Mejorando la escritura narrativa en ESL Classroom usando series de imágenes

  • Fetylyana Nor Pazilah Universiti Kebangsaan Malaysia
  • Harwati Hashim Universiti Kebangsaan Malaysia
  • Melor Md Yunus Universiti Kebangsaan Malaysia
  • Karmila Rafiqah M. Rafiq Universiti Kebangsaan Malaysia
Palabras clave: Serie de imágenes, ayudas visuales, escritura narrativa, pensamiento creativo, Enfoque de proceso, motivación.

Resumen

El aprendizaje del siglo XXI crea una gran ola a medida que se agregan más ayudas visuales como materiales de enseñanza y una de ellas sería usar series de imágenes. Este estudio se realizó para investigar la efectividad de las series de imágenes en la escritura narrativa. Un total de 30 estudiantes de una escuela secundaria fueron elegidos como participantes. Se les dio a los estudiantes una prueba previa y una prueba posterior para acumular los resultados. Los resultados mostraron una mejora en la escritura de los estudiantes después de realizar los tratamientos. La serie de imágenes mejoró las habilidades de pensamiento y lenguaje de los estudiantes La serie de imágenes también ayudó a los estudiantes a desarrollar una mejor historia. Las series de imágenes se pueden manipular según las condiciones de las aulas. Por lo tanto, este estudio muestra la importancia de utilizar ayudas visuales, como series de imágenes, para mejorar la habilidad de escritura narrativa de los estudiantes. Este estudio implicó a todos los maestros como material didáctico sugerido. Los estudios futuros pueden analizar las percepciones de los estudiantes sobre el uso de series de imágenes en un aula de ESL.

Descargas

La descarga de datos todavía no está disponible.

Citas

Abbott, P. H. (2002). The Cambridge introduction to narrative. Cambridge: Cambridge University Press.

Alharbi, S. H. (2017). Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students. English Language Teaching, 10(2), 33-39.

Apsari, Y. (2017). The Use Of Picture Series In Teaching Writing Recount Text. Eltin Journal, Journal Of English Language Teaching In Indonesia, 5(2), 51-56

Binder, M. D., Hirokowa, N., & Windhorst, U. (Eds.). (2009). Encyclopedia of neuroscience. Berlin, Heidelberg: Springer Berlin Heidelberg

Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In Mobile learning design (pp. 27-42). Springer, Singapore.

Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. Turkish Online Journal of Educational Technology-TOJET, 5(4), 67-72.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81-92.

Godden, N. J. (2017). A co-operative inquiry about love using narrative, performative and visual methods. Qualitative research, 17(1), 75-94.

Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using Pictures Series Technique to Enhance Narrative Writing among Ninth Grade Students at Institución Educativa Simón Araujo. English Language Teaching, 8(5), 45-71.

Halwani, N. (2017). Visual Aids and Multimedia in Second Language Acquisition. English Language Teaching, 10(6), 53-59.

Hashim, H. (2018). Application of Technology in the Digital Era Education. International Journal of Research in Counseling and Education, 2(1), 1-5.

Hashim, H., Rafiq, R. M., & Md Yunus, M. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World English Journal (AWEJ) Special Issue on CALL, (5).

Henry, R., & Simpson, C. (2001). A match made in heaven. Teacher Librarian, 28(3), 23.

Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing problems among pupils in a rural primary school in Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7

Leśniewska, J., & Pichette, F. (2016). Songs vs. stories: impact of input sources on ESL vocabulary acquisition by preliterate children. International Journal of Bilingual Education and Bilingualism, 19(1), 18-34.

Lindstormberg, S. (2004). Language Activities for Teenagers. Cambridge: Cambridge University Press

Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English language and literature (RJELAL), 3(1), 91-96.

Madut, I. T., & Yunus, M. M. (2017, May). Popsicle Simile: An Innovative Tool in Promoting Creative Writing among Rural Primary School ESL Learners. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era (pp. 425-431).

Mart, C. T. (2013). The grammar-translation method and the use of translation to facilitate learning in ESL classes. Journal of Advances in English Language Teaching, 1(4), 103-105.

Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11.

Rajendran, N. (1999). Teaching Higher Order Thinking Skills in language classrooms: The need for transformation of teaching practice. (Ph.D dissertation, Michigan State University)

Roberts, G., & Banegas, D. L. (2018). Writing beyond the classroom: Insights on authenticity and motivation. Argentinian Journal of Applied Linguistics, 6(2), 33-41.

Sahin, M., Sule, S., & Seçer, Y. E. (2016). Challenges of Using Audio-Visual Aids as Warm-Up Activity in Teaching Aviation English. Educational Research and Reviews, 11(8), 860-866.

Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.

Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners. English Language Teaching, 11(7), 86-100.

Singh, C. K. S., Tan, P. M., Abdullah, O., & Mostafa, N. A. (2017). ESLLearners’ Perspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progresive Education and Development6 (4), 74-89.

Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay. Creative Education, 9(14), 2215-2223.

Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), 150-155.

Wening, R. H., Cahyono, B. Y., & Iragiliati, E. (2017). Effect of Using Picture Series on the Indonesian EFL Students' Writing Ability across Learning Styles. International Jurnal on Studies in English Language and Literature (IJSELL) Malang.

Wright, A. 1989. Pictures for Language Learning. New York: Cambridge University Press

Yunus, M. M., Hashim, H., Sulaiman, N. A., Sulaiman, W. S. M., Richmond, R. L., Jarail, S., & Royal, N. (2018).

Yunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and Cons of Using IICT in Teaching ESL Reading and Writing. International education studies, 6(7), 119-130.

Publicado
2019-11-15
Cómo citar
Fetylyana Nor Pazilah, Harwati Hashim, Melor Md Yunus, & Karmila Rafiqah M. Rafiq. (2019). Mejorando la escritura narrativa en ESL Classroom usando series de imágenes. Religación. Revista De Ciencias Sociales Y Humanidades, 4(21), 26-31. Recuperado a partir de http://revista.religacion.com/index.php/about/article/view/914