This document provides an overview of the sections and contents that will be covered in a blog about implementing social interaction strategies in an English classroom. It includes an abstract in Spanish that summarizes the research which analyzed the effectiveness of social interaction strategies in improving fourth grade students' academic performance and healthy coexistence. Key methods used were an interactive technique, focus groups, classroom observations, and interviews. The results showed that when the English teacher implements social interaction strategies, the students become more engaged with the language and motivated to participate. The document also includes sections on the research's purpose as a degree requirement, acknowledgments of those who supported the work, and outlines some of the other topics that will be covered in the blog such as literature review, research
2. Here are
some of the
things we
are going to
cover in our
blog:
Abstract & Key Words
Degree Requirement
Acknowledgements
Context
Statement of the Problem
Literature Review
Research Question
Objectives
General
Specific
Method
Results
Discussion
References
3. Abstract
There are a lot of Institutions in Medellin, where social interaction is very low; taking into
account social reality who live some students. Therefore, social interaction strategies project was
implemented in a public school, fourth grade students, the cooperating teacher and teaching
practitioner; with objective to analyze the effectiveness of social interaction strategies in favoring
students’ academic performance as well healthy coexistence. As the investigation was conducted
under a qualitative approach, we used some methods such as one interactive techniques
(patchwork), focus group, observations inside the classroom through journals and some interviews
that were applied to cooperating teacher and teaching practitioner. The results revealed that when
the English teacher implements strategies of social interaction inside English classroom, students
involve with the language. Also, they are motivated at the moment to participate in the class and
develop their activities.
Key words: Academic performance, healthy coexistence, Social interaction strategies.
4. Resumen
Hay muchas instituciones en Medellín, donde la interacción social es muy baja; teniendo en
cuenta la realidad social que viven algunos estudiantes. Por lo tanto, el proyecto de estrategias de
interacción social se implementó en una escuela pública; con estudiantes de cuarto grado, el
maestro cooperador y el practicante de inglés. Con el objetivo de analizar la efectividad de las
estrategias de interacción social para mejorar el rendimiento académico de los estudiantes y
fomentar una sana convivencia. Como la investigación se realizó bajo un enfoque cualitativo,
utilizamos algunos métodos: Una técnica interactiva (colcha de retazos), grupo focal,
observaciones dentro del aula a través de diarios y algunas entrevistas que se aplicaron al docente
cooperador y a la practicante de inglés. Los resultados revelaron que cuando el profesor de inglés
implementa estrategias de interacción social dentro del aula, los estudiantes se involucran más con
el inglés y están motivados al momento de participar en la clase y desarrollar sus actividades.
Palabras claves: Rendimiento académico, Sana convivencia, Estrategias de interacción social.
5. Degree Requirement
This participatory action research is submitted as a requirement to graduate from the Bachelor
of Education in English Teaching Program (Licenciatura en Inglés) at Facultad de Education,
Universidad Católica Luis Amigó, in Medellin, Colombia.
6. Acknowledgments
First we would like to gratitude a GOD and our families because this whole process would not
had been possible without their accompaniment and support.
In addition, we would like to express our admiration, gratitude, and appreciation to our advisor
Liliana Maria Maturana Patarroyo for believe in this project, and for guiding us in the appropriate
development of it. This research would not be possible without her support. Also, we would like to
give special thanks to our cooperating teaching Nidia Escobar who supported our practicum
process, helped us to carry on this research and for showing a great attitude during the
interventions.
Finally, special thanks also to the Institution in which the research was conducted for allowing us
to be there and we would like to thank our classmates for being so supportive with each other’s
work.
