<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902020000200181</article-id>
<article-id pub-id-type="doi">10.15446/profile.v22n2.82510</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers&#8217; Content]]></article-title>
<article-title xml:lang="es"><![CDATA[Fomento del desempeño oral en público en una clase de inglés como lengua extranjera mediante el análisis crítico del contenido de YouTubers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aristizábal-Jiménez]]></surname>
<given-names><![CDATA[Yesika]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>181</fpage>
<lpage>195</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902020000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902020000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902020000200181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers&#8217; content through the empowerment spiral model to foster students&#8217; 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&#8217; journals, students&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen 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 &#8220;la espiral de empoderamiento&#8221;-, 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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cooperative learning]]></kwd>
<kwd lng="en"><![CDATA[critical media literacy]]></kwd>
<kwd lng="en"><![CDATA[empowerment spiral model]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[project-based learning]]></kwd>
<kwd lng="en"><![CDATA[talk as performance]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en proyectos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje cooperativo]]></kwd>
<kwd lng="es"><![CDATA[desempeño oral]]></kwd>
<kwd lng="es"><![CDATA[espiral de empoderamiento]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[literacidad crítica de medios masivos de comunicación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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