Published

2020-07-01

Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content

Fomento del desempeño oral en público en una clase de inglés como lengua extranjera mediante el análisis crítico del contenido de YouTubers

DOI:

https://doi.org/10.15446/profile.v22n2.82510

Keywords:

cooperative learning, critical media literacy, empowerment spiral model, English as a foreign language, project-based learning, talk as performance (en)
aprendizaje basado en proyectos, aprendizaje cooperativo, desempeño oral, espiral de empoderamiento, inglés como lengua extranjera, literacidad crítica de medios masivos de comunicación (es)

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This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers’ content through the empowerment spiral model to foster students’ talk as performance. Twenty 11th-grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers’ journals, students’ written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.

Este documento muestra los resultados de una investigación-acción orientada a identificar las ventajas del análisis crítico del contenido de los YouTubers —mediante el modelo “la espiral de empoderamiento”—, para mejorar el desempeño oral de los estudiantes de inglés. Basándose en el análisis del contenido y la reflexión, veinte estudiantes de grado 11 crearon y compartieron mensajes alternativos sobre temas sociales. Los datos se obtuvieron de diarios de la profesora practicante, trabajos escritos y de multimedia de los estudiantes, al igual que grabaciones de voz. El análisis se fundamentó en procesos de codificación y categorización. Se encontró que la implementación de perspectivas críticas ayudó a los estudiantes a ser más conscientes del contenido que consumen y a mejorar su desempeño oral en público, mediante actividades orales específicas. Así, este estudio muestra un balance entre el aprendizaje del inglés como lengua extranjera y el uso de perspectivas críticas.

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How to Cite

APA

Aristizábal-Jiménez, Y. (2020). Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content. Profile: Issues in Teachers’ Professional Development, 22(2), 181–195. https://doi.org/10.15446/profile.v22n2.82510

ACM

[1]
Aristizábal-Jiménez, Y. 2020. Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content. Profile: Issues in Teachers’ Professional Development. 22, 2 (Jul. 2020), 181–195. DOI:https://doi.org/10.15446/profile.v22n2.82510.

ACS

(1)
Aristizábal-Jiménez, Y. Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content. Profile: Issues Teach. Prof. Dev. 2020, 22, 181-195.

ABNT

ARISTIZÁBAL-JIMÉNEZ, Y. Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 22, n. 2, p. 181–195, 2020. DOI: 10.15446/profile.v22n2.82510. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/82510. Acesso em: 18 mar. 2026.

Chicago

Aristizábal-Jiménez, Yesika. 2020. “Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content”. Profile: Issues in Teachers’ Professional Development 22 (2):181-95. https://doi.org/10.15446/profile.v22n2.82510.

Harvard

Aristizábal-Jiménez, Y. (2020) “Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content”, Profile: Issues in Teachers’ Professional Development, 22(2), pp. 181–195. doi: 10.15446/profile.v22n2.82510.

IEEE

[1]
Y. Aristizábal-Jiménez, “Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content”, Profile: Issues Teach. Prof. Dev., vol. 22, no. 2, pp. 181–195, Jul. 2020.

MLA

Aristizábal-Jiménez, Y. “Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content”. Profile: Issues in Teachers’ Professional Development, vol. 22, no. 2, July 2020, pp. 181-95, doi:10.15446/profile.v22n2.82510.

Turabian

Aristizábal-Jiménez, Yesika. “Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content”. Profile: Issues in Teachers’ Professional Development 22, no. 2 (July 1, 2020): 181–195. Accessed March 18, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/82510.

Vancouver

1.
Aristizábal-Jiménez Y. Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content. Profile: Issues Teach. Prof. Dev. [Internet]. 2020 Jul. 1 [cited 2026 Mar. 18];22(2):181-95. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/82510

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CrossRef citations4

1. Daniel Alirio Cruz Bernal. (2023). Análisis de anuncios publicitarios desde el método calla en el aula EFL. Estudio de caso con estudiantes de secundaria en Colombia.. Enletawa Journal, 16(1), p.1. https://doi.org/10.19053/2011835X.16013.

2. Jean Kaya, Alba del Carmen Olaya León, Pedro Felipe Ortega Prieto, Catalina Toro Mejía . (2025). Language Pedagogies in Colombian English Classrooms: A Systematic Review of Literature from Colombian Journals. Enunciación, 30(2), p.245. https://doi.org/10.14483/22486798.23312.

3. Andrés Mauricio Potes-Morales. (2025). Critical Interculturality and CALL in English Language Teaching: A ten-year revision of research in Colombia. Revista UNIMAR, 43(2), p.121. https://doi.org/10.31948/ru.v43i2.4709.

4. Rustam Shadiev, Xun Wang. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. Frontiers in Psychology, 13 https://doi.org/10.3389/fpsyg.2022.897689.

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