-Junio; 93-97 UCV-HACER; Vol. 9 Núm. 2 (2020): Abril-Junio; 93-97 2414-8695 2305-8552 10.18050/ucv-hacer.v9i2 reponame:Revista UCV-HACER instname:Universidad César Vallejo instacron:UCV |
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Instructional design based on social learning and TPACK to improve language learningDiseño instruccional basado en aprendizaje social y TPACK para mejorar el aprendizaje de idiomasMONTOYA MUÑOZ, Gabriela Emma EdithTechnology plays a significant role in education nowadays. People is aware of its importance and there are numerous researches regarding its benefits when applied to the teaching – learning process. Nevertheless, since social networks are a relatively young developed technology, few researches have been carried out around the world about it, and virtually none in Peru. This research was developed with the sole purpose of analyzing the impact that the applicationof an instructional design based on social learning theory and TPACK framework has on promoting the use of social network sites to improve English language learning of students coursing Beginners IV at Señor de Sipan Language Center (SSLC) during October 2015. To test the hypothesis the quasi experimental design was applied. A Pre - test was given, to diagnose the problem. Results shown that students had a low level of English language learning, they were not capable of communicating in the target language even at a basic level. Further research was carried out, to dig deeper into the problem and after applying an interview and questionnaire to the teachers, it was possible to spot the problem: Activities, strategies and methods, applied in most classes were traditional and left behind the proper use of any technology. Classes did not meet students interests and did not engage their participation. Results were encouraging, after the application of the Post - test it was possible to note the improvement of students’ level and interest for their English classes.Keywords: Social learning theory, TPACK framework, Social network sites, instructional design.La tecnología juega un papel importante en la educación hoy en día. Todos somos conscientes de su importancia y existen numerosas investigaciones sobre lo beneficiosa que puede ser cuando se aplica al proceso de enseñanzaaprendizaje; sin embargo, dado que las redes sociales han sido desarrolladas hace relativamente poco tiempo, no existen muchas investigaciones al respecto en el mundo, y prácticamente ninguna en el Perú. Esta investigación fue desarrollada con el único propósito de analizar el impacto que la aplicación de un diseño instruccional que promueve el uso de las redes sociales, basado en la teoría del aprendizaje social y el marco de trabajo TPACK tiene en la mejora el aprendizaje del idioma inglés de los estudiantes que cursan el Beginners IV en el Centro de Idiomas Señor de Sipán (SSLC) durante octubre de 2015. Para probar la hipótesis se aplicó el diseño cuasi experimental. Se realizó unPre - test para diagnosticar el problema. Los resultados mostraron que los estudiantes tenían un bajo nivel de aprendizaje del idioma inglés, no eran capaces de comunicarse en el idioma de destino ni siquiera en un nivel básico. Se realizaron más investigaciones, para profundizar en el problema y después de aplicar una entrevista y un cuestionario a los profesores, fue posible detectar el problema: las actividades, estrategias y métodos aplicados en la mayoría de las clases eran tradicionales y no utilizaban adecuadamente la tecnología. Las clases no satisfacían los intereses de los estudiantes y no involucraban su participación. Los resultados fueron alentadores, después de la aplicación del Post - test se pudo observar la mejora del nivel de los estudiantes y el interés por sus clases de inglés.Palabras clave: Teoría del aprendizaje social, marco de trabajo TPACK, sitios de redes sociales, diseño instruccional.Universidad César Vallejo Campus Chiclayo2020-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/276210.18050/ucv-hacer.v9i2.2762UCV HACER; Vol. 9 Núm. 2 (2020): Abril-Junio; 93-97UCV-HACER; Vol. 9 Núm. 2 (2020): Abril-Junio; 93-972414-86952305-855210.18050/ucv-hacer.v9i2reponame:Revista UCV-HACERinstname:Universidad César Vallejoinstacron:UCVspahttp://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2762/2239/*ref*/Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88./*ref*/Bandura, A. (1965). Influence of models' reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589- 595./*ref*/Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall./*ref*/Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press./*ref*/Bruce, B. C. (1993). Innovation and social change. In B. C. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms (pp. 9-32). Cambridge, UK: Cambridge University Press./*ref*/Chartrand R. (2011). Using social networks for language practice. Japan. Knowledge Management &E-Learning Journal. Vol.4, No.1. 97/*ref*/Duțăa N.& Martínez-Rivera O. (2014) Between theory and practice: the importance of ICT in Higher Education as a tool for collaborative learning. Elsevier Ltd./*ref*/Heinich, Molenda, Russel and Smaldino. (1999) Instructional Media and Technologies for Learning. USA. Pearson/*ref*/Hernández R. et al (2014). Metodología de la Investigación. México D.F. McGraw Hill/*ref*/Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. New York: Routledge./*ref*/Krashen, S.D. (1993). The effect of formal grammar teaching: Still peripheral. TESOL Quarterly, 26, No.3. 722-725./*ref*/Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe./*ref*/McLaughlin, B. (1987). Theories of second language learning. London: Edward Arnold./*ref*/Reiser & Dempsey, (2007) Trends and Issues in Instructional Design and Technology. Saddle River, NJ: Pearson Education./*ref*/Sadeghi, B., Rahmany, R., & Doosti, E. (2015). L2 teachers’ reasons and perceptions for using or not using computer mediated communication tools in their classroom. Journal of Language Teaching and Research, 5(3), 663-673./*ref*/Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press./*ref*/Siemens G. (2005) Connectivism: A Learning Theory for the Digital Age. Canada. International Journal of Instructional Technology and Distance Learning/*ref*/Van Merriënboer, J. J. G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, New Jersey: Educational Technology Publications. Modern Language Journal, 61. 325-336./*ref*/Wetzel, K. & Marshall, S. (2011-12). TPACK goes to sixth grade - Lessons from a middle school teacher in a high technology access classroom. Journal of Digital Learning in Teacher Education/*ref*/Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.Derechos de autor 2021 Gabriela Emma Edith MONTOYA MUÑOZhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2021-06-04T16:05:42Zmail@mail.com - |
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13.871978 |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
