GRUPO HIPERMEDIA,

EVALUACIN Y APRENDIZAJE
DEL INGLS

UNIVERSIDAD PEDAGGICA
NACIONAL
DEPARTAMENTO DE LENGUAS
Fostering listening skills and
initial intercultural
communicative competence
in EFL pre-service Teachers
through the use of ICT
Context and participants
Context:
Pre-service language teachers at UPN,
sponsored by CIUP, the Research Center of
this university.

Participants:
2004 13 students of intermediate level;
2013 - a group of 27 female and 4 male
students mostly of upper intermediate level
The hypermedia
 Pedagogical purposes

To foster
To incorporate collaborative work
technology into through the use of
the EFL classroom the computer as a
as a means to mediator, breaking
facilitate students with the
language learning. traditional
listening activities
done in regular
classrooms
A JOURNEY THROUGH THE US CULTURE

A virtual trip to visit 12

different cultural regions
of the USA and listen to
and understand people of
that country talking
about their own culture.

Then to compare the

characteristics of that
culture to our own
culture.
Research Questions

1. How do participants perceive the

methodological proposal developed
in the hypermedia environment A
Journey through the u.s. Culture?

2. How do intermediate English

learners face listening tasks related
to culture when they use this
hypermedia proposal?
 PROPUESTA PEDAGGICA
Fundamentos desde la psicologa cognitiva

Fomentar el procesamiento de
la informacin paso a paso

Hacer uso del Desarrollar

conocimiento pragmtico competencias y
y cultural habilidades de
manera integrada
Los mapas semnticos
como formas de Uso de estrategias para
representacin del fomentar colaboracin
conocimiento y autonoma
 PROPUESTA PEDAGGICA
fundamentos en el socio-constructivismo

Fomentar la apropiacin de una conciencia

intercultural.

Desarrollar competencias y habilidades de manera

integrada

Hacer del proceso de aprendizaje una experiencia

de crecimiento mutuo

Ampliar la zona de desarrollo prximo de los

aprendices
 A JOURNEY THROUGH THE US CULTURE

The 12 CULTURAL REGIONS

NEW ENGLAND INTERIOR SOUTH WEST

PACIFIC NORTH WEST
NEW YORK
PACIFIC SOUTH WEST
PENNSYLVANIA
THE MORMON REGION
THE SOUTH
THE ROCKY
UPPER MID WEST MOUNTAINS

HAWAII ALASKA

ESSAY QUESTION 1 ESSAY QUESTION 2

Examples of the interactive
sections of the Hypermedia
Interactive Map ot the 12 cultural
regions
Interactive Map of capital cities.
Reading about famous people
Activity Menu
Example of Test 1
Example of Test 2 Semantic
Map
Pre-final writing activity
Research Design
Metodologa de investigacin
Cualitativa, estudio de caso, con observacin
participativa
Instrumentos de recoleccin de datos: diarios
acadmicos o logs y entrevistas
Tiempo de recoleccin:
2004- 3 meses; 2013: aprox 4 meses
FINDINGS
 FINDINGS RESEARCH QUESTION 1

The graphic & methodological design

generates motivation, facilitates listening
comprehension of cultural content and
fosters development of initial intercultural
competence.
The hypermedia fosters consolidation of
linguistic knowledge, integration of language
skills, awareness of teaching strategies and
promotes cooperative and collaborative
learning.
 The graphic & methodological design generates
motivation, facilitates listening comprehension of
cultural content
Maps Activities, images, The contents and the
transcripts, and appropriate English
allowed sts interactivity level of audios
to understand, Raise facilitate the
synthesize, interest in comprehension of
remember, and reviewing and cultural aspects of
establish learning about the U.S.
relationships among cultural content of
the concepts and the U.S.
contents
To have better and
deeper
understanding of
what they listened
to
 FINDINGS RESEARCH QUESTION 2

Learners are aware of tasks demands

Learners use strategic knowledge about
themselves to regulate the learning
process.
Learners are aware that dialog,
interaction, and joint work enhance
their learning.
 Conclusions

H. offered the sts the possibility of

planning their own route along the
Meaningful trip, based on their interests, previous
learning knowledge, or curiosity, which
increased their levels of excitement to
learn in more significant terms.
Sts acquired cultural knowledge,
Initial developed skills (of comparing and of
intercultural discovery), and created positive
competence attitudes towards unknown cultural
contexts.
 Conclusions
Awareness of taks development: Although
the tasks were sometimes demanding,
learners resorted to additional graphic
resources such as images, maps, and pictures
Metacognitive
strategies from the software itself and bibliographic
resources.
Sts used procedural strategies that allowed
them to plan, monitor, evaluate, and reflect
upon their own learning to regulate it.

social The software fostered peer scaffolding and

negotiation of meaning to come into
strategies agreement as a powerful means to learn
with others and from others.