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Exploring intercultural sensitivity in EFL learners through inclusion of YouTube Videos with deep cultural content in online classes.

dc.contributor.advisorAyala Zárate, Jairspa
dc.contributor.authorPáez Castellanos, Lady Elianaspa
dc.coverage.spatialBogotá, Colombia.spa
dc.coverage.temporal2020-2022spa
dc.date.accessioned2022-07-06T20:04:38Z
dc.date.available2022-07-06T20:04:38Z
dc.date.issued2022
dc.identifier.urihttp://hdl.handle.net/20.500.12209/17637
dc.description.abstractEsta investigación de acción intentó determinar la influencia de la inclusión de videos de YouTube con contenido cultural profundo en la sensibilidad intercultural de los estudiantes de noveno grado a través de clases en línea e identificar la etapa de sensibilidad intercultural en la escala de Bennett (2017) en estudiantes a través de las clases de inglés en una escuela privada religiosa en Suba, Bogotá. Esta investigación se enmarca en una metodología cualitativa siguiendo los ciclos de la investigación acción. Los datos fueron recolectados a través de cuestionarios, artefactos desarrollados por estudiantes y entrevistas abiertas que fueron analizadas por la teoría Fundamentada. Los datos evidenciaron que los videos de YouTube con contenido cultural profundo tienen una influencia significativa en los componentes de sensibilidad intercultural de los estudiantes de noveno grado en Chen y Starosta (2000) que van desde la autoestima, el autocontrol, la mentalidad abierta, la participación en la interacción, la no crítica y la empatía. Por lo tanto, los estudiantes aprenden nuevo vocabulario en inglés y cómo interactuar durante la comunicación intercultural con sus compañeros y extranjeros y, al mismo tiempo, aprenden sobre la diversidad cultural en todo el mundo.spa
dc.description.sponsorshipUniversidad Pedagógica Nacionalspa
dc.description.sponsorshipColegio Hogar de Nazarethspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectSensibilidad interculturalspa
dc.subjectCultura en EFLspa
dc.subjectVídeos de YouTube en EFLspa
dc.subjectAprendizaje en líneaspa
dc.titleExploring intercultural sensitivity in EFL learners through inclusion of YouTube Videos with deep cultural content in online classes.eng
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.subject.keywordsIntercultural sensitivityeng
dc.subject.keywordsCulture in EFLeng
dc.subject.keywordsYouTube videos in EFLeng
dc.subject.keywordsOnline learningeng
dc.rights.accessAcceso abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglishThis action research attempted to determine the influence of the inclusion of YouTube videos with deep cultural content on ninth graders’ intercultural Sensitivity through online classes and to identify their intercultural sensitivity stage in Bennett´s scale (2017) through English classes from a religious private school in Suba, Bogotá. This research is framed in a qualitative methodology following the cycles in action research. The data was collected through questionnaires, artifacts developed by students, and open-ended interviews which were analyzed by Grounded theory. Data evidenced that YouTube videos with deep cultural content have a significant influence on ninth graders´intercultural sensitivities components in Chen and Starosta (2000) that range from self-esteem, self-monitoring, open-mindedness, interaction involvement, not judgmental, and empathy. Hence, students learn new vocabulary in English, and how to interact during intercultural communication with their peers, and foreigners, and at the same time, they learn about cultural diversity worldwide.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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