Webquests to promote oral comprehension and reduce anxiety in flipped learning and in traditional english classesA mixed method study

  1. SHAIMAA MAHMOUD AHMED ABDELGHAFAR 1
  2. ALBERTO FERNÁNDEZ-COSTALES 1
  3. JOSÉ LUIS BELVER DOMÍNGUEZ 1
  1. 1 University of Oviedo, Spain
Revista:
RLA: Revista de lingüística teórica y aplicada

ISSN: 0033-698X,  0718-4883

Año de publicación: 2023

Volumen: 61

Número: 1

Páginas: 93-116

Tipo: Artículo

DOI: 10.29393/RLA61-4WPSJ30004 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RLA: Revista de lingüística teórica y aplicada

Resumen

RESUMEN Las modalidades de enseñanza virtuales y mixtas han ganado peso desde la pandemia del COVID-19. En la actualidad, los recursos en línea combinados con las estrategias pedagógicas tradicionales son un enfoque ampliamente adoptado en educación. No disponíamos de modelos teóricos ni resultados de investigación que nos preparasen para lo sucedido en la pandemia, y son necesarios datos empíricos que corroboren la efectividad de determinadas estrategias y modelos pedagógicos en la enseñanza no presencial. En concreto, en el campo de la enseñanza de lenguas hay una escasez de estudios que ofrezcan evidencias empíricas sobre el uso de estrategias combinadas para mejorar el aprendizaje del alumnado. El presente artículo tiene como objetivo investigar la efectividad de las WebQuests en las clases tradicionales y en clases invertidas de inglés. Ambos modelos serán examinados en relación a la mejora de las habilidades de comprensión oral en inglés y la reducción de la ansiedad por parte de estudiantes de educación secundaria en Egipto. La investigación adopta un diseño cuasi-experimental, con 96 participantes distribuidos en tres grupos seleccionados aleatoriamente: el primer grupo (experimental) estudió mediante aprendizaje invertido; el segundo grupo utilizó la WebQuests en clases tradicionales, y el tercer grupo siguió un aprendizaje tradicional (sin WebQuests). Se utilizó un pre-test para evaluar la comprensión oral en inglés de los tres grupos. Tras la intervención, se realizó un post-test para valorar la evolución del alumnado. Adicionalmente, se utilizó un cuestionario de ansiedad para medir la efectividad del uso de las WebQuests en el aula de inglés. Los resultados subrayan la efectividad de las WebQuests como recurso didáctico, pero se confirma que los resultados son más evidentes en el caso del aprendizaje invertido.

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Fuente de los datos: Dialnet