Implementing learning stations in the 4th year of CSE English classroom: A comparative study on its effectiveness.
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2024-06-03
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Jaén: Universidad de Jaén
Resumen
(ES)Las metodologías activas en el paradigma educativo pretenden responder a los actuales cambios del
mundo. Como ejemplo de ello, la metodología de estaciones de aprendizaje promueve experiencias en las
que el alumnado sigue un circuito de aprendizaje pasando por diferentes estaciones (i.e. actividades). Sin
embargo, su implantación en el aula de inglés como lengua extranjera todavía es escasa. Por eso, este
TFM compara los resultados de dos grupos de estudiantes de 4o de ESO (control y experimental) que
recibieron enseñanza sobre las condicionales mediante dos metodologías distintas: presentación-práctica-
producción (enfoque PPP) y estaciones de aprendizaje. Para ello este trabajo presenta una situación de
aprendizaje basada en estas últimas. Finalmente, los resultados del estudio son elementales para
responder las tres preguntas de investigación relacionadas con la eficacia de dichas estaciones. Así pues,
este TFM contribuye a la implementación de metodologías activas en el aula de inglés y a fomentar el
trabajo cooperativo.
(EN)Active methodologies in the educational paradigm are aimed at covering today’s changing world. As an example of that, learning stations methodology promotes learning experiences in which students are asked to follow a learning circuit by stopping in the different stations (e.g. activities). However, its implementation in the English as a Foreign Language (EFL) classroom is still scarce. For this reason, this master’s dissertation (MD) compares results from two groups of 4th CSE students (i.e. the control and experimental groups) who received instruction on conditionals following two different methodologies, namely the presentation-practice-production (PPP) approach and learning stations. For this purpose, this paper presents a learning situation based on learning stations. Finally, results from the study are key to answer the three research questions related to the effectiveness of learning stations. Therefore, the present MD contributes to implementing active methodologies in the EFL classroom and fostering cooperative work among students.
(EN)Active methodologies in the educational paradigm are aimed at covering today’s changing world. As an example of that, learning stations methodology promotes learning experiences in which students are asked to follow a learning circuit by stopping in the different stations (e.g. activities). However, its implementation in the English as a Foreign Language (EFL) classroom is still scarce. For this reason, this master’s dissertation (MD) compares results from two groups of 4th CSE students (i.e. the control and experimental groups) who received instruction on conditionals following two different methodologies, namely the presentation-practice-production (PPP) approach and learning stations. For this purpose, this paper presents a learning situation based on learning stations. Finally, results from the study are key to answer the three research questions related to the effectiveness of learning stations. Therefore, the present MD contributes to implementing active methodologies in the EFL classroom and fostering cooperative work among students.