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An approximation to writing process through the implementation of a process-genre approach in a blended learning environment

dc.contributor.advisorParra Pérez, Diana Angélica
dc.contributor.authorTorres Burbano, Maria Patricia
dc.contributor.authorGarnica Olaya, Vilma Yomary
dc.date.accessioned2015-08-06T12:14:22Z
dc.date.available2015-08-06T12:14:22Z
dc.date.created2015-07-31
dc.date.created2015
dc.date.issued2015-08-06
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dc.identifier.urihttp://hdl.handle.net/10818/17456
dc.description110 páginas incluye diagramases_CO
dc.description.abstractConsiderando la escritura como una habilidad básica que los estudiantes deben desarrollar para tener éxito en contextos académicos, este estudio de método mixto indaga sobre el impacto del enfoque de proceso-género al escribir párrafos descriptivos a través de un entorno de aprendizaje mixto. Las investigadoras llevaron a cabo este estudio en un grupo de estudiantes de décimo grado en el colegio Santiago Pérez en Zipaquirá - Cundinamarca, y un grupo de estudiantes de primer semestre en la Institución Universitaria CESMAG (Centro de Estudios Superiores María Goretti) en Pasto-Nariño. Los participantes completaron cinco sesiones presenciales y cuatro sesiones virtuales, y recibieron orientación para guiar la escritura de un párrafo haciendo énfasis en la estructura, coherencia y cohesión a través del blog “Describing Worlds”. El proceso de escritura se implementó en cinco etapas (planeación, recolección de información, redacción, revisión y edición) que brindaron a los estudiantes modelos apropiados y oportunidades para analizarlos. El análisis de datos reveló una mejoría significativa en los textos descriptivos de los estudiantes respecto a la organización (coherencia y cohesión) y el vocabulario, y en el desarrollo de actitudes reflexivas sobre su propio aprendizaje. Los resultados llevaron a concluir que el uso del enfoque de proceso-género en un ambiente de aprendizaje mixto provee un andamiaje apropiado en el proceso de escritura y refuerza el aprendizaje autónomo. Sin embargo, se recomienda profundizar el estudio del desarrollo de la autonomía a través de la implementación de cursos híbridos y la interacción docente-estudiante con respecto a la retroalimentación presencial y virtual.es_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabana
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés -- Semántica
dc.subjectInglés básico
dc.subjectLenguaje y lenguas
dc.titleAn approximation to writing process through the implementation of a process-genre approach in a blended learning environmentes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido.es_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras.es_CO
dc.identifier.local261050
dc.identifier.localTE07658
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


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