Vocational education as a tool to develop ninth graders’ oral communication in english.

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dc.contributor.advisorHernández Saavedra, Sergio Franciscospa
dc.contributor.authorAcosta Segura, Paula Alejandra
dc.date.accessioned2024-06-24T13:36:38Z
dc.date.available2024-06-24T13:36:38Z
dc.date.issued2024
dc.description.abstractThis research explores the efficacy of Problem-Based Learning (PBL) and roleplay techniques in fostering deeper engagement and enhancing oral communication skills among ninth-grade female students within the context of Vocational Education. The study investigates how these pedagogical tools contribute to students' self-recognition in personal and social terms, their vocational orientation, public speaking skills, and various English language aspects. Through a mixed methods approach, including surveys, interviews, and classroom observations, data was collected and analyzed to understand the impact of PBL and roleplay on students' empowerment and overall educational outcomes. Results indicate a significant positive correlation between the implementation of PBL and roleplay strategies and students' enhanced engagement with Vocational Orientation, oral communication skills, and self-perception in both personal and vocational contexts.eng
dc.description.abstractenglishEsta investigación explora la eficacia del aprendizaje basado en problemas (ABP) y las técnicas de juego de roles para fomentar un compromiso más profundo y mejorar las habilidades de comunicación oral entre estudiantes de noveno grado dentro del contexto de la educación vocacional. La investigación pretende determinar cómo estas herramientas pedagógicas contribuyen al autorreconocimiento de los estudiantes en términos personales y sociales, su educación vocacional, sus habilidades para hablar en público y diversos aspectos del idioma inglés. A través de un enfoque de métodos mixtos, que incluye encuestas, entrevistas y observaciones en el aula, se recopilaron y analizaron datos para comprender el impacto del ABP y los juegos de roles en el empoderamiento de los estudiantes y los resultados educativos generales. Los resultados indican una correlación positiva significativa entre la implementación de ABP y estrategias de juego de roles y el mayor compromiso de los estudiantes con la orientación vocacional, las habilidades de comunicación oral y la autopercepción en contextos tanto personales como vocacionales.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/19737
dc.language.isoengspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectVocational educationeng
dc.subjectProblem Based Learning (PBL)eng
dc.subjectRoleplayeng
dc.subjectEnglish learningeng
dc.subject.keywordsEducación vocacionalspa
dc.subject.keywordsAprendizaje basado en problemasspa
dc.subject.keywordsJuego de rolesspa
dc.subject.keywordsAprendizaje de inglésspa
dc.titleVocational education as a tool to develop ninth graders’ oral communication in english.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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