The use of oral presentations in Higher Education: CLIL vs. English as a foreign language
DOI:
https://doi.org/10.58265/pulso.5072Palabras clave:
Oral Presentation, CLIL, English as a Foreign Language, Higher EducationResumen
El objeto del presente trabajo es recabar información sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos –Aprendizaje-integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se administraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presentaciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan considerablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad
Descargas
Citas
Aguilar, M., & Muñoz, C. (2014). The Effect of Proficiency on CLIL Benefits in Engineering Students in Spain. International Journal of Applied Linguistics, 24(1), 1-18. DOI: https://doi.org/10.1111/ijal.12006
Alejo, R., & Piquer, A. (2010). CLIL Teacher Training in Extremadura: A Needs Analysis Perspective. In Lasagabaster D., & Ruiz de Zarobe, Y. (Eds.), CLIL in Spain. Implementation, Results and Teacher Training (pp. 219-242). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Alisha, A. R., & Dolmaci, M. (2013). The Interface between Self-efficacy concerning the Self-assessment on Students Studying English as a Foreign Language. Procedia: Social and Behavioral Sciences, 70, 873-881. DOI: https://doi.org/10.1016/j.sbspro.2013.01.133
Barry, S. (2012). A Video Recording and Viewing Protocol for Student Group Presentations: Assisting Self-assessment through a Wiki environment. Computers and Education, 59, 855-860. DOI: https://doi.org/10.1016/j.compedu.2012.04.008
Blanche, P., & Merino, B. J. (1989). Self-Assessment of Foreign-Language Skills: Implications for Teachers and Researchers. Language Learning, 39(3), 313-338 DOI: https://doi.org/10.1111/j.1467-1770.1989.tb00595.x
Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics. doi: 10.1093/applin/amt011 DOI: https://doi.org/10.1093/applin/amt011
Chuang, H., & Rosenbusch, M. (2005). Use of Digital Video Technology in an Elementary Foreign Language Methods Course. British Journal of Educational Technology, 36(5), 868-880. DOI: https://doi.org/10.1111/j.1467-8535.2005.00509.x
Costa, F. (2012). Focus on Form in ICLHE lectures in Italy: Evidence from English-medium Science Lectures by Native Speakers of Italian. AILA Review, 25, 30-47. DOI: https://doi.org/10.1075/aila.25.03cos
Cots, J. M. (2013). Introducing English-medium Instruction at the University of Lleida, Spain: Intervention, Beliefs and Practices. In Doiz, A., Lasagabaster D., & Sierra, J. (Eds.), English-medium Instruction at Universities: Global Challenges (pp. 106-128). Bristol, UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162-010
Cots, J. M., & Clemente, M. (2011). Tandem Teaching in CLIL for Tertiary Education. In Escobar C., and Nussbaum, L. (Eds.), Aprendre en una Altra Llengua (pp. 165-184). Bellaterra, Spain: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Cummins, J., & Swain, M. (1986). Bilingualism in Education: Aspects of Theory, Research and Practice. London, UK: Longman.
Dafouz, E. (2011). English as the Medium of Instruction in Spanish Contexts. In Ruiz de Zarobe, Y., Sierra, J. M., and Gallardo del Puerto, F. (Eds.), Content and Language Integrated Learning. Contributions to Multilingualism in European Contexts (pp. 189-209). Berlin, Germany: Peter Lang.
Dafouz, E., Núñez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the Tertiary Level: Teachers’ and Students’ Reactions. In Wolff, D., & Marsh, D. (Eds.), Diverse Contexts Converging Goals. Content and Language Integrated Learning in Europe (pp. 91-102). Frankfurt, Germany: Peter Lang.
Dalton-Puffer, C. (2011). Content and Language Integrated Learning: from Practice to Principle. Annual Review of Applied Linguistics, 31, 182-204. DOI: https://doi.org/10.1017/S0267190511000092
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Language Use and Language Learning in CLIL. Current Findings and Contentious Issues. In Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.), Language Use and Language Learning in CLIL Classrooms (pp. 279–292). Amsterdam, The Netherlands: John Benjamins. DOI: https://doi.org/10.1075/aals.7.14dal
De Grez, L., Valcke, M., & Roozen, I. (2009). The Impact of Goal Orientation, Self-reflection and Personal Characteristics on the Acquisition of Oral Presentation Skills. European Journal of Psychology of Education, 24(3), 293-306. DOI: https://doi.org/10.1007/BF03174762
Doiz, A., Lasagabaster, D., & Sierra, J. (2011). Internationalisation, Multilingualism and English-medium Instruction: The Teachers’ Perspective. World Englishes, 30, 345-389. DOI: https://doi.org/10.1111/j.1467-971X.2011.01718.x
Doiz, A., Lasagabaster, D., & Sierra, J. (2013a) English as L3 at a Bilingual University in the Basque Country. In Doiz, A., Lasagabaster, D., & Sierra, J. (Eds.), English-medium Instruction at Universities: Global Challenges (pp. 84-105). Bristol, UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162-009
Doiz, A., Lasagabaster, D., & Sierra, J. (2013b). Future Challenges for English-medium Instruction at the Tertiary Level. In Doiz, A., Lasagabaster, D., & Sierra, J. (Eds.), English-medium Instruction at Universities: Global Challenges (pp. 213-221). Bristol, UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162-015
Fortanet, I. (2013). CLIL in Higher Education. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847699374
García Mayo, M. P. (2009). El Uso de Tareas y la Atención a la Forma del Lenguaje en el Aula AICLE. In Pavón Vázquez, V., & Ávila López, J. (Eds.), Aplicaciones Didácticas para la Enseñanza Integrada de Lengua y Contenidos (AICLE/CLIL/Émile) (pp. 55-73). Córdoba, Spain: Consejería de Educación de la Junta de Andalucía.
Gil Salom, L., & Westall, D. (2000). Effective Oral Presentations and the ESAP Student. In F. Luttikhuizen (Ed.), Actas del III Congrés Internacional sobre Llengües per a Finalitats Especifiques (pp. 161-164). Barcelona, Spain: Publicacions i Edicions de la Universitat de Barcelona.
González Ortiz, L. (2004). La Comprensión y Producción Oral como Técnica Didáctica. Zona Próxima: Revista del Instituto de Estudios Superiores en Educación, 5, 86-111. DOI: https://doi.org/10.14482/zp.05.300.66
Harley, B., Allen, P., Cummins, J., & Swain, M. (1990). The Development of Second Language Proficiency. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524568
Heilenman, K. (1990). Self-assessment of Second Language Ability: the Role of Response Effects. Language Testing, 7, 174-201. DOI: https://doi.org/10.1177/026553229000700204
Hendrix, K. G. (2000). Assessment and Skill Development for ESL Students in Mainstream Communication Classes Requiring Oral Presentations. Journal of the Association for Communication Administration, 29, 196-212.
Hewitt, E., & Stephenson, J. (2012). Resultados de la Investigación Empírica de Alumnos CLIL Bilingües Estudiando Medicina en una Universidad Española. Dedica. Revista De Educação E Humanidades, 2, 307-322. DOI: https://doi.org/10.30827/dreh.v0i2.7136
Izumi, S. (2003). Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis. Applied Linguistics, 24, 168-196. DOI: https://doi.org/10.1093/applin/24.2.168
Johnson, R. K., & Swain, M. (1997). Immersion Education: International Perspectives. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139524667
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge, UK: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511733062
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Lightbown, P. (1998). The Importance of Iiming in Focus on Form. In Doughty, C., & Williams, J. (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 177-196). Cambridge, UK: Cambridge University Press.
Lightbown, P. M., & Spada, N. (1997). How Languages are Learned. Oxford, UK: Oxford University Press.
Long, M. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In Ritchie, W., & Bhatia, T. (Eds.), Handbook of Research on Second Language Acquisition (pp. 413-468). New York, NY: Academic Press. DOI: https://doi.org/10.1016/B978-012589042-7/50015-3
Lyster, R. (2007). Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.18
Lyster, R. (2013). Research Perspectives on Integrating Language and Content through Counterbalanced Instruction. Paper presented at the ALP-CLIL conference, Madrid, June 5-8.
Lyster, R., Saito, K., & Sato, M. (2013). Oral Corrective Feedback in Second Language Classrooms. Language Teaching, 46(1), 1-40. DOI: https://doi.org/10.1017/S0261444812000365
Martínez Adrián, M., & Gutiérrez Mangado J. (2015). Is CLIL Instruction Beneficial in terms of General Proficiency and Specific Areas of Grammar? Journal of Immersion and Content-Based Language Education, 3(1), 51-76. DOI: https://doi.org/10.1075/jicb.3.1.03adr
Mayer, K. (2005). Fundamentals of Surgical Research Course: Research Presentations. Journal of Surgical Research, 128, 174-171. DOI: https://doi.org/10.1016/j.jss.2005.07.001
McDonald, B. (1997). The Impact of Content-based Instruction: Three Studies. Focus on Basics. Connecting Research and Practice, 1 (D). Retrieved from http://www.ncsall.net/?id=429/
Montanero, M., Mateos, V. L., Gómez, V., & Alejo, R. (2006). Orientaciones para la Elaboración del Plan Docente de una Asignatura. Guía Extensa 2006. Badajoz, Spain: Servicio de Publicaciones de la Universidad de Extremadura.
Muñoz, C. (2001). The Use of the Target Language as the Medium of Instruction: University Students’ Perceptions. Anuari de Filologia, 23(1), 71-82.
Nikula, T., Dalton-Puffer, C., & Llinares A. (2013). CLIL Classroom Discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70-100. DOI: https://doi.org/10.1075/jicb.1.1.04nik
Oscarsson, M. (1984). Self-Assessment of Foreign Language Skills: A Survey of Research and Development Work. Strasbourg: Council of Europe.
Otoshi, J., & Heffernen, N. (2008). Factors Predicting Effective Oral Presentations in EFL Classrooms. Asian EFL Journal, 10(1), 65-78. Retrieved from http://www.asian-efl-journal.com/March_08_jo.php
Pedrosa, B. (2011). Discurso Pedagógico y Estrategias Docentes en dos Aulas AICLE. PhD diss., University of the Basque Country.
Philipson, R. (2009). English in Higher Education. Panacea or Pandemic? Angles on the English-Speaking World, 9, 29-57.
Ramos Álvarez, M., & Luque, G. (2010). A Competence-based Constructivist Tool for Evaluation. Cultura y Educación, 22(3), 329-344. DOI: https://doi.org/10.1174/113564010804932148
Ross, S. (1998). Self-assessment in Second Language Testing: A Meta-analysis and Experiment with Experiential Factors. Language Testing, 15(1), 1-20. DOI: https://doi.org/10.1177/026553229801500101
Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). CLIL in a Bilingual Community: The Basque Autonomous Region. In Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 12-29). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Ruiz de Zarobe, Y. (2011). Which Language Competencies Benefit from CLIL? An Insight into Applied Linguistics Research. In Ruiz de Zarobe, Y., Sierra J., & Gallardo del Puerto, F. (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 129-153). Bern, Germany: Peter Lang. DOI: https://doi.org/10.3726/978-3-0351-0171-3
Ruiz Garrido, M. F., & Campoy Cubillo, M. C. (2013). CLIL at University: Research and Developments. Language Value, 5, 1-4.
Rupnow, J. H., King, J., & Johnson, L. K. (2001). Thinking Verbally: Communication Tips for Technical Presentations. Food Technology, 55(1), 46-48.
Russell, V. (2009). Corrective Feedback over a Decade of Research since Lyster and Ranta (1997): Where Do We Stand Today? Electronic Journal of Foreign Language Teaching, 6(1), 21-31.
Saarinen, T., & Nikula, T. (2013). Implicit Policy, Invisible Language: Policies and Practices of International Degree Programmes in Finnish Higher Education. In Doiz, A., Lasagabaster, D., & Sierra, J. (Eds.), English-medium Instruction at Universities: Global Challenges (pp. 131-150). Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162-011
Sanz, C., & Morgan-Short, K. (2004). Positive Evidence vs. Explicit Rule Presentation and Explicit Negative Feedback: A Computer-assisted Study. Language Learning, 54, 35-78. DOI: https://doi.org/10.1111/j.1467-9922.2004.00248.x
Sharwood-Smith, M. (1981). Consciousness-raising and the Second Language Learner. Applied Linguistics, 2, 159-168. DOI: https://doi.org/10.1093/applin/2.2.159
Sierra, J., Gallardo del Puerto, F., & Ruiz de Zarobe, Y. (2011). Good Practices and Future Actions in CLIL: Learning and Pedagogy. In Ruiz de Zarobe, Y., Sierra J., & Gallardo del Puerto, F. (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 317-338). Bern, Germany: Peter Lang.
Smit, U., & Dafouz, E. (2012). Integrating Content and Language in Higher Education: An Introduction to English-medium Policies, Conceptual Issues and Research Practices across Europe. AILA Review, 25, 1-12. DOI: https://doi.org/10.1075/aila.25.01smi
Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development. In Gass, S., and Madden, C. (Eds.), Input in Second Language Acquisition, (pp. 235-253). Rowley, MA: Newbury House.
Tatzl, D. (2011). English-medium Masters’ Programmes at an Austrian University of Applied Sciences: Attitudes, Experiences and Challenges. Journal of English for Academic Purposes, 10(4), 252-270. DOI: https://doi.org/10.1016/j.jeap.2011.08.003
Wagener, D. (2006). Promoting Independent Learning Skills Using Video on Digital Language Laboratories. Computer Assisted Language Learning, 19(4), 279-286. DOI: https://doi.org/10.1080/09588220601043180
White, E. (2009). Student Perspectives of Peer Assessment for Learning in a Public Speaking Course. Asian EFL Journal-Professional Teaching Articles, 33, 1-55.
Wong, C. Y., & Barreda-Marlys, M. (2012). The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers' Perceptions and Classroom Practices. Electronic Journal of Foreign Language Teaching, 9(1), 61-75.
Yamashiro, A. D., & Johnson, J. (1997). Public Speaking in EFL: Elements for Course Design. The Language Teacher, 21(4), 13-17.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Pulso. Revista de educación
Esta obra está bajo una licencia internacional Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento.
Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0
Se permite y se anima a los autores a difundir electrónicamente la versión post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica.
