Prada Ruales, LeonardoBrand Rojas, Jimmy AndreyCalvache Díaz, Jiverson Farid2023-05-182023-05-182021http://hdl.handle.net/20.500.12993/2887ilustraciones, gráficos, tablasConsidering the English proficiency that elementary students must be placed in according to the Ministerio de Educación Nacional (MEN, 2006) requirements in a bilingual context, it was not met at all. Thus, any teaching strategy which is liable to get students appealed to the act of learning useful English is more than appropriate. Consequently, this study is framed on English vocabulary development as a path to allow the learner a better advancement of a second language. But when it comes to learning new vocabulary in a second language, it is almost well-nigh impossible to assert that this is a piece of cake. As a rule of thumb, students get easily bored when being taught new words belonging to the English language. Therefore, doodling comes in very handy as a learning tool given the fact that people make use of it as a gesture of visual thinking according to authors. Along these lines, the present study aims at analyzing the incidence of doodling on English vocabulary development through the implementation of a didactic unit using CLIL in fourth-grade students in a bilingual school. As well, the present investigation was subscribed in a quantitative approach adopting the quasi-experimental design and an explanatory scope, in which two groups of fourth-grade belonging to the bilingual sector were taken as experimental and control group, which were preceded by the implementation of a pre-test, exposure to doodling strategy only for the experimental group, and a post-test at the end to determine the incidence of doodling. Finally, the research presented results that the implementation of doodling has a positive impact on the students' vocabulary development.Abstract: / Key words / Introduction / CHAPTER I: PROBLEM STATEMENT / 1.1. Problem description / 1.2. Research question / 1.3. Objectives / 1.3.1. General objective / 1.3.2. Specific objectives / 1.4. Justification / CHAPTER II: REFERENTIAL FRAMEWORK / 2.1. Literature review / 2.2. Theoretical framework / 2.2.1. Doodling / 2.2.2. Doodling in the education field. / 2.2.3. Doodling within vocabulary / 2.2.4. Content and Language Integrated Learning (CLIL) / CHAPTER III: METHODOLOGICAL FRAMEWORK / 3.1. Research approach / 3.2. Research design / 3.3. Research scope / 3.3.1. Variables and hypotheses / 3.4. Population / 3.4.1 Sample and sampling / 3.5. Instruments / 3.6. Data collection procedure: TEVI-R test / 3.6.1. TEVI-R data analysis / 3.7. A didactic sequence unit / CHAPTER IV: DATA ANALYSIS / 4.1. Statistical analysis of the data / 4.1.1. Statistical analysis of the pre-test / 4.2. Contrast analysis / 4.2.1 Analysis of the Mean of the pre-test and post-test results / 4.2.3 Contrast of pre-test and post-test results / 4.2.4 Analysis and contrast of the standard deviation of the pre-test and post-test results / 4.2.5 Strange variables / 4.3. Hypothesis testing / CHAPTER V: DISCUSSION / Conclusions / Suggestions / REFERENCES.PDFapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0bachelor thesisAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessInstname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/Abierto (Texto Completo)DoodlingEnglish vocabulary developmentCLILESLhttp://purl.org/coar/access_right/c_abf2