Using the Abridged Version of Some Novels as a Way to Encourage Students' Written and Oral Production

  • Gladis Leonor Arias Rodríguez Universidad Santo Tomás, Colombia
  • Eliana Edith Roberto Flórez Universidad Santo Tomás, Colombia
Keywords: action research, abridged novels, listening exercise, written and oral practice

Abstract

This article analyzes the effect of working with the abridged version of some novels in order to promote students’ communication in English. Two fourth semester English courses, from a private university, were randomly chosen to develop the different activities during one semester. The data was collected through students’ written papers, the researchers’ journal and a questionnaire. The findings show that students’ constant work with this kind of literature, as well as the teachers’ feedback, were factors that motivated their language use improvement; thus, they learned new expressions, did written and oral training, and acquired knowledge thanks to the contact with other cultures through literature.

Downloads

Download data is not yet available.

Author Biographies

Gladis Leonor Arias Rodríguez, Universidad Santo Tomás, Colombia

holds a M.A. in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia (UPTC) and M.A. in Pedagogy at Universidad Santo Tomas (USTA). She has experience in teaching English from primary to higher education. Her latest investigations have been in literacy, literature, curriculum, strategies for teaching general and ESP English, and stereotypes. She is currently editor of the Shimmering Words E-magazine, full time teacher and researcher at USTA in the “Expedicionarios Humanistas” group.

Eliana Edith Roberto Flórez, Universidad Santo Tomás, Colombia

holds a MA in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia. Currently, she is a full time teacher at Universidad Santo Tomás in Tunja. She has supported the teaching process of English since 2005. Besides, she is recognized as a Junior researcher by Colciencias, she has been working in different areas of study and belong to “Expedicionarios Humanistas” research group categorized in B by Colciencias, and she is co-editor of the Shimmering Words E-magazine. Her goal is to help students’ learning process of English according to their academic needs.

References

Abawi, K. (2013). Data collection instruments (Questionnaire & Interview). Geneva Workshop. Retrieved from: http://www.gfmer.ch/SRH-Course-2012/Geneva- Workshop/pdf/Data-collection-instruments-Abawi-2013.pdf

Akhter, T. (2007). Giving feedback and correcting errors in ESL classroom. Department of English and Humanities. Dhaka, Bangladesh, BRAC University. Retrieved from: http://dspace.bracu.ac.bd/xmlui/bitstream/handle/10361/128/ID%2003203012.pdf?s sequence=3&isAllowed=y

Alba, F. (2015). Collaborative actions research. Education Scotland. Retrieved from: https://education.gov.scot/improvement/Documents/sacfi12b-CAR-overview.pdf

Beach, R., Appleman, D., Hynds, S., & Wildhelm, J. (2006). Teaching literature to adolescents. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. Retrieved from: https://books.google.com.co/books?id=cWmAAAAAQBAJ&pg=PT138&lp|g=PT1

Berardo, S. (2006). The use of authentic materials in the teaching of reading. The reading matrix. 6(2), 60-69. Retrieved from: http://www.readingmatrix.com/articles/berardo/article.pdf

Buck, G. (2001). Assessing Listening. US: Cambridge University Press. Retrieved from: file:///c:/users/usuario/downloads/assessing-listening-hardback| frontmatter%20(5).pdf

Carvajal, N., & Roberto, E. (2014). Collaborative work as an alternative for writing research articles. Profile. Issues in Teachers’ Professional Development, 16 (1), 119-136.

Charmaz, K. (2006). Constructing grounded theory. A practical guide through qualitative analysis. London: Sage Publications. Retrieved from: http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Charmaz_2006.pdf
Chen, M. L. (2014). Teaching English as a foreign language through literature. Theory and practice in language studies. 4 (2), 232-236. doi: 10.4304/tpls.4.2.232-236 Retrieved from: http://www.academypublication.com/issues/past/tpls/vol04/02/02.pdf

Cornillon, C. (2016). Book analysis, Frankenstein by Mary Shelley. A Reflection of the origin of the Evil. Retrieved from: https://books.google.com.co/books?id=mt6kCwAAQBAJ&pg=PP4&lpg=PP4&dq= critique+to+the+novel+"Frankenstein2&source

Council of Europe, (2001). Common European Framework of Reference for Languages: Learning teaching assessment. Cambridge: Cambridge University Press.

Department of Education and Communities (2015). Strong start, great teachers – phase 3. types of feedback. Education and communities. NSW Government. Retrieved from: http://www.ssgt.nsw.edu.au/documents/1types_feedback.pdf

Elftorp, F. (2007). How to improve students’ writing and speaking skills? Sweden: Högskoland för Lärande Och Kommunikation (HLK). Retrieved from: http://hj.diva-portal.org/smash/get/diva2:3635/FULLTEXT01.pdf

Giuria, L. (2015). Teaching literate in the ESL Classroom. A qualitative study on teachers' views of literature in an upper secondary school environment in Southern Sweden. Kristiansand University Sweden, Lund University. Retrieved from: http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=8596984&fileOI d=8596985

Glaser, B., & Strauss, A. (2006). The discovery of grounded theory. Strategies for qualitative research. New Brunswick (U.S.A.) and London (U.K.). Retrieved from: http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Glaser_1967.pdf

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research. University of Auckland. 77(1), 81-112. Retrieved from: http://www.columbia.edu/~mvp19/ETF/Feedback.pdf

Hişmanoğlu, M. (2005). Teaching English through literature. Journal of languages and linguistic studies. 1(1), retrieved from: http://www.jlls.org/index.php/jlls/article/viewFile/6/7

Iida, M., Shout, P. Laurenceau, J. & Bolger, N. (2012). APA Handbook of Research in Psychology: Foundations, Planning, Measures, and Psychometrics. Chapter 15, Using Diary Methods in Psychological Research. American Psychological Association. Retrieved from: http://www.columbia.edu/~nb2229/docs/Iida,%20Shrout,%20Laurenceau%20&%2

Koutsompou, V. (2015). The use of literature in the language classroom: methods and aims. International journal of information and education technology, 5(1), 74-79. Retrieved from: http://www.ijiet.org/papers/479-H10011.pdf
McGreal, T., Broderick, E., & Jones, J. (1984). Artifact collection. Association for supervision and curriculum development. Retrieved from: file:///C:/Users/Docente/Downloads/instruments.pdf

Phat, C. H. (2013). The Implementation of Literature in Teaching Speaking for Advanced Students. 3ed International Conference on Foreign Language Learning and Teaching. 1(2), p. 671-688. Viet Nam: Ho Chi Minh University of Education. Retrieved from: http://litu.tu.ac.th/2012/index.php/fllt-conferences/521-fllt-2013 conference-proceedings

Renukadevi, D. (2014). The role of listening in language acquisition; the challenge & strategies in teaching listening. International journal of education and information studies. 4(1), 59-63. Research in Indian Publications. Retrieved from: https://www.ripublication.com/ijeisv1n1/ijeisv4n1_13.pdf

Ritlyavá, A. (2014). Creative use of literature in language teaching. Tvorivosť v škole – škola tvorivosti 2. ONLINE KONFERENCIA 29. – 30. 10. Retrieved from: file:///C:/Users/USUARIO/Downloads/Ritlyova%20 (1).pdf

Riwes, J. (2010). The role of literature and culture in English language teaching. Lingüística aplicada. N° 7. Universidad Autónoma Metropolitana. México. Retrieved from: http://relinguistica.azc.uam.mx/no007/no07_art09.pdf

Su, T., & Tian, J. (2016). Research on corrective feedback in ESL/EFL Classroom. Theory and practice in language studies. 6(2), 439-444. DOI http://dx.doi.org/10.17507/tpls.0602.29

Tamo, D. (2009). The sue of authentic materials in classroom. Article 9 in LCPJ. 2(1) 74- 78. Retrieved from: http://www.lcpj.pro/skedaret/1277547685- 74_pdfsam_LCPJ,%20Per%20shtyp.pdf

Tehan, P., Yuksel, D., & Inan, B. (2015). The place of literature in an English language teaching program: what do students think about it. The reading matrix: An International online journal, 15 (2), 65-52. Retrieved from: http://www.readingmatrix.com/files/13-z5e1n026.pdf

Tsai, C. (2012). Students’ perceptions of using novels as main material in the EFL reading course. English Language Teaching. Canadian Center of Science and Education, 5 (8), 103 – 112. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1079768.pdf

Vasu, K., Hui Lin, C., & Nimehchisalem, V. (2016). Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self- assessment in their Writing. International journal of applied linguistics & English literature. Australian International Academic Centre, Australia. 5(5) p. 58-170. Retrieved from: https://www.researchgate.net/profile/Vahid_Nimehchisalem/publication/306148529

Yeasmin, S. & Rahman, K. (2012). Triangulation research method as the tool of social science research. Bup Journal.1(1), 154 – 163. Retrieved from: file:///C:/Users/USUARIO/Downloads/TRIANGULATION.pdf

Yeo, R. (1986). Using abridged literature texts in second 1-3 can it be justified? Teaching and Learning. Institute of Education. Singapore. 7(1) 18-26. Retrieved from: https://repository.nie.edu.sg/bitstream/10497/1925/1/TL-7-1-18.pdf
Published
2018-07-04
How to Cite
Arias Rodríguez, G., & Roberto Flórez, E. (2018). Using the Abridged Version of Some Novels as a Way to Encourage Students’ Written and Oral Production. GiST Education and Learning Research Journal, (16), 6-32. https://doi.org/https://doi.org/10.26817/16925777.423