Design of Innovative Educational Materials for English Teaching

GRADO EN ESTUDIOS INGLESES TRABAJO DE FIN DE GRADO CURSO: 2023/2024 Título: Design of Innovative Educational Materials for English Teaching Alumna: Paloma de la Concepción Franco Díaz Firmado: Tutora: Teresa López Soto Código Seguro De Verificación sXpLg1JysfGxAYAet+mzXQ== Fecha 15/05/2024 Firmado Por MARIA TERESA LOPEZ SOTO Url De Verificación https://pfirma.us.es/verifirma/code/sXpLg1JysfGxAYAet%2BmzXQ%3D%3D Página 1/1 TABLE OF CONTENTS Abstract ……………………………………………………………………………………. ii 1. Introduction ................................................................................................................... 1 2. Justification .................................................................................................................... 2 3. Context .......................................................................................................................... 3 4. Legal Framework ........................................................................................................... 4 5. Theoretical Framework .................................................................................................. 4 5.1. Task-Based Learning Model ................................................................................... 4 5.2 The Gamification Model .............................................................................................. 7 6. Objectives .................................................................................................................... 10 7. Methodology ................................................................................................................ 11 8. Materials ...................................................................................................................... 13 Eco Spot Activities.............................................................................................................. 13 9. Evaluation .................................................................................................................... 23 10. Conclusion ............................................................................................................... 24 11. References ................................................................................................................ 25 “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz i Abstract The use of more participative and didactic methodologies is proposed in this final degree project. A didactic proposal has been created that takes advantage of gamification and Task-Based Learning resources, in order to encourage students to be more satisfied when learning foreign languages. Activities based on the Task-Based Learning methodology have been proposed as gamified, related to the environment and sustainability, also to make students aware of the importance of it. Key words: gamification, Task-Based Learning, environment, sustainability. Resumen El uso de metodologías más participativas y didácticas, se proponen en este trabajo de fin de grado. Se ha creado la propuesta didáctica que aprovecha los recursos de gamificación y Task-Based Learning, para así alentar a los alumnos a una mayor satisfacción a la hora de aprendizaje de lenguas externas. Se han propuesto actividades basadas en la metodología del Task-Based Learning como gamificadas, relacionadas con el medioambiente y la sostenibilidad, también para concienciar a los alumnos sobre la importancia de ello. Palabras clave: gamification, Task-Based Learning, medioambiente, sostenibilidad. Agradecimientos Quiero agradecer este trabajo a mi madre, por su paciencia infinita, por apoyarme y creer en mí siempre. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 1 1. INTRODUCTION There are special opportunities and problems when teaching English as a second language to secondary school pupils, especially those in the fourth year of ESO (Educación Secundaria Obligatoria). One of the most well-known methods of teaching languages is moving away from teacher-directed activities and towards encouraging student autonomy and active engagement in the process of learning. One of the most notable approaches is the one that centres instruction on the teacher's shift from control to student autonomy in production, as well as the change from a primarily teacherdirected activity to one in which students play a more active role. This approach, called the “basic method”, aims to provide a general framework that systematises the traditional approach to language teaching. As highlighted by Lewis and Hill (1992 :17), “in general two principles dominate this basic method – there is a development from controlled to free production, and there is a development from teacher-dominated to student-dominated activity”. The dynamics of the classroom will change as students go from being passive subjects of knowledge to active participants in their own education. Furthermore, as student success depends on their enjoyment of the learning process, the efficacy of language acquisition is increased when activities are both worthwhile and enjoyable. According to Lewis and Hill (1992: 18), “Students are unlikely to be very successful at learning anything unless they enjoy the process.” Nevertheless, it is crucial to maintain a balance between enjoyment and academic goals, as well as the specific needs of students. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 2 2. JUSTIFICATION I have chosen this topic since I have a genuine interest in English language teaching and in finding innovative ways to enhance the learning experience of the students. Foreign language teaching is an ever-evolving area, and there is always a demand for new strategies and educational materials that are effective and motivating for students. To contribute to the field, by developing new educational materials. For my motivation for choosing this topic, my inspiration has been improving students’ learning experiences, making a positive difference in their education and language development. It is exciting for me to explore new ideas and technologies for English language teaching, and develop relevant professional skills for my future career in education or related fields. - The Importance of Motivation and Emotions. Motivation in adolescents in Compulsory Secondary Education (ESO) is a crucial aspect that influences their academic performance, attitude towards learning, and personal development. Adolescence is a stage of significant changes, both physically and psychologically, and motivation can be a determining factor in their educational success. According to Montero and De Dios, 2004; “such as achievement goal orientation, expectancies for success and failure, self-perceptions of ability and competence (self-efficacy beliefs), control beliefs, task value and affective and emotional reactions. (p.190)” This quote highlights various key elements related to motivation and academic performance in students. Aspects such as goal orientation, expectations of success and failure are addressed. Together, these factors significantly influence how students approach their students, their confidence in their abilities, and their emotional response to academic challenges. The boredom experienced by students can be related to lack of motivation and low academic performance. When students don’t feel motivated or engaged with the study material, they are more likely to become bored. Boredom can arise when they don’t perceive a clear purpose in what they’re learning or when they don’t feel challenged by the content. In the context of the provided quote, boredom could be related to lack of goal orientation, expectations of success or failure. When students feel bored in class, they are less likely to be motivated to actively participate, which can negatively affect their “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 3 academic performance and their attitude towards learning. García Bacete and Domenech Betoret (1997), boredom is the great enemy of adolescents in full development, particularly concerning education. In this context, boredom is perceived as a signal that indicates the need to change or adjust the current task to maintain the student 's interest and motivation. However, we can also emphasise positive emotions in the learning process. Again, quoting García Bacete and Domenech Betoret (1997), “positive emotions related to the task (process-related emotions), which lead to an increase in performance, such as enjoying the task (task enjoyment).” The methodology of English teaching encompasses various strategies and approaches to facilitate the effective learning of this language”. Here are some key perspectives on English teaching methodology provided. - Task-Based Learning, “It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skillbased teaching and learning, engages students in the learning process, motivates and enhances student imagination” (Nur, 2023). 3. CONTEXT This high school is situated in an urban area. In terms of socio-economic status, the students could be classified as medium to low, as many families may have modest incomes and face socio-economic challenges within the local community. Regarding student diversity, it is likely that this high school accommodates students with a variety of educational needs, including some diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). To address these needs, this secondary school probably implements additional support measures such as special education programs, guidance services, and individualised attention, aiming to ensure the inclusion and academic success of all students. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 4 4. LEGAL FRAMEWORK In the context of secondary education in Andalusia, legal regulations play a fundamental role in the regulation and organisation of this educational stage. The Order of 15 January 2021, issued by the Regional Ministry of Education and Sport, stands as a fundamental pillar in the definition of the curriculum of Compulsory Secondary Education (ESO) in the region. It represents the exercise of the autonomous competence to establish study plans and order the curriculum, in accordance with Article 52.2 of the Statute of Autonomy for Andalusia. This order is based on state regulations, such as the Organic Law on Education and the Royal Decree establishing the basic curriculum for Compulsory Secondary Education and the Baccalaureate. The legal framework established by this order and other related provisions, such as Royal Decree-Law 5/2016, which modifies the implementation timetable of Organic Law 8/2013, has a direct impact on the educational process in Andalusia. 5. THEORETICAL FRAMEWORK 5.1. TASK-BASED LEARNING MODEL The definition of Task-Based Language Learning can be found in the text provided by Candlin (1987), who describes it as follows: “task-based learning is not only means to enhancing classroom communication and acquisition but also the means to the development of classroom syllabuses” (p.5). "Task-Based Language Learning” authored by Peter Robinson, provides a comprehensive examination of the Task-Based Language Learning approach. As Robinson (2011: 17) introduces; “A major aim of task-based learning research is to establish such a taxonomy. This underscores the necessity for a comprehensive taxonomy in Task-Based Learning to better comprehend how task characteristics impact language learning. Furthermore, Gass, Mackey, & Ross-Feldman’s (2011) statement, “The TBLT enterprise will not be able to rely on individual case studies of learners conducted outside the context of “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 5 programs of instruction, or on laboratory studies, nor on studies carried out in host classrooms in which the use of task is investigated without relating their use to the teaching of the ongoing program”, indicates a critical perspective on task-based learning research. It emphasises the importance of situating all empirical studies within instructional programs. This aligns with Robinson’s (2011) view that constructing a taxonomy is essential for TBL research. Without it, the effectiveness of language learning tasks cannot be adequately assessed. In his 2011 study, Robinson examines some aspects of TBLT, giving perspectives on his theoretical foundations, and educational outcomes. According to Rebecca Oxford, (2006:97), “the definitions involved a tax, piece of work, everyday activity, job responsibility, or general activity for learners. In L2 teaching and learning, task is now often viewed as an outcomeoriented instructional segment or as a behavioural framework for research or classroom learning”. This quote highlights the evolution of the concept of “task” within language education. Initially, tasks were seen as just about anything students did -like homework or everyday stuff. However, in the context of second language (L2) education, the idea of a task has changed. Nowadays, we see tasks more as something that helps students reach specific goals or behave in certain ways. It’s like tasks have become these important tools for learning, shaping how students act and interact in class. Swain (1995) argued that paying attention to the production of output, whether during interaction between students or not, has a facilitating role, since in producing the target language students may notice a gap between what they want to say and what they can say, leading them to recognise what they do not know or know only partially. For instance, learners may struggle to find the appropriate words or to organise their ideas clearly in the target language when giving an oral presentation. In this case, individuals can discover that they are unable to completely communicate their ideas or that they struggle to articulate ideas that are more complicated. Another common activity is taking part in class debates. When faced with opposing opinions or points of view, learners may want to disagree or support them, but they may find it challenging to do so successfully in the target language. Students that try to actively participate in discussions may learn where they need to focus on improving their language skills and learn how to close the gap between what they want to express and what they can actually communicate. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 12 ● TBL steps: 1. Task Introduction: Presenting an authentic task (e.g. writing a letter or giving a presentation) 2. Planning and Execution: Students plan and perform the task individually or in groups. 3. Reflection and Analysis: Discussing the process and outcomes. ● Application in My Thesis: I designed tasks based on real world situations 2.1 Benefits of this Combined Methodology ● Motivation: Gamification keeps students engaged and excited. ● Contextualization: TBL connects learning to authentic situations. ● Collaboration: Both methodologies foster teamwork and effective communication. The blend of gamification and TBL in my thesis has created a dynamic and meaningful learning environment for my English language students. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 13 8. MATERIALS Eco Spot Activities 1. Skill → Listening It is a listening activity for students of 4ºth grade. Students aim to develop listening comprehension in English by addressing issues of sustainability and the environment through the Eco Spot listening. 1. Presentation (10 minutes) - Introduces the students to the importance of the environment and the sustainability for our planet - Students will learn about the significance of environmental preservation and sustainability. 2. Development of the activity (25 minutes) - Listen three times to a number of brief and interesting clips related to the environment and sustainability. - As they listen, the students take notes on relevant details they heard. - Feedback will be given at the end of the class. 3. Conclusion and reflection (10 minutes) - Allow students to reflect on what they have learned about sustainability and the environment through the Eco Spot activity. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 14 Transversality - Relevant topics including social consciousness, the ecology, and sustainability are addressed at Eco Spot. - Promotes communication amongst students during tasks involving discussion and reflection. Listening Activity 1. Listen to the dialogue and fill in the gaps with the words already given, then answer the following questions. https://www.youtube.com/watch?v=bn8R_XqjjI0&t=51s a. Solar panels, wind farms and underwater turbines are being used to produce _______ energy b. You can ______ the amount of _______ you produce c. You and your family can ______ many items in your home d. You can _____ , jars, bottles, bags e. Make sure you use a recycle ____ . f. All these things could not only save the _____________ 1. What’s the main topic in the audio? 2. What are some negative effects of not protecting the environment? 3. Which is, as mentioned, the significance of protecting the environment? 4. What measures should be taken for dealing with the environmental issues presented in the audio file? recycle-reduce- renewable-bin-environment-reuse-waste “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 15 2. Skill → Speaking It is a gamified speaking activity that seeks to improve the oral comprehension and how to use vocabulary in English while they acquire concepts about the ecosystem and sustainability. 1. Presentation (10 minutes) - The teacher explains the gamified task where the students will participate. - They will have to discuss environmental issues. - It combines the developing of the speaking skill ability in English with a fun way of introducing the main theme to the participants. 2. Develop of the activity (20 minutes) - The class will be divided into groups of five. - Each group will be named to something related to sustainability. Examples: “Bio Team” or “Green Dream”. - The teacher will present a few themes related to the environment, such as climate change, contamination, etc. 3. Conclusion (10 minutes) - At the end of the activity, a table where the current classification will be seen will be given to the groups. - The groups have had fun while acquiring paramount knowledge. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 16 Transversality - Group work encourages teamwork. - Sharing knowledge about sustainability within the context of language learning. - Real-world application. Speaking Activity 2. Eco Speak Challenge 1. Select a theme for your group. 2. Research about it. 3. Discuss with the other groups about the already selected themes. 4. Rate the other groups on the basis of their participation in the debate. 3. Skill → Speaking It is a speaking activity for 4th grade who aim to develop speaking comprehension in English by addressing issues of sustainability and the environment through the Eco Spot speaking task. The students will have the opportunity to share their previous experiences through the ecosystem. 1. Presentation (10 minutes) - For this task, we will be sharing our personal experiences related to the environment using the Present Perfect and Past Perfect. 2. Development of the activity (20 minutes) - The students will be asked to use the Present Perfect to share their recent actions related to the environment, such as recycling or reducing the use of plastics. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 17 - Then, they will be asked to use the Past Perfect to describe past actions, such as reusing materials or participating in conservation projects. - Feedback will be given at the end of the class. 3. Conclusion and reflection (10 minutes) - At the end of the exercise, we will discuss the similarities and differences of our experiences as well as the importance of being aware of environmental actions. - This task will encourage students to consider how they can apply what they have learned in their daily life to contribute to a healthier environment. Transversality - This task not only improves English language skills, but also helps environmental awareness and individual responsibility. - Each participant will be able to teach each of their relatives at home how to take care of the environment, and thus contribute to it. Speaking Activity 3. Share with your partners about your personal experiences related with the environment using the Present Perfect Example: I have recycled my last bottle of water. Then, use the Past Perfect to discuss your experiences. Example: Had you ever reuse in the last years? “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 18 4. Skill→ Reading It is a reading activity for 4th graders who aim to develop reading comprehension in English by addressing issues of sustainability and the environment. 1. Presentation (10 minutes) - To begin with, the general topic, the environment, will be introduced. - Also, one student will read the text aloud to make sure that the students understand the vocabulary of the text. 2. Development of the activity (15 minutes) - Students will have a considerable amount of time to read the text individually or in groups of two. If they read it in pairs, it will allow them to discuss the text with each other and help each other to understand it better. - They also have the opportunity to underline the words they do not know, and ask what they mean. This way, they can enrich their vocabulary too. - Feedback will be given at the end of the class. 3. Conclusion (15 minutes) - Students will have the occasion to share their personal opinions and reflections on the topic of pollution and its consequences at the end of the task. - The teacher can guide the discussion by asking additional questions to explore the topic in more depth and encourage the participation of everyone. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 19 Transversality - This activity improves English reading skill. - Promotes environmental awareness, and essential aspects for a comprehensive and sustainable education. Reading Activity 4. Read the text and answer the questions. The biosphere is severely threatened by pollution, which also has several negative repercussions. The main sources of air pollution are industry emissions, vehicle emissions, and the combustion of fossil fuels. These sources intensify the negative consequences of air pollution and global warming, which harm ecosystems and cause respiratory problems. Water bodies are contaminated by inefficient waste management and industrial discharges, endangering human health as well as aquatic life. Because it contaminates the food chain, waste materials and hazardous substances that are released into the soil can affect humans, animals, and plants. Pollution also reduces biodiversity, which contributes to the extinction of species and instability in the environment. Pollution traps heat in the atmosphere, aggravating climate change and contributing to extreme weather. Everything considered, reducing pollution is essential to protecting the environment and guaranteeing a sustainable future. 1. What negative consequences does the text state that air pollution has on the ecosystem? 2. What are the consequences of water contamination? 3. What are the main sources of air pollution, according to the text? 4. Why, according to the text, do you think it is important to reduce pollution? “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 20 5. Skill→ Grammar It is a grammar activity that has been designed for students to improve their English grammar. By the end of this activity, students will have acquired concepts of the environment and they will have improved their grammar skills. 1. Presentation (15 minutes) - The teacher introduces the task by highlighting its relevance and learning objectives. The tutor explained the task, clarifying every doubt of the students. - Even she/he could explain the meaning (in English) of every word they find hard to understand. 2. Development of the activity (20 minutes) - Students should work individually to complete the task and fit in the time given earlier. - Once they have completed the task on their own, they will be grouped in pairs or in small groups to check and compare their answers. - Answers or any relevant grammatical issues may be discussed with the whole class. - Feedback will be given at the end of the class. 3. Conclusion (10 minutes) - The task is used as a closing activity to reinforce learning and consolidate the grammatical concepts worked on, preparing students to apply what they have learnt in future situations. “Design of Innovative Educational Materials for English Teaching” By Paloma de la Concepción Franco Díaz 21 - The teacher can summarise the key points related to the grammar topic covered in the activity, highlighting the concepts that students need to remember. Transversality - The task does involve the use of vocabulary and concepts related to other subjects, such as science (e.g. environmental issues) or history (e.g. relevant past events) - While developing the grammatical skill, this task makes participants aware of the ecosystem. Grammar Activity 4. Complete the next sentences with the correct form in Present Perfect or Past Perfect, with the verbs in brackets. a. In recent years, people have __ (become) more conscious of environmental issues. b. By the time the recycling plan was put into place, the city __ (produce) tons of waste. c. Recently, most towns ____ (implement) recycling programs. d. Citizens, ___ (recycle) their waste recently. 6. Skill → Writing This is a gamified writing activity where the students will have fun while developing their ability to write about essential points of the environment. 1. Presentation. (10 minutes) - The teacher introduces the activity to the students where they will have to think about advice about how to be more responsible with the environment in their daily lives, and write it down.