Treating you well : boosting fellowship in an EFL environment by means of gamification principles implementation.

Riaño Dueñas, Wilmer Sneyder

dc.contributor.advisor	Martínez Cifuentes, Diana	spa
dc.contributor.author	Riaño Dueñas, Wilmer Sneyder	spa
dc.date.accessioned	2020-12-18T03:35:58Z
dc.date.available	2020-12-18T03:35:58Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/20.500.12209/12678
dc.format	PDF	spa
dc.format.mimetype	application/pdf	spa
dc.language.iso	eng
dc.publisher	Universidad Pedagógica Nacional	spa
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.source	reponame:Repositorio Institucional de la Universidad Pedagógica Nacional	spa
dc.source	instname:Universidad Pedagógica Nacional	spa
dc.subject	Compañerismo	spa
dc.subject	Gamificación	spa
dc.subject	Habilidades del siglo XXI	spa
dc.subject	Habilidades blandas	spa
dc.subject	Aprendizaje basado en tareas	spa
dc.title	Treating you well : boosting fellowship in an EFL environment by means of gamification principles implementation.	spa
dc.type	info:eu-repo/semantics/bachelorThesis
dc.publisher.program	Licenciatura en Español y Lenguas Extranjeras	spa
dc.subject.keywords	Fellowship	eng
dc.subject.keywords	Gamification	eng
dc.subject.keywords	21st century skills	eng
dc.subject.keywords	Soft skills	eng
dc.subject.keywords	Task - Based learning	eng
dc.rights.access	Acceso abierto	spa
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.relation.references	Abardía, Rocio. B. (2020). Qué es el compañerismo y cómo fomentarlo: 10 claves. Lugar de publicación: Lider.com. Recuperdado de https://www.lifeder.com/companerismo/
dc.relation.references	Alcadía Mayor de Bogotá, 2018. Monografias, Suba. Bogotá, pp.19, 28, 37, 44, 149.Veraniego, P., 2020. Estructura Del PEI. Bogotá.
dc.relation.references	Ardila-Muñoz, J. (2019). Supuestos teóricos para la gamificación de la educación superior. Magis, Revista Internacional De Investigación En Educación, 12(24), 71-84. https://doi.org/10.11144/Javeriana.m12-24.stge
dc.relation.references	Barriel, A. and Beckles, N., 2001. The Ethical-Moral Values InThe Practical Classes Of The English Language. Cuba: Instituto Superior de Ciencias Médicas.
dc.relation.references	Birminghan University, 2009. Research And Commercial Services. [online] Birmingham.ac.uk. Available at: <https://www.birmingham.ac.uk/Documents/college-mds/percat/GrantsandFellowships/fellowship-fact-sheet.pdf> [Accessed 15 March 2020].
dc.relation.references	Burns, A., 2017. Action Research. [ebook] Available at: <https://www.researchgate.net/publication/282199978_Action_research> [Accessed 9 March 2020].
dc.relation.references	Chou, Y., 2016. Actionable Gamification. 1st ed.
dc.relation.references	Cimatti, B., 2016. DEFINITION, DEVELOPMENT, ASSESSMENT OF SOFT SKILLS AND THEIR ROLE FOR THE QUALITY OF ORGANIZATIONS AND ENTERPRISES. International Journal for Quality Research, (10(1), pp.97–130.
dc.relation.references	Concepto y utilidad de las buenas prácticas en la enseñanza. (2015, 1 agosto). universidadviu. https://www.universidadviu.es/concepto-y-utilidad-de-las-buenas-practicas-en-la-ensenanza/
dc.relation.references	Cropley, A. J. (2019, 2nd updated, revised, and enlarged edition). Qualitative research methods: A practice-oriented introduction for students of psychology and education. Riga, Latvia: Zinātne. (open access – doi: 10.13140/RG.2.1.3095.6888).
dc.relation.references	Dagar, Vishal & Yadav, Aarti. (2016). Constructivism: A Paradigm for Teaching and Learning. Arts and Social Sciences Journal. 7. 10.4172/2151-6200.1000200.
dc.relation.references	Deterding, S., Khaled, R. and Nacke, L., 2011. Gamification: Toward A Definition. Vancouver, BC, Canada.
dc.relation.references	Easwaramoorthy, M. and Zarinpoush, F., n.d. INTERVIEWING FOR RESEARCH. Toronto: Imagine Canada.
dc.relation.references	Esquivel Gómez, L., 2019. GAMIFICATION: A MISSION TO FOSTER STUDENTS’ ENGAGEMENT AND INTERACTION IN THE EFL CLASSROOM. Education Major. Universidad Pedagógica Nacional.
dc.relation.references	Fandiño Parra, Y., 2013. 21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia. Gist Education and Learning Research Journal., (7), pp.190-208.
dc.relation.references	Figueroa Flores, J., 2015. Using Gamification to Enhance Second Language Learning. Digital Education Review, (27), pp.32-54.
dc.relation.references	Gail Jones, M., & Brader-Araje, L. (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning (N.o 5). Spring.
dc.relation.references	Gende, I., 2019. ¿Gamificas O Juegas? Diferencias Entre ABJ Y Gamificación \| UNIR. [online] Unir.net. Available at: <https://www.unir.net/educacion/revista/noticias/gamificas-o-juegas-diferencias-entre-abj-y-gamificacion/549203710886/> [Accessed 7 March 2020].
dc.relation.references	Ghamrawi, N., Ghamrawi, N. and Shal, T., 2017. Lebanese Public Schools: 20th or 21st Century Schools? An Investigation into Teachers’ Instructional Practices. Open Journal of Leadership, 06(01), pp.1-20.
dc.relation.references	Jackson, R., Drummond, D. and Camara, S., 2007. What Is Qualitative Research?. Qualitative Research Reports in Communication, [online] (Vol. 8, No. 1), pp.21-28. Available at: <http://dx.doi.org/10.1080/17459430701617879> [Accessed 16 March 2020].
dc.relation.references	Johns, B., Crowley, E. and Guetzloe, E., 2005. The Central Role of Teaching Social Skills. Focused on exceptional children, (37).
dc.relation.references	Kiryakova, G., Angelova, N. and Yordanova, L., n.d. GAMIFICATION IN EDUCATION.
dc.relation.references	Kovacs, Helena. (2017). Learning and Teaching in Innovation: why it is important for education in 21st century. Neveléstudomány. 5. 45-60. 10.21549/NTNY.18.2017.2.4.
dc.relation.references	McNeill Jane, J., 2019. Skills Vs. Competencies – What’S The Difference, And Why Should You Care?. [online] Viewpoint - careers advice blog. Available at: <https://social.hays.com/2019/10/04/skills-competencies-whats-the-difference/> [Accessed 15 March 2020].
dc.relation.references	Ministerio de Educación Nacional, 2011. Programa De Competencias Ciudadanas-PCC. Bogotá: Amado Impresores S.A.S.
dc.relation.references	Ministerio de Educación Nacional, 2016. SUGGESTED CURRICULUM STRUCTURE GRADES 6Th To 11Th ENGLISH FOR DIVERSITY AND EQUITY. Bogotá.
dc.relation.references	Mejía Custodio, Amalia, & Ávila Meléndez, Luis Arturo. (2009). Relaciones sociales e interacción en el aula en secundaria. Revista mexicana de investigación educativa, 14(41), 485-513. Recuperado en 10 de noviembre de 2020, de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662009000200007&lng=es&tlng=es.
dc.relation.references	Morillo Moreno, Marysela Coromoto (2011). Turismo y producto turístico. Evolución, conceptos, componentes y clasificación. Visión Gerencial, (1),135-158.[fecha de Consulta 15 de Marzo de 2020]. ISSN: 1317-8822. Disponible en: https://www.redalyc.org/articulo.oa?id=4655/465545890011
dc.relation.references	Morrow, S., 2005. Quality and Trustworthiness in Qualitative Research in Counseling Psychology. Journal of Counseling Psychology, [online] (Vol. 52, No. 2), pp.250–260. Available at: https://www.researchgate.net/publication/232446190
dc.relation.references	Ocampo, A. and Citlali, R., 2013. La Educación En Valores Y Los Jovenes. Licenciatura. Universidad Pedagogica Nacional.
dc.relation.references	Pantoja, C., Troncoso, C. and Placencia, A., 2017. Interview: a practical guide for qualitative data collection in health research. ARTÍCULO DE REFLEXIÓN, (Vol. 65 No. 2), pp.329-332.
dc.relation.references	Pardo, F., 2018. Los Videojuegos Como Herramienta Pedagógica Para Contribuir En El FortalecimientoDe La Competencia Resolución De Problemas. Maestría en Educación. Pontificia Universidad Javeriana.
dc.relation.references	Partnership, G., 2016. 21St Century Skills Definition. [online] The Glossary of Education Reform. Available at: <https://www.edglossary.org/21st-century-skills/> [Accessed 15 March 2020].
dc.relation.references	Pointagram, 2020. What Is Gamification?. [online] Pointagram.com. Available at: <https://www.pointagram.com/gamification/> [Accessed 8 March 2020].
dc.relation.references	Raventós, C., 2016. El videojuego como herramienta educativa. Posibilidades y problemáticas acerca de los serious games. Apertura, Revista de Innovación Educativa, (Vol. 8, Núm. 1), pp.1-15.
dc.relation.references	Robbins, S., 2011. "This Game Sucks": How to Improve the Gamification of Education. EDUCASEreview, [online] Available at: <https://er.educause.edu/articles/2011/2/this-game-sucks-how-to-improve-the-gamification-of-education> [Accessed 8 March 2020].
dc.relation.references	Robles, M., 2012. Executive Perceptions Of The Top 10 Soft Skills Needed In Today’S Workplace. Business Communication Quarterly 75(4). USA: Eastern Kentucky University, pp.453-465.
dc.relation.references	ScienceDirect, Celika, O., & Yavuza, F. (2005, febrero). The relationship between speaking grades and listening grades of university level preparatory students (N.o 197). Procedia - Social and Behavioral Sciences.
dc.relation.references	Somekh, B., 2006. Action Research. Maidenhead, England: Open University Press.
dc.relation.references	Tessier, S., 2012. From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination?. International Journal of Qualitative Research., (11(4), pp.446-460.
dc.relation.references	Torroella González Mora, Gustavo Educación para la vida:el gran reto. Revista Latinoamericana de Psicología [en linea]. 2001, 33(1), 73-84[fecha de Consulta 10 de Noviembre de 2020]. ISSN: 0120-0534. Disponible en: https://www.redalyc.org/articulo.oa?id=80533108
dc.relation.references	Vijayalakshmi, 2016. Soft Skills-The Need of the Hour for Professional Competence: A Review on Interpersonal Skills and Intrapersonal Skills Theories. International Journal of Applied Engineering Research, (Volume 11, Number 4), pp.2859-2864.
dc.publisher.faculty	Facultad de Humanidades	spa
dc.type.local	Tesis/Trabajo de grado - Monografía – Pregrado	spa
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f	eng
dc.description.degreename	Licenciado en Español y Lenguas Extranjeras	spa
dc.description.degreelevel	Tesis de pregrado	spa
dc.type.driver	info:eu-repo/semantics/bachelorThesis	eng
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglish	The present project displays a pedagogical proposal to boost fellowship in an EFL environment by means of gamification principles implementation. This project began at Prado Veraniego School with 9th graders as a research project. Nevertheless, changes had to be made due to unexpected situations (Covid -19) that led to turning the project into a pedagogical proposal for innovation. Inasmuch as this situation the proposal designer targets to lay some foundations which ought to be assumed as a reference when trying to strengthen fellowship within 9th grades in public schools, without leaving aside students' development on listening and speaking skills.	eng
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International