<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382021000100055</article-id>
<article-id pub-id-type="doi">10.30545/academo.2021.ene-jun.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los videos como herramienta de desarrollo de la fluidez oral en inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[Videos as a development tool of oral fluency in English]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Larenas]]></surname>
<given-names><![CDATA[Claudio H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Sanhueza]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>55</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382021000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para los estudiantes el desarrollo de la habilidad de expresión oral en inglés es, sin duda, un gran desafío, y al mismo tiempo, influye en la percepción del nivel de habilidad que se posee en el idioma. Esta investigación-acción presentó a un grupo de estudiantes de una escuela pública chilena, una secuencia didáctica enfocada en desarrollar la fluidez oral del inglés a través de la grabación de videos situacionales en los cuales los estudiantes pudiesen observarse a sí mismos hablando inglés y expresar sus percepciones sobre sus habilidades. Para esto los estudiantes respondieron una escala de percepciones sobre la fluidez oral del inglés al inicio de la secuencia didáctica, en la mitad y al final de esta, con el objetivo de explorar la trayectoria de las percepciones de los estudiantes. Mediante el uso de estadística descriptiva, este estudio demostró que la creación de videos tuvo un efecto positivo en los estudiantes, especialmente en el mejoramiento de sus actitudes hacia el idioma inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT For Chilean students, developing the ability of speaking in English is a big challenge, and at the same time, it affects their perception of the level of ability they have got in the language. This action research involved a group of students from a Chilean public school, into a didactic sequence based on developing English oral fluency through the creation of situational videos in which learners could watch themselves speaking English and could analyse the perceptions of their own abilities. To do this, learners answered a scale of perceptions of English oral fluency, at the beginning of the didactic sequence, in the middle and end of it. Using descriptive statistics, this study showed that the making of videos had a positive effect on students&#8217; perceptions, especially on the attitudinal area related to English.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Percepción]]></kwd>
<kwd lng="es"><![CDATA[expresión oral]]></kwd>
<kwd lng="es"><![CDATA[video]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[lengua inglesa]]></kwd>
<kwd lng="en"><![CDATA[Perception]]></kwd>
<kwd lng="en"><![CDATA[speaking]]></kwd>
<kwd lng="en"><![CDATA[video]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[English language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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