Fostering Motivation in an English Phonetics class using active learning methodologies

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dc.contributor.advisorHernández Fuentes, Sol Smith
dc.contributor.authorLizcano Gómez, Mateo Alejandro
dc.contributor.authorPinzón Martínez, Valeria
dc.contributor.evaluatorDíaz Suárez, Lenys Smith
dc.contributor.evaluatorArdila Tovar, Jheider Aldemar
dc.date.accessioned2025-07-07T14:54:02Z
dc.date.available2025-07-07T14:54:02Z
dc.date.created2025-07-01
dc.date.issued2025-07-01
dc.description.abstractThis study looks at how active learning methods assist to motivate first-semester students in the Introducción a la Fonética Articulatoria del Inglés course at Universidad Industrial de Santander. Many students feel worried or unmotivated in phonetics classes because they are usually very theoretical and taught in traditional ways. To address this, this qualitative action research implemented gamification, game-based learning, situated learning, and collaborative learning across six lessons. The researchers gathered information through questionnaires, class observations, and interviews. The results showed that using active learning methodologies helped students feel more engaged and less anxious about pronunciation activities. It also increased their motivation, both from inside themselves and from outside factors like participation and completion of the tasks. Activities that used stories and games, as well as tasks connected to students' cultures, were especially helpful. They made students participate more and feel more positive about learning phonetics and English in general. This research shows that active learning can change how students feel about phonetics classes. It suggests that using these methods can help students feel more motivated and create classes that focus on their needs and experiences. Moreover, active learning turns traditional strategies to teach phonetics such as drillings, into more attractive activities.
dc.description.abstractenglishThis study looks at how active learning methods assist to motivate first-semester students in the Introducción a la Fonética Articulatoria del Inglés course at Universidad Industrial de Santander. Many students feel worried or unmotivated in phonetics classes because they are usually very theoretical and taught in traditional ways. To address this, this qualitative action research implemented gamification, game-based learning, situated learning, and collaborative learning across six lessons. The researchers gathered information through questionnaires, class observations, and interviews. The results showed that using active learning methodologies helped students feel more engaged and less anxious about pronunciation activities. It also increased their motivation, both from inside themselves and from outside factors like participation and completion of the tasks. Activities that used stories and games, as well as tasks connected to students' cultures, were especially helpful. They made students participate more and feel more positive about learning phonetics and English in general. This research shows that active learning can change how students feel about phonetics classes. It suggests that using these methods can help students feel more motivated and create classes that focus on their needs and experiences. Moreover, active learning turns traditional strategies to teach phonetics such as drillings, into more attractive activities.
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado en Lenguas Extranjeras con énfasis en Inglés
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad Industrial de Santander
dc.identifier.reponameUniversidad Industrial de Santander
dc.identifier.repourlhttps://noesis.uis.edu.co
dc.identifier.urihttps://noesis.uis.edu.co/handle/20.500.14071/45810
dc.language.isoeng
dc.publisherUniversidad Industrial de Santander
dc.publisher.facultyCiencias Humanas
dc.publisher.programLicenciatura en Lenguas Extranjeras con énfasis en Inglés 
dc.publisher.schoolEscuela de Idiomas 
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.licenseAtribución-NoComercial-SinDerivadas 2.5 Colombia (CC BY-NC-ND 2.5 CO)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordActive Learning Methodologies
dc.subject.keywordPhonetics
dc.subject.keywordGamification
dc.subject.keywordGame-Based Learning
dc.subject.keywordSituated Learning
dc.subject.keywordCollaborative Learning
dc.titleFostering Motivation in an English Phonetics class using active learning methodologies
dc.title.englishFostering Motivation in an English Phonetics class using active learning methodologies
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.hasversionhttp://purl.org/coar/version/c_b1a7d7d4d402bcce
dc.type.localTesis/Trabajo de grado - Monografía - Pregrado
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