Show simple item record

dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorPerez Galvis, Luis Alberto
dc.date.accessioned2014-06-04T20:47:55Z
dc.date.available2014-06-04T20:47:55Z
dc.date.created2014
dc.date.issued2014-06-04
dc.identifier.citationAltman, R. (1990). Toward a new video pedagogy. The role of schema theory and discourse analysis. JALT journal, 12, 9-16.
dc.identifier.citationAnsley, D. (2010). Instructional media. Chalkboards to video. Retrieved from Learning for life: www.learningforlifefsu.edu/ctl/explore/onlineresources/docs/chapter9.pdf
dc.identifier.citationArsyad, A. (2002). Media . Jakarta: Raja Grafindo Persada
dc.identifier.citationAzikiwe, U. (1998). Study approaches of university students. WWCI Region II Forum, 2, 106-114.
dc.identifier.citationBandura. (1993). Perceived self-efficacy in cognitive developmen and functioning. Journal of Educational Psychology, 28, 117-148
dc.identifier.citationBandura, A. (1977). Self-efficacy. Toward a unifying theory of behaviour change. Psychological Review, 191-251.
dc.identifier.citationBandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Journal of Educational psychology 28, 117-148
dc.identifier.citationBiggs, J. (1999). Teaching for quality learning at University Buckingham. New York: Open University Press.
dc.identifier.citationBrown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding.Handbook of child psychology. New York: Wiley
dc.identifier.citationBurns, A. (1999). Collaborative Action Research for English Language Teachers. New York: Cambriedge University Press.
dc.identifier.citationCarr, W., & Kemmis, J. (1986). Becoming Critical. Education, Knowlege and Action Reseach. New York: Falmer Press.
dc.identifier.citationCooper, H. (1989). Homework. White Plains, New York: Longman.
dc.identifier.citationCorno, L. (2000). Looking at homework differently. The Elementary School Journal, 529- 248
dc.identifier.citationDriscoll, M. (2002). Bleanded Learning. Let's go beyon the hype. E-learning, 54
dc.identifier.citationFlavell, J. H. (1976). Metacognitive aspect of problem solving. In R. L. Burt, The Nature of Intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.
dc.identifier.citationFlower, L. S., & Hayes, J. R. (1981). A cognitive process theory of writing . College Composition.
dc.identifier.citationHarmer, J. (2004). How to Teach Writing. England: Pearson Education.
dc.identifier.citationHiemstra, R. (2001). Uses and benefits of journal writing. In L. M. English, & M. A. Guillen, Promoting journal writing in adult education. New directions for adult and continuing education (pp. 19-26). San Francisco: Jossey-Bass.
dc.identifier.citationHill, D. A. (1990). Visual Impact. Creative language learning through pictures. London: Longman Group UK limited.
dc.identifier.citationHornby, S. A. (1995). Oxford Advanced Learner's Dictionary of Current English. London: Oxford University Press
dc.identifier.citationHymes, D. H. (1972). On Communicative Competence. In J. Pride, Sociolinguistic (pp. 269-293). Baltimore, USA: Penguin Education, Penguin Books Ltd
dc.identifier.citationJoshy, B. (1995). The role of visual communication in teaching English. The Progress of Education , 266-268.
dc.identifier.citationKellner, R. (2009). Creativity portal. Retrieved from Creativity Portal: http://www.creativity-portal.com/prompts/using-photography- inspire-writing.html
dc.identifier.citationKistner, s., Rakoczy, K., & Otto, B. (2010). Promotion of self-regulated learning in classrooms. Investigating frequency, quality and consequesnces for students performance. Metacognition and Leaning, 157-171.
dc.identifier.citationKrashen, S. D. (1987). Principles and practices in second language acquisition. New York: Prentice Hall.
dc.identifier.citationMcKenzie, J. ( 2000). The Educational Technolgy Journal. Scaffolding for success. Reseach and the information literate school . Retrieved from http://fno.org/dec99/scaffold.html
dc.identifier.citationMiles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks CA: Sage Publications.
dc.identifier.citationPeachey, N. (2008). Action Research Toolkit. Keeping a journal. Retrieved from http://www.englishonline.org.cn/en/teachers/action-research-toolkit/journal
dc.identifier.citationRaimes, A. (1984). Techniques in Teaching Writing. Cambridge: Oxford University Press.
dc.identifier.citationReder, L. M., & Schunn, C. D. (1996). Metacognition does not imply awareness. Strategy choice is governed by implicit learning and memory. In L. M. Reder, Implicit memory and metacognition (pp. 45-77). Mahwah, NJ:: Lawrence Erlbaum Associates
dc.identifier.citationReid, B. (1993). But We’re Doing it Already!’ Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Education Today, 13:, 305-309.
dc.identifier.citationShimamura, A. P. (1996). The role of the prefrontal cortex in controlling and monitoring memory processes. In L. M. Reder, Implicit memory and metacognition (pp. 259- 274). Mahwah, NJ: Lawrence Erlbaum Associates.
dc.identifier.citationSnyder, C. R., & Lopez, S. L. (2007). Handbook of positive psychology. New York: Oxford University Press.
dc.identifier.citationStrauss, A., & Corbin, J. (1990). Strauss, A., Corbin, J. (1990). Basics of Qualitative Research. Grounded Theory, Procedures and Techniques. Newbury Park CA: Sage Publications.
dc.identifier.citationThornbury, S. (2004). How to Teach Vocabulary . Essex: Pearson Education Limited .
dc.identifier.citationWenden, A. (1995). Learner training in context. Special Issues on Autonomy System, 183- 194.
dc.identifier.citationWright, A. (1990). Pictures for Language Learning. Cambridge University Press. .
dc.identifier.citationZimmerman, B. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidne, Handbook of self-regulation. (p. 93). San Diego: CA.: Academic Press
dc.identifier.citationZimmerman, B. J., Bandura, A., & Martinez Pons, M. (1992). Self-motivation for academic attainment. The role of self-efficacy beliefs and personal goal setting. American Educational Reseach Journal, 663- 676.
dc.identifier.urihttp://hdl.handle.net/10818/10825
dc.description101 Páginas.
dc.description.abstractThis qualitative study was conducted with students from Institución Educativa Simón Araujo, a public school in Sincelejo-Sucre, Colombia. The population for this study includes 16 students from the sixth grade between 10-12 years old, placed in A1 level (CEFR) of English language proficiency. The aim of this paper is to report the findings after implementing scaffolding strategies (learning logs and visual aids) to foster selfefficacy in English descriptive writing. The researcher used the principles of Grounded Theory to examine the different data gathered from several instruments such as students’ learning logs, a researcher journal, checklists, a pre-test and a post-test, as well as descriptive texts produced by participants. Results revealed a positive and significant impact of the strategy in the development of self-efficacy in the writing skill. Participants developed awareness of the language learning process by identifying particular areas of improvement, monitoring their learning and progress, and setting learning goals. This project also suggests novel ways to implement scaffolding strategies (learning logs and visual aids) in regional and national contexts.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés -- (Sincelejo) Colombia
dc.subjectInglés básico -- (Sincelejo) Colombia
dc.subjectInglés comercial -- Enseñanza
dc.titleFostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategieses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local259392
dc.identifier.localTE06519
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record