EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

Comportamiento de habilidades orales en inglés al implementar aprendizaje híbrido en un curso de desarrollo profesional para docentes de áreas de contenido

  • Natalia Sánchez Narváez Surcolombiana University
  • Sergio Alberto Chavarro Vargas Surcolombiana University
Keywords: blended learning, content-subject teachers, EFL oral skills, professional development (en_US)
Keywords: aprendizaje híbrido, desarrollo profesional, docentes de áreas de contenido, habilidades orales en inglés (es_ES)

Abstract (en_US)

The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014) encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs) in language lessons (Chen, Chen, & Tsai, 2009). As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

Abstract (es_ES)

El uso creciente de la tecnología en escenarios educativos (Murray, 2014; Zandi, Thang, & Krish, 2014) anima a los maestros a replantear su desarrollo profesional al enfocar sus esfuerzos para ser eficientes en el uso de las tecnologías de información y comunicación (TIC) en clases de inglés (Chen, Chen, & Tsai, 2009). De acuerdo con las ideas previas, este proyecto cualitativo de investigación-acción buscaba describir el comportamiento de las habilidades orales en inglés como lengua extranjera mientras se implementaba el enfoque de aprendizaje híbrido en un curso de desarrollo profesional docente; además pretende determinar la influencia del aprendizaje híbrido en el comportamiento de habilidades orales en inglés. Los participantes fueron siete docentes de áreas de contenido de una institución educativa privada en el departamento del Huila, Colombia. Los datos fueron recolectados a través de entrevistas a profundidad, observaciones de clase, análisis de video-grabaciones, reflexiones del profesor, productos de los estudiantes y una encuesta. Los datos fueron recolectados durante la implementación de un curso de inglés con enfoque de aprendizaje híbrido en el cual doce lecciones fueron divididas en seis sesiones presenciales y seis sesiones en línea. Los hallazgos sugieren que el comportamiento de las habilidades orales en ingles está conectado con uso de vocabulario, uso de lenguaje corporal, patrones de pronunciación y entonación, producción de segmentos de lenguaje, monitoreo de la producción oral y motivación. También, el aprendizaje híbrido influyó positivamente en la producción oral de los participantes.


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Author Biographies

Natalia Sánchez Narváez, Surcolombiana University

Master of Arts in English Didactics

Sergio Alberto Chavarro Vargas, Surcolombiana University
Master of Arts in English Didactics


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How to Cite
Sánchez Narváez, N., & Chavarro Vargas, S. A. (2017). EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course. Colombian Applied Linguistics Journal, 19(2), 263-276. https://doi.org/10.14483/22487085.11964
Published: 2017-08-04
Research Articles