Apresentar o registro simples

Enhancing metacognitive reading awareness in blended environments

dc.contributor.advisorBogoya, Alethia
dc.contributor.authorLizcano Rojas, Yira Elizabeth
dc.date.accessioned2015-10-26T17:06:43Z
dc.date.available2015-10-26T17:06:43Z
dc.date.created2015
dc.date.issued2015-10-26
dc.identifier.citationAbdi, R. (2013). The effect of using hypertext materials on reading comprehension ability of EFL learners. Procedia - Social and Behavioral Sciences, 83, 557-562. doi:10.1016/j.sbspro.2013.06.106
dc.identifier.citationAlderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.
dc.identifier.citationAnderson, N. J. (1991). Individual Differences in Strategy use in Second Language Reading and Testing. The Modern Language Journal, 75(4), 460-472. doi: 10.1111/j.1540- 4781.1991.tb05384.x
dc.identifier.citationAnderson, N. J. (2002). The role of metacognition in second language teaching and learning (ED463659). ERIC Digest. Education Resources Information Center.
dc.identifier.citationAnderson, J. R. (1985). Cognitive psychology and its implications (2nd ed.). San Francisco: W.H. Freeman.
dc.identifier.citationAnderson, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In R. C. Anderson, R. J. Spiro & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415−431). Hillsdale, NJ: Lawrence Erlbaum
dc.identifier.citationBaker, L, & Brown, A. L. (1984). Metacognitive skills and reading. In P.D. Pearson (Ed.), Handbook of reading research. (pp. 353-394). New York: Longman
dc.identifier.citationBauman, J.F. & Duffy-Hester, A.M. (2000) Making sense of classroom worlds: Methodology in teacher research. In M.L. Kamil, P.B. Mosenthal, P.D. Person & R. Barr (Eds.), Handbook of reading research, Volume III (pp. 77-98).
dc.identifier.citationBox Plot: Display of Distribution. (n.d.). Retrieved from http://www.physics.csbsju.edu/stats/box2.html
dc.identifier.citationBransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience and school: Expanded edition. Washington, DC: National Academy Press
dc.identifier.citationBrown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical Issues in Reading Comprehension. (pp. 453-481). Hillsdale, NJ: Lawrence Erlbaum Associates.
dc.identifier.citationBrown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. Beijing: Foreign language teaching and research press.
dc.identifier.citationBrown, J. D. (2000). What is construct validity? Shiken: JALT Testing & Evaluation SIG Newsletter, 4 (2), 8-12
dc.identifier.citationBurns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
dc.identifier.citationCaverly, D. C., Mandeville, T. F., & Nicholson, S. A.( 1995). PLAN: A study-reading strategy for informational text. Journal of Adolescent & Adult Literacy, 39(3), 190–199
dc.identifier.citationCarr, N., Crocco, K., & Gallego, J. C. (2011). Perceived benefits of technology enhanced language learning in beginning language classes. IALLT Journal of Language Learning Technologies, 41(1), 1-32. Retrieved from http://www.iallt.org/sites/default/files/Carr11.pdf
dc.identifier.citationChamot, A. U., & O'Malley, J. M. (1994). Language learner and learning strategies. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 371- 392). London: Academic.
dc.identifier.citationChamot, A. U., Barnhardt, S., El Dinary, P.B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman
dc.identifier.citationCERLALC. (2011). Modelo de ley para el fomento de la lectura, el libro y las bibliotecas (Model law on book and reading promotion prepared by CERLALC). Retrieved from CERLALC website: http://cerlalc.org/wp-content/uploads/2013/03/Modelo_Ley.pdf
dc.identifier.citationClegg, J. (n.d.) Retrieved from http://www.puglia.istruzione.it/portfolio_new/allegati/j_clegg_metacognition_an_ovwerview_o f_its_uses_in_language-learning.pdf
dc.identifier.citationCohen, L., & Manion, L. (1985). Research methods in education. London: Croom Helm.
dc.identifier.citationCorbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 19(6), 418-427. doi:10.1007/BF00988593
dc.identifier.citationCresswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approach (Kindle version). Retrieved from Amazon.com
dc.identifier.citationCubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. The Journal of International Social Research,1, 83 - 93.
dc.identifier.citationDANE. (2013). Boletin de Prensa: Módulo de hábitos de lectura, consumo de libros y asistencia a bibliotecas (Module of reading habits, consumption of books and attendance to libraries). Retrieved from DANE website: https://www.dane.gov.co/files/investigaciones/eccultulral/BoletinReModHabitosLect_V2_30- 04-13.pdf
dc.identifier.citationDirect Instruction. (n.d.). Retrieved from http://www.worksheetlibrary.com/teachingtips/directinstruction.html
dc.identifier.citationEl Espectador.com. (2013, May 14). ¿Cómo va la lectura en Colombia? (How is the reading going in Colombia?) El Espectador. Retrieved from http://www.elespectador.com/entretenimiento/unchatcon/va-lectura-colombia-articulo-422010
dc.identifier.citationElley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375-411. doi:10.1111/j.1467-1770.1991.tb00611.x
dc.identifier.citationEllis, R. (1994). The study of second language acquisition. Shanghai: Shanghai Foreign Language Education Press.
dc.identifier.citationEllis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 525-551). Oxford, England: Blackwell.
dc.identifier.citationEllis, R. (2012). Language teaching research and language pedagogy. Malden, Mass: WileyBlackwell.
dc.identifier.citationEluemuno, A. (2013). The effect of metacognitive skills on performance in English language among senior secondary school students in Anambra state, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 4, 678 - 685.
dc.identifier.citationFlavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum
dc.identifier.citationFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. doi:10.1037//0003-066X.34.10.906
dc.identifier.citationFriesner, T., & Hart, M. (2005). Learning logs: Assessment or research method? Electronic Journal of Business Research Methodology, 3(2), 117-122. Retrieved from www.ejbrm.com
dc.identifier.citationGarrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education. doi:10.1016/j.iheduc.2004.02.001
dc.identifier.citationGimenez, J. (2000). A self-access center for business English learners: meeting individual learning needs. In E. Hanson-Smith (Ed.), Technology-enhanced learning environments: Case studies in TESOL practice series. Alexandria, VA: TESOL.
dc.identifier.citationGoede, R. & Villiers, C. D. (2003). The applicability of grounded theory as research methodology in studies on the use of methodologies in IS practices. Proceedings of SAICSIT 2003, 208-217. Retrieved from: http://www.academia.edu/329273/The_Applicability_of_Grounded_Theory_As_Research_Met hodology_In_Studies_on_the_Use_of_Methodologies_In_IS_Practices
dc.identifier.citationGolafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
dc.identifier.citationGoodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126−135.
dc.identifier.citationGrabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow: Longman.
dc.identifier.citationHarris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
dc.identifier.citationICFES. (2014). Clasificación de planteles (Classification of schools). Retrieved from http://www.icfesinteractivo.gov.co/Clasificacion/
dc.identifier.citationJoppe, M. (2000). The research process. In N. Golafshani (Ed.). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
dc.identifier.citationKarbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10(2), 165-180. Retrieved from http://www.readingmatrix.com/articles/sept_2010/alireza_karbalaei.pdf
dc.identifier.citationKoda, K. (2005). Insights into second language reading: A cross-linguistic approach. New York: Cambridge University Press.
dc.identifier.citationLan, Y.C., Lo, Y.L., & Hsu, Y.S. (2014). The effects of meta-cognitive instruction on students‟ reading comprehension in computerized reading contexts: A quantitative meta-analysis. Educational Technology & Society, 17 (4), 186–202
dc.identifier.citationLeavitt, B. C. (2010). How we read (between) the lines: Miscue analysis as an indicator of metacognitive strategy use in foreign language reading (Master's thesis, Indiana University South Bend). Retrieved from http://http://files.eric.ed.gov/fulltext/ED510273.pdf
dc.identifier.citationLincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
dc.identifier.citationMcdonald, J. (2006). Blended learning and online tutoring: A good practice guide (1st ed.). Cornwall: Gower.
dc.identifier.citationMagliano, J. P., Todaro, S., Millis, K., Wiemer-Hastings, K., Kim, H. J., & McNamara, D. S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32(2), 185–208.
dc.identifier.citationMarzano, R. J. (2004). Building background knowledge. Alexandria, VA: ASCD Publications.
dc.identifier.citationMathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.
dc.identifier.citationMills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River, NJ: Merrill.
dc.identifier.citationMokhtari, K., & Reichard, C. (2002). Assessing student‟s metacognitive awareness of reading strategies. Journal of Educational Psychology, 94 (2), 249-259.
dc.identifier.citationMontalvo, L.S. (2013) Improving reading comprehension and self-directed learning through the use of explicit reading strategies and personal blogs on high school students. (Master‟s thesis). Universidad de la Sabana, Chia
dc.identifier.citationNassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57(1), 79-113.
dc.identifier.citationNunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle Publishers.
dc.identifier.citationNunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
dc.identifier.citationOrganization for Economic Co-operation and Development, issuing body, publisher. Programme for International Student Assessment (OECD), sponsoring body. (2014). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know
dc.identifier.citationO‟Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
dc.identifier.citationO‟Malley, J. M., Chamot, A, U., Stewner-Manzanares, G., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557- 584.
dc.identifier.citationO'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
dc.identifier.citationPalincsar, A. S. (1985, April). The unpacking of a multi-component, metacognitive training package. Paper presented at the annual meeting of the American educational research association, Chicago.
dc.identifier.citationPatton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
dc.identifier.citationPearson, D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
dc.identifier.citationPintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In: G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (43- 97). Lincoln NE: Buros Institute of Mental Measurements
dc.identifier.citationPrensky, M. (2005). Engage me or enrage me: What today‟s learners demand. Educause Review, 40(5), 61–64.
dc.identifier.citationPressley, M., El-Dinary, P.B., & Brown, R. (1992). Skilled and not-so-skilled reading: Good information processing and not-so-good information processing. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 91-127). San Diego, CA: Academic Press.
dc.identifier.citationPressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates.
dc.identifier.citationPressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III. Mahwah NJ: Erlbaum.
dc.identifier.citationRamage, K. (1990). Motivational factors and persistence in foreign language study. Language Learning 40, 189-219.
dc.identifier.citationRidley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60(4), 293-306. doi:10.1080/00220973.1992.9943867
dc.identifier.citationRivers, W. M., & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press
dc.identifier.citationSalda a, J. (2012). The coding manual for qualitative researchers. London: Sage.
dc.identifier.citationSalomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a reading partner. Journal of Educational Psychology, 81(4), 620–627.
dc.identifier.citationSanders, R. (2005). Redesigning introductory Spanish: Increased enrollment, online management, cost reduction, and effects on student learning. Foreign Language Annals, 38(4), 523-532.
dc.identifier.citationSchoonen, R., Hulstijn, J., & Bossers, B. (1998), Metacognitive and language-specific knowledge in native and foreign language reading comprehension: An Empirical study among Dutch students in grades 6, 8 and 10. Language Learning, 48(1): 71–106. DOI: 10.1111/1467-9922.00033
dc.identifier.citationStrauss, A.L., & Corbin, J. (1990). Basics of qualitative research: Techniques and procedures for developing grounded theory. Newbury Park, CA: Sage
dc.identifier.citationSwan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. doi:10.1080/0158791010220208
dc.identifier.citationThe TOEFL Junior Tests: Reading Comprehension Sample Questions. (n.d.). Retrieved from https://www.ets.org/toefl_junior/prepare/standard_sample_questions/reading_comprehension
dc.identifier.citationTracey, D., & Morrow, L. M. (2006). Lenses on reading. New York: Guilford Press.
dc.identifier.citationUrquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then who? (3rd ed.). Denver: Association for Supervision & Curriculum Development.
dc.identifier.citationWallace, M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.
dc.identifier.citationWarschauer, M. (1996). Comparing face to face and electronic discussion in the second language classroom. CALICO Journal, 13(2-3), 7-26
dc.identifier.citationWarschauer, M., & Whittaker, P. F. (1997). The internet for English teaching: Guidelines for teachers. TESL Reporter, 30(1), 27–33
dc.identifier.citationWestera, W., & Sloep, P. (2001). The future of education in cyberspace. In L. R Vandervert, L. V. Shavinina, & R. A. Cornell (Eds.), Cyber education: The future of Distance Learning. Larchmont, NY: Mary Ann Liebert, Inc., 115-136.
dc.identifier.citationYoung, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computers Assisted Learning, 19, 447-461. http://dx.doi.org/10.1046/j.0266- 4909.2003.00049.x
dc.identifier.citationYunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and cons of using ICT in teaching ESL reading and writing. International Education Studies, 6(7), 119-130. doi:10.5539/ies.v6n7p119
dc.identifier.citationZhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 44(2), 320-353. doi:10.1080/09658410108667039
dc.identifier.citationZimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, N.J.: Lawrence Erlbaum Associates
dc.identifier.urihttp://hdl.handle.net/10818/19664
dc.description124 Páginas.
dc.description.abstractEste proyecto de investigación-acción muestra los efectos de aplicar el modelo de aprendizaje combinado para desarrollar procesos metacognitivos en la lectura, en 19 estudiantes con bajo dominio de inglés, en un colegio público de Ibagué, Colombia; desarrollándose siete sesiones durante dos meses y medio, por 21 horas. Las estrategias metacognitivas de lectura, enseñadas directamente, se eligieron antes de la intervención, con base en el cuestionario MARSI (Inventario sobre estrategias metacognitivas de lectura). El enfoque método- mixto permitió analizar los datos. El investigador midió el rendimiento de lectura y la frecuencia de uso de estrategias de lectura, implementando una prueba de lectura previa y posterior, y el MARSI. Se usaron instrumentos de recolección de datos como el diario del profesor, registros de lectura de estudiantes y una entrevista; midiendo los niveles de metacognición en lectura, y el efecto de actividades de aprendizaje del idioma basadas en la tecnología. El análisis cuantitativo muestra en general, que las intervenciones no tuvieron un impacto significativo en las habilidades de lectura. El análisis cualitativo indica que el modelo de aprendizaje combinado, ayudó a los estudiantes a aumentar su metacognición al planificar, supervisar y auto-evaluar su proceso de lectura.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectConocimiento
dc.subjectInglés básico -- Colombia
dc.subjectInglés comercial -- Colombia
dc.titleEnhancing metacognitive reading awareness in blended environmentses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local175997
dc.identifier.localTE07810
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


Arquivos deste item

Thumbnail
Nome:
Yira Elizabeth Lizcano Rojas ...
Tamanho:
2.330Mb
Formato:
PDF
Descrição:
Ver documento en PDF
Visualizar/Abrir

Este item aparece na(s) seguinte(s) coleção(s)

Apresentar o registro simples