Desempeño auténtico comunicativo en un ambiente virtual de aprendizaje : efectos sobre las habilidades orales en inglés y la autoeficacia de estudiantes de secundaria en una institución pública de Bogotá.

Vista sencilla de ítem
dc.contributor.advisorMoreno Caro, Javier Oswaldospa
dc.contributor.authorDíaz Olivares, Jenniferspa
dc.coverage.spatialBogotá, Colombiaspa
dc.date.accessioned2025-08-29T19:42:03Z
dc.date.available2025-08-29T19:42:03Z
dc.date.issued2025
dc.description.abstractEste estudio analizó el impacto de un ambiente virtual de aprendizaje (AVA), diseñado bajo la metodología de desempeños auténticos comunicativos, sobre las habilidades orales en inglés y la autoeficacia de estudiantes de educación básica secundaria de una institución pública de Bogotá, Colombia. Se adoptó un diseño cuasiexperimental con preprueba y posprueba, utilizando grupos experimental y control. El AVA fue diseñado y validado incorporando material auténtico extraído de internet. Los datos se recolectaron mediante pruebas de comprensión auditiva, comprensión oral y un cuestionario de autoeficacia, y se analizaron con pruebas estadísticas inferenciales. Los resultados mostraron mejoras estadísticamente significativas (p < .05) en listening, speaking y autoeficacia en el grupo experimental respecto al control. Estos hallazgos evidencian que la integración de desempeños auténticos comunicativos en entornos virtuales favorece el desarrollo de habilidades orales y fortalece la confianza en el aprendizaje del inglés, aportando implicaciones relevantes para la enseñanza de lenguas extranjeras en contextos escolares.spa
dc.description.abstractenglishThis study analyzed the impact of a Virtual Learning Environment (VLE), designed under the methodology of authentic communicative performances, on the English oral skills and self-efficacy of lower secondary students in a public school in Bogotá, Colombia. A quasi-experimental pretest–post-test design was adopted, using experimental and control groups. The VLE was designed and validated by incorporating authentic materials extracted from the internet. Data were collected through listening comprehension tests, oral comprehension tests, and a self-efficacy questionnaire, and analyzed using inferential statistical tests. The results showed statistically significant improvements (p < .05) in listening, speaking, and self-efficacy in the experimental group compared to the control group. These findings highlight that integrating authentic communicative performances into virtual environments enhances the development of oral skills and strengthens confidence in English learning, providing relevant implications for foreign language teaching in school contexts.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Tecnologías de la Información aplicadas a la Educaciónspa
dc.formatPDFspa
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/20.500.12209/21423
dc.language.isospaspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Ciencia y Tecnologíaspa
dc.publisher.programMaestría en Tecnologías de la Información aplicadas a la Educaciónspa
dc.relation.referencesAlawad, A. M. (2018). Authentic videos in a context of explicitness in teaching English requests [Doctoral thesis, Birkbeck, University of London].spa
dc.relation.referencesAnguita, C. J., Repullo, J. L., & Donado, J. C. (2003). La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos. Investigación, 527–538.spa
dc.relation.referencesBachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.spa
dc.relation.referencesBandura, A. (1995). Exercise of personal and collective efficacy. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). Cambridge University Press.spa
dc.relation.referencesBandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.spa
dc.relation.referencesBeatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Routledge.spa
dc.relation.referencesBelaid, A. M. A., & Murray, L. (2015). Using authentic materials in the foreign language classrooms: Teacher attitudes and perceptions in Libyan Universities.spa
dc.relation.referencesBenson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In P. Benson & H. Reinders (Eds.), Beyond the language classroom. Palgrave Macmillan. https://doi.org/10.1057/9780230306790spa
dc.relation.referencesBernal Pinzón, A. N. (2020). Authentic materials and tasks as mediators to develop EFL students’ intercultural competence. HOW Journal, 27(1), 29–46.spa
dc.relation.referencesCambridge Assessment English. (2020). A2 Key English Test https://www.cambridgeenglish.org/exams-and-tests/key/preparation/spa
dc.relation.referencesCastillo, C., Insuasty, E., & Jaime, M. (2017). The impact of authentic materials and tasks on students' communicative competence at a Colombian language school. Profile: Issues in Teachers’ Professional Development, 19(1), 89–104.spa
dc.relation.referencesCha, Y. K., & Ham, S. H. (2011). Educating supranational citizens: The incorporation of English language education into curriculum policies. American Journal of Education, 117(2), 183–209.spa
dc.relation.referencesChen, H.-Y. (2007). The relationship between EFL learners’ self-efficacy beliefs and English performance [Doctoral dissertation, Florida State University]. http://purl.flvc.org/fsu/fd/FSU_migr_etd-3846spa
dc.relation.referencesChica Ramírez, A. L., Martínez Díaz, J., & Garzón Cárdenas, J. (2023). Fostering EFL reading comprehension through critical thinking questionnaires in a VLE. Revista Científica del Amazonas. https://revistadelamazonas.info/index.php/amazonas/article/view/102spa
dc.relation.referencesColpaert, J. (2006). Pedagogy-driven design for online language teaching and learning. CALICO Journal, 23(3), 477–497.spa
dc.relation.referencesConcepción, J. A., & Díaz, E. A. (2006). La competencia comunicativa y su relación con la enseñanza del idioma inglés en las Ciencias Biomédicas. Gaceta Médica Espirituana, 8(3).spa
dc.relation.referencesConsejo de Europa. (2001). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER). Instituto Cervantes / Ministerio de Educación.spa
dc.relation.referencesCrystal, D. (2003). English as a global language. Cambridge University Press.spa
dc.relation.referencesCárdenas, R., & Miranda, N. (2014). Implementación del Programa Nacional de Bilingüismo: un balance intermedio. Educación y Educadores, 17(1), 51–67.spa
dc.relation.referencesEF EPI. (2024). Índice del EF English Proficiency: El ranking mundial más grande según su dominio del inglés. https://www.ef.com.co/epi/spa
dc.relation.referencesEscudero, J. M. (2005). La educación en tiempos de incertidumbre: Respuestas desde la innovación educativa. Octaedro.spa
dc.relation.referencesFernández David, W. F., Hernández, R., & Moreno, E. (2023). Designing and assessing virtual learning objects to foster English for Specific Purposes in higher education. Revista Científica del Amazonas. https://revistadelamazonas.info/index.php/amazonas/article/view/89spa
dc.relation.referencesField, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). SAGE Publications.spa
dc.relation.referencesFitriah, L., Mujiono, M., & Weganofa, R. (2024). The interplay of learning motivation and self-efficacy on English learning outcomes of EFL learners: A meta-analysis. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(2), 2756–2776. https://doi.org/10.24256/ideas.v12i2.5433spa
dc.relation.referencesFrumento, F. (2025). Qué es un vlog: definición, ideas y cómo aprovecharlo. Tienda Nube. https://www.tiendanube.com/blog/vlog/spa
dc.relation.referencesFryer, L. K., Li, C., Guo, Z., Liang, L., & Zhong, Y. (2025). Self-efficacy’s role within learning a new language during formal education: Systematic review, critical evaluation of past research and paths forward for research and practice. Studies in Second Language Learning and Teaching, 15(2), 251–278.spa
dc.relation.referencesGarrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001spa
dc.relation.referencesGeorge, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference (4th ed.). Allyn & Bacon.spa
dc.relation.referencesGonzález, C. N. (s.f.). Estudio de la percepción de estudiantes de español como lengua extranjera en relación con el uso del correo electrónico en un curso a distancia.spa
dc.relation.referencesGonzález, X. (2020, mayo 16). Los videos y audios por streaming concentran 70% del tráfico en la web. La República. https://www.larepublica.co/internet-economy/los-videos-y-audios-por-streaming-concentran-70-del-trafico-en-la-web-3006485spa
dc.relation.referencesGraham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333–350). Routledge.spa
dc.relation.referencesGuevara, D., & Ordóñez, C. (2012). Teaching English to very young learners through authentic communicative performances. Colombian Applied Linguistics Journal, 14(2), 9–27.spa
dc.relation.referencesGuo, P. J., Kim, J., & Robin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In L@S’14: Proceedings of the First ACM Conference on Learning at Scale (pp. 41–50). ACM.spa
dc.relation.referencesGunawan, G., Rizky, M. F., & Wulandari, S. (2024). A systematic review of EFL students' self-efficacy in the learning context. Journal of Language Learning and Assessment, 31–40.spa
dc.relation.referencesHao, X., & Fang, F. (2024). Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes. Asia Pacific Journal of Education, 1–16.spa
dc.relation.referencesHerazo Rivera, J. D. (2010). Authentic oral interaction in the EFL class: What it means, what it does not. Profile: Issues in Teachers’ Professional Development, 12(1), 47–61.spa
dc.relation.referencesHorn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.spa
dc.relation.referencesKamsin, A. (2024). Scaffolding English oral presentation skills in higher education: A systematic review of the ESAP pedagogical strategies.spa
dc.relation.referencesKehoe, C., Stasko, J., & Taylor, A. (2001). Rethinking the evaluation of algorithm animations as learning aids: An observational study. International Journal of Human-Computer Studies, 54, 265–284.spa
dc.relation.referencesLasley, M. (2005). Difficult conversations: Authentic communication leads to greater understanding and teamwork. Group Facilitation: A Research and Applications Journal, 7.spa
dc.relation.referencesLestari, Z., Saleh, M., Mujiyanto, J., & Yusuf, S. (2019). Students’ self-efficacy in learning English: A case study at a vocational high school. In Proceedings of the International Conference on Science and Education and Technology (pp. 418–425). Atlantis Press.spa
dc.relation.referencesLevis, D., & Gutiérrez, M. L. (2000). ¿Hacia la herramienta educativa universal? Enseñar y aprender en tiempos de Internet. Riobamba, Argentina: Ediciones CICCUS-La Crujía.spa
dc.relation.referencesLim, F. V., & Toh, W. (2024). Apps for English language learning: A systematic review. Teaching English with Technology, 24(1), 79–98.spa
dc.relation.referencesLittlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326. https://doi.org/10.1093/elt/58.4.319spa
dc.relation.referencesMacías Romero, W. D. (2022). Learning styles applied to virtual foreign language classrooms. Rastros Rostros, 24(43), 127–146. https://revistas.ucc.edu.co/index.php/ra/article/view/1095spa
dc.relation.referencesMarra, T. (2005). Authentic learning. University of Michigan.spa
dc.relation.referencesMEN (Ministerio de Educación Nacional). (2020). Lineamientos para la implementación de estrategias de aprendizaje en casa. https://www.mineducacion.gov.cospa
dc.relation.referencesMertler, C. A., & Vannatta, R. A. (2016). Advanced and multivariate statistical methods: Practical application and interpretation. Taylor & Francis.spa
dc.relation.referencesMertler, C. A., & Vannatta, R. A. (2017). Advanced and multivariate statistical methods: Practical application and interpretation (6th ed.). Routledge. https://doi.org/10.4324/9781315266978spa
dc.relation.referencesMims, C. (2003). Authentic learning: A practical introduction & guide for implementation. Meridian: A Middle School Computer Technologies Journal, 6(1).spa
dc.relation.referencesMinisterio de Educación Nacional. (2016). Derechos básicos de aprendizaje en inglés: Grados 6° a 11°. Equipo Colombia Bilingüe.spa
dc.relation.referencesMinisterio de Educación Nacional. (s.f.). Colombia Very Well: Programa Nacional de Inglés [Presentación en PDF]. https://www.mineducacion.gov.co/spa
dc.relation.referencesMuslem, A., Gani, S. A., Usman, B., Rismawati, & Yunus, M. M. (2018). The influence of authentic English video clips on students’ listening comprehension. New Educational Review, 53, 105–114. https://doi.org/10.15804/tner.2018.53.3.09spa
dc.relation.referencesNunan, D. (1988). The learner-centred curriculum. Cambridge University Press.spa
dc.relation.referencesNunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.spa
dc.relation.referencesOrdóñez, C. L. (2010). Desempeño auténtico en educación. En C. L. Ordóñez & C. Castaño (Eds.), Pedagogía y didáctica: Libro del docente. Ministerio de Educación de Ecuador.spa
dc.relation.referencesOrdóñez, C. L. (2015a). Bilingüismo en contexto monolingüe: contra la corriente. Miriada Hispánica, (10), 107–126.spa
dc.relation.referencesOrdóñez, C. L. (2015b). Innovación e investigación en la formación de profesores de inglés en la Universidad Nacional de Colombia. En L. Ochoa (Ed.), Investigación e innovación educativas: docentes (pp. 39–65). Universidad Nacional de Colombia - Centro Editorial de la Facultad de Ciencias Humanas.spa
dc.relation.referencesOrdóñez, C. L. (2018). Aprendizaje, comunicación e innovación en la formación de maestros de lenguas en Colombia. Revista Colombiana de Educación, 75, 187–214.spa
dc.relation.referencesParra Diettes, D. C. (2024). Creation of virtual learning objects for the development of technological skills and the learning of English as a foreign language. Íkala, Revista de Lenguaje y Cultura, 29(1). https://revistas.udea.edu.co/index.php/ikala/article/view/347112 Parra Diettes, D. C. (2024). Creation of virtual learning objects for the development of technological skills and the learning of English as a foreign language. Íkala, Revista de Lenguaje y Cultura, 29(1). https://revistas.udea.edu.co/index.php/ikala/article/view/347112spa
dc.relation.referencesPirker, J., & Dengel, A. (2021). The potential of 360 virtual reality videos and real VR for education—a literature review. IEEE Computer Graphics and Applications, 41(4), 76–89. https://doi.org/10.1109/MCG.2021.3070874spa
dc.relation.referencesPlan Distrital de Segunda Lengua. (2019). La apuesta de la ciudad educadora para garantizar el derecho a comunicarse en una segunda lengua a las niñas, niños y adolescentes. Alcaldía Mayor de Bogotá.spa
dc.relation.referencesPolat, M., & Erişti, B. (2019). The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135–154.spa
dc.relation.referencesPortilla, L., & Camacho, G. (2017). A WebQuest tool to develop communicative competence in EFL students with an A2 proficiency level. Zona Próxima, (26), 82–98.spa
dc.relation.referencesRamírez Ramírez, E. (2020). Los diseños motivacionales en ambientes virtuales de aprendizaje en la enseñanza del inglés. Instituto Agustín Nieto Caballero.spa
dc.relation.referencesRizo Peñafort, A. M., & Pereira, V. A. (2022). Remote English teaching during Covid-19 pandemic: Challenges and lessons in higher education teaching in Colombia. Revista RSD, 11(10), 1–17.spa
dc.relation.referencesRojas, J., & Hernández-Fernández, J. (2018). The importance of English as a second language in Latin America. In English Public Policies in Latin America: Looking for Innovation and Systemic Improvement in Quality English Language Teaching (p. 10).spa
dc.relation.referencesRomero Castro, M., & Vergara Torres, A. (2023). Virtual learning environments and metacognition: A bibliometric study in the Latin American context. Papeles, 15(2). https://revistas.uan.edu.co/index.php/papeles/article/view/233spa
dc.relation.referencesSalinas, J. (2012). Innovación educativa y uso de las TIC. Revista Universidad y Sociedad del Conocimiento (RUSC), 9(2), 1–13. https://doi.org/10.7238/rusc.v9i2.1586spa
dc.relation.referencesSeptian, N., & Kenanga, R. (2020). The implementation of mobile-assisted language learning through YouTube vlogging to boost students’ speaking performance. In Proceedings of the First International Conference on Social Science, Humanity, and Public Health (pp. 50–54). Atlantis Press.spa
dc.relation.referencesSevy-Biloon, J., & Chroman, T. (2019). Authentic use of technology to improve EFL communication and motivation through international language exchange video chat. Teaching English with Technology, 19(2), 44–58.spa
dc.relation.referencesSierra López, L. (2017). Propuesta curricular basada en desempeños auténticos comunicativos para el desarrollo de habilidades comunicativas académicas en español en estudiantes universitarios [Tesis de maestría, Universidad Nacional de Colombia]. https://repositorio.unal.edu.co/handle/unal/63353spa
dc.relation.referencesSinghal, M. (1997). The Internet and foreign language education: Benefits and challenges. University of Arizona.spa
dc.relation.referencesStockwell, G. (2012). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 16(3), 1–17.spa
dc.relation.referencesSánchez Solarte, A. C., & Obando Guerrero, G. V. (2008). Is Colombia ready for "bilingualism"? Profile: Issues in Teachers’ Professional Development, 9, 181–195.spa
dc.relation.referencesTabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.spa
dc.relation.referencesTamayo-Cano, L. H., Pineda-Hoyos, J. E., & Riascos-Gómez, A. F. (2024). Virtual learning objects in online English programs. Íkala, Revista de Lenguaje y Cultura, 29(2). https://revistas.udea.edu.co/index.php/ikala/article/view/358271spa
dc.relation.referencesVarmış Kılıç, Z., & Genç İlter, B. (2016). The effect of authentic materials on 12th grade students’ attitudes in EFL classes. ELT Research Journal, 4(1), 2–15. https://dergipark.org.tr/en/pub/eltrj/issue/5485/74473spa
dc.relation.referencesVega-Carrero, S., Pulido, M., & Ruiz-Gallego, N. E. (2017). Teaching English as a second language at a university in Colombia that uses virtual environments: A case study. Educare, 21(3), 1–17. https://biblat.unam.mx/es/revista/educare-san-jose/articulo/teaching-english-as-a-second-language-at-a-university-that-uses-virtual-environments-a-case-studyspa
dc.relation.referencesVillamil, J. D. (2009). Sondeo de opinión de algunos docentes de inglés del Distrito del Proyecto DICABI (Distrito Capital Bilingüe) en relación con del desarrollo profesional docente [Tesis de pregrado, Pontificia Universidad Javeriana].spa
dc.relation.referencesWei, Y. (2022). Toward technology-based education and English as a foreign language motivation: A review of literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/fpsyg.2022.870540spa
dc.relation.referencesYagoub, I. (2019). The role of instructional YouTube videos in enhancing English as a foreign language students’ speaking skill: The case of second year EFL students at Biskra University [Tesis de grado, Mohamed Khaider University of Biskra].spa
dc.relation.referencesYaguara, J. A., Medina, M., & Sánchez, D. (2022). Exploring the implementation of CLIL in an EFL virtual learning environment. Latin American Journal of CLIL, 15(1), 32–49. https://www.researchgate.net/publication/361301423spa
dc.relation.referencesYang, H. (2020). Secondary-school students’ perspectives of utilizing TikTok for English learning in and beyond the EFL classroom. In Proceedings of the 3rd International Conference on Education Technology and Social Science (ETSS 2020) (pp. 163–183).spa
dc.relation.referencesZambrano Leal, L. F., & Rivas Rivas, D. R. (2021). Prácticas pedagógicas tradicionales y su impacto en el aprendizaje del inglés en instituciones públicas. Revista Colombiana de Educación, 80, 135–157. https://doi.org/10.17227/rce.num80-11678spa
dc.relation.referencesZhang, Y. (2022). The effect of educational technology on EFL learners’ self-efficacy. Frontiers in Psychology, 13, 881301. https://doi.org/10.3389/fpsyg.2022.881301spa
dc.rights.accessAcceso abiertospa
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.subjectDesempeño auténtico comunicativospa
dc.subjectAmbiente virtual de aprendizajespa
dc.subjectHabilidades orales en inglésspa
dc.subjectAutoeficaciaspa
dc.subjectEnseñanza de lenguasspa
dc.subject.keywordsAuthentic communicative performanceeng
dc.subject.keywordsVirtual learning environmenteng
dc.subject.keywordsEnglish oral skillseng
dc.subject.keywordsSelf-efficacyeng
dc.subject.keywordsLanguage teachingeng
dc.titleDesempeño auténtico comunicativo en un ambiente virtual de aprendizaje : efectos sobre las habilidades orales en inglés y la autoeficacia de estudiantes de secundaria en una institución pública de Bogotá.spa
dc.title.translatedAuthentic communicative performance in a virtual learning environment: effects on English oral skills and self-efficacy of high school students in a public institution in Bogotá.eng
dc.typeinfo:eu-repo/semantics/masterThesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Desempeño auténtico comunicativo en un ambiente virtual de aprendizaje.pdf
Tamaño:
1.64 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Bloque de licencias

Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
No hay miniatura disponible
Nombre:
202503650153963 - 19 AGO 25 JENNIFER DIAZ.pdf
Tamaño:
305.9 KB
Formato:
Adobe Portable Document Format
Descripción:
licencia aprobada
Descargar

Colecciones

Maestría en Tecnologías de la Información aplicadas a la Educación