| TAZ-TFM-2024-686 |
Action-Oriented Approach (AoA) in Third-ESO EFL: a videocall project with French EFL learners to design multimodal antiwar posters
García Náñez, Jose María
Delgado Crespo, Violeta (dir.)
Universidad de Zaragoza,
FEDU,
2024
Filología Inglesa y Alemana department, Filología Inglesa area
Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas, Artísticas y Deportivas
Abstract: The present dissertation exemplifies the implementation of an Action-Oriented Approach (AoA) for the first unit plan of Third-ESO EFL. This proposal fulfills an innovation need that stems from pedagogic deficiencies detected during the Master’s learning activities. The most critical deficiency is teachers’ restriction of their learners’ agency, which is the autonomy to mobilize all resources strategically and accomplish real-world tasks. Such autonomy critically draws on self-regulation, which includes learners’ awareness of learning strategies, reflexive thinking, and self-efficacy.
The intercultural scenario of the unit is an ‘eTwinning’ telecollaboration with French EFL learners in order to compose multimodal antiwar posters about reconciliatory events from the Franco-Aragonese history. All the competences that this scenario requires are developed through a series of preparatory tasks, learning inductively ‘by doing’, so that by the last session students can autonomously plan, execute, and self-assess their projects. The language functions worked in the unit are ‘give instructions, suggestions and opinions’ and ‘give reasons by expressing purpose and result’. Furthermore, the preparatory tasks are peer-scaffolded by reflective discussion in small groups, in line with the Vygotskyan concept of mediation of learning within the ‘Zone of Proximal Development’. Thus, this proposal attends for inclusive education and learner diversity.
The second part of this dissertation concerns a critical commentary on the unit plan according to the criteria laid in the theoretical and curricular framework. The unit is entirely included in the appendices. Finally, the section of conclusions summarizes the critical analysis and proposes future lines of research and action.
The intercultural scenario of the unit is an ‘eTwinning’ telecollaboration with French EFL learners in order to compose multimodal antiwar posters about reconciliatory events from the Franco-Aragonese history. All the competences that this scenario requires are developed through a series of preparatory tasks, learning inductively ‘by doing’, so that by the last session students can autonomously plan, execute, and self-assess their projects. The language functions worked in the unit are ‘give instructions, suggestions and opinions’ and ‘give reasons by expressing purpose and result’. Furthermore, the preparatory tasks are peer-scaffolded by reflective discussion in small groups, in line with the Vygotskyan concept of mediation of learning within the ‘Zone of Proximal Development’. Thus, this proposal attends for inclusive education and learner diversity.
The second part of this dissertation concerns a critical commentary on the unit plan according to the criteria laid in the theoretical and curricular framework. The unit is entirely included in the appendices. Finally, the section of conclusions summarizes the critical analysis and proposes future lines of research and action.
Tipo de Trabajo Académico: Trabajo Fin de Master
Permalink:
El registro pertenece a las siguientes colecciones:
Academic Works > Trabajos Académicos por Centro > facultad-de-educacion
Academic Works > End-of-master works