Show simple item record

dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorMontilla Piamba, Lilibeth
dc.contributor.authorOspina Hoyos, Mauricio Alberto
dc.contributor.authorPineda Bautista, Laura Sofia
dc.date.accessioned2016-05-21T16:22:17Z
dc.date.available2016-05-21T16:22:17Z
dc.date.created2016
dc.date.issued2016-04-25
dc.identifier.citationAida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155- 168.
dc.identifier.citationAlpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207.
dc.identifier.citationAppel, C., & Borges, F. (2012). Task design for L2 oral practice in audioblogs. European Association for Computer-Assisted Language Learning (EUROCALL).
dc.identifier.citationArias, E., & Urrego, L. My Audiblog. (2014, Nov. 25). Retrieved from: http://eurregolamprea.blogspot.com/
dc.identifier.citationAristizabal, A. (2009). Podcasting: a preliminary classroom study. GIST Education and Learning Research Journal, (3), 30-40.
dc.identifier.citationAriza, M. (2012). Anxiety effects on EFL learners when communicating orally. Opening Writing Doors Journal, 9(1), 120-150.
dc.identifier.citationAshton-Hay, S., & Brookes, D. (2011). Here's a story: using student podcasts to raise awareness of language learning strategies. EA Journal, 26(2), 15-27.
dc.identifier.citationBandura, A. (1994). Self-efficacy. In, VS Ramachaudran (Ed.) Encyclopedia of human behavior (Vol. 4, pp. 71-81).
dc.identifier.citationBritish Educational Communication and Technology Agency. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Retrieved from http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=17990&name=D LFE-1550.pdf
dc.identifier.citationBoroditsky, L. (2011). How language shapes thought. Scientific American,304 (2), 62-65.
dc.identifier.citationBoyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
dc.identifier.citationBoyd, S. (2003). Are you ready for social software? Retrieved from http://stoweboyd.com/post/2325281845/are-you-ready-for-social-software
dc.identifier.citationBransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.
dc.identifier.citationBrown, J. D. (2003). Promoting fluency in EFL classrooms. In Proceedings of the 2nd annual JALT Pan-SIG conference (p. 1-12).
dc.identifier.citationBrown, H. (2007). Principles of Language Learning and Teaching. White Plains, NY: Longman.
dc.identifier.citationBrown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
dc.identifier.citationBrumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy (Vol. 129, p. 33). Cambridge: Cambridge University Press.
dc.identifier.citationBueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432.
dc.identifier.citationBurns, A. (2010). Doing action research in English language teaching. A guide for practitioners. Routledge.
dc.identifier.citationButt, R. L., McCue, G., Townsend, D., & Raymond, D. (1992). Teachers’ stories as ground and form for collaborative action research. In Exploring Collaborative Action Research. Proceedings of the CACS Seminar. Edmonton: CACS (p. 45-68).
dc.identifier.citationButterworth, B. (1980). Evidence from pauses in speech. Language production,1, 155-176.
dc.identifier.citationBygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied Linguistics, 18, 20-42.
dc.identifier.citationCampbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81.
dc.identifier.citationCañas, S. (2012). Identifying factors that affect FL learners’ oral participation at a public university in Colombia. Opening Writing Doors Journal, 9(1), 189-208.
dc.identifier.citationCarroll, B. (1980). Testing communicative performance. Oxford.
dc.identifier.citationCasado, M. A., & Dereshiwsky, M. I. (2001). Foreign language anxiety of university students. College Student Journal, 35(4), 539.
dc.identifier.citationCastrillón, V. (2010). Students’ perceptions about the development of their oral skills in English as a foreign language teacher training program. Universidad Tecnológica de Pereira. Retrieved from http://hdl.handle.net/11059/1911
dc.identifier.citationChapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. Pearson Education.
dc.identifier.citationCohen, A. D. (1994). Assessing Language Ability in the Classroom. Boston: Newbury House/ Heinle & Heinle.
dc.identifier.citationCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education.Taylor & Francis e-library.
dc.identifier.citationCorbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
dc.identifier.citationCoryell, J. E., & Clark, M. C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3), 483-504.
dc.identifier.citationCreswell, John w. (2007). Designing and Conducting Mixed Methods Research. Lincoln, USA : Thounsand Oaks,CA: Sage.
dc.identifier.citationCrystal, D. (1987). The Cambridge Encyclopedia of Language. Cambridge: Cambridge University Press.
dc.identifier.citationDe Jong, N.H., Groenhout, R., Schoonen, R., & Hulstijn, J.H. (2015). L2 fluency: Speaking style or proficiency? Correcting measures of L2 fluency for L1 behavior. Applied Psycholinguistics, 36, 223-243.
dc.identifier.citationDenzin, N. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw-Hill.
dc.identifier.citationDweck, C. (1999). Self-theories: Their Role in Motivation, Personality and Development. Philadelphia: Psychology Press.
dc.identifier.citationDewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
dc.identifier.citationDörnyei, Z. (1995). On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85.
dc.identifier.citationDornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
dc.identifier.citationDörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53(1), 3-32.
dc.identifier.citationDucate, L., & Lomicka, L. (2009). Podcasting: an effective tool for honing language students' pronunciation?. Language Learning & Technology, 13(3), 66.
dc.identifier.citationDunlap, J. (2005). Changes in students’ use of lifelong learning skills during a problem-based learning project. Performance Improvement Quarterly, 18(1), 5-33.
dc.identifier.citationEgberth, J. (2005). Call research perspectives. New Jersey. Lawrence Erlbaum Associates.
dc.identifier.citationEllis, R. (1990). Individual learning styles in classroom second language development. Individualizing the assessment of language abilities, 59 (83).
dc.identifier.citationEly, C. M. (1986). An analysis of discomfort, rist-taking, sociability, and motivation in the L2 classroom. Language Learning, 36, 1-25.
dc.identifier.citationEsposito, A., Stejskal, V., Smékal, Z., & Bourbakis, N. (2007). The significance of empty speech pauses: Cognitive and algorithmic issues. In Advances in Brain, Vision, and Artificial Intelligence (pp. 542-554). Springer Berlin Heidelberg.
dc.identifier.citationFaerch, C., & Kasper, G. (1983). Strategies in interlanguage communication. London: Longman
dc.identifier.citationFandiño, Y. (2010). Explicit teaching of socio-affective language learning strategies to beginner EFL students. Ikala Revista de Lenguaje Y Cultura, 15(24), 145-169.
dc.identifier.citationFernández, J. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61-68.
dc.identifier.citationFerrel Ortega, F., Velez Mendoza, J., & Ferrel Ballestas, L. (2014). Factores psicológicos en adolescentes escolarizados con bajo rendimiento académico: depresión y autoestima. (U. A. Caribe, Ed.) Revista Encuentos(2), 35-47.
dc.identifier.citationFitze, M. (2006). Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology, 10(1), 67-86
dc.identifier.citationFreire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
dc.identifier.citationGlaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research. Transaction Publishers.
dc.identifier.citationGorshug, G. (2011). Improving speaking fluency for international teaching assistants by increasing input. TESL-EJ, 14(4). Retrieved from: http://www.teslej.org/wordpress/issues/volume14/ej56/ej56a1/
dc.identifier.citationGrabes, M. & Grabes, C. (2007). Integrating technology for meaningful learning. Boston, NY: Houghton Mifflin.
dc.identifier.citationGregersen, T. S. (2005). Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38(3), 388-400.
dc.identifier.citationGrimus, M. (2000, August). ICT and multimedia in the primary school. In 16th conference on educational uses of information and communication technologies, Beijing, China (p. 21- 25).
dc.identifier.citationGrundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.
dc.identifier.citationHasan, M. M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), (p. 128).
dc.identifier.citationHedge, T. (2009). Teaching and learning in the language classroom . Oxford, UK: Oxford University Press
dc.identifier.citationHewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips's MLJ study. The Modern Language Journal, 96(2), 170-189.
dc.identifier.citationHorwitz, E; Horwitz M., & Cope J. (1986). Foreign language classroom Anxiety. The modern language journal, 70(2), 125-132.
dc.identifier.citationHorwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
dc.identifier.citationHorwitz, E. K. (2014). Becoming a language teacher: A practical guide to second language learning and teaching. CATESOL Journal, 25(2013).
dc.identifier.citationHorwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(02), 154- 167.
dc.identifier.citationHsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.
dc.identifier.citationHuann, T., & Thong, M. (2006). Audioblogging and podcasting in education. Educational Technology Division. Singapore.
dc.identifier.citationHumphries, R. (2011). Language anxiety in international students: How can it be overcome. Rebecca Humphries: Language Anxiety in International Students,4(1/2), 65- 77.
dc.identifier.citationHyland, K. (2009). Teaching and researching writing. London. Pearson Education.
dc.identifier.citationIbrahim, A. H., & Mat Daud, N. (2013). Public speaking anxiety in podcast aided language classes. World Applied Sciences Journal, 21, 12-18.
dc.identifier.citationJacobs, S. S. (1995). Technical characteristics and some correlates of the California Critical Thinking Skills Test, Forms A and B. Research in Higher Education, 36(1), 89-108.
dc.identifier.citationKachru, B. B. (1992). The other tongue: English across cultures. Chicago. University of Illinois Press.
dc.identifier.citationKellem, H. (2009). Principles for developing oral fluency in the classroom. The Language Teacher, 33(1), 9-11.
dc.identifier.citationKelly, A. V. (2009). The curriculum: Theory and practice. London. SAGE Publications Limited
dc.identifier.citationKemmis, S., & McTaggart, R. (1988). The Action Research Reader. Victoria: Deakin University Press.
dc.identifier.citationKim, H. N. (2008). The phenomenon of blogs and theoretical model of blog use in educational contexts. Computers & Education, 51(3), 1342-1352.
dc.identifier.citationKitano, K. (2001). Anxiety in the college Japanese language classroom. Modern Lang. J. 85:549- 566.
dc.identifier.citationKostić-Bobanović, M. (2009). Foreign language anxiety of university students. Ekonomska istraživanja, 22(3), 47-55.
dc.identifier.citationKrashen, S. D. (1989). Language acquisition and language education: Extensions and applications. New York. Prentice Hall International.
dc.identifier.citationLafont, M. L. & Moss, G. (2009). Study of factors that affect oral participation in the students of 6th grade at María Auxiliadora School in Sahagún Córdoba. Barranquilla. Universidad del Norte.
dc.identifier.citationLankshear, C. & Knobel, M. (2003). New literacies. Maidenhead, UK: Open University Press.
dc.identifier.citationLantolff, J., & Thorne, S. (2006). Sociocultural Theory and second language learning. The Pensylvania State university. Retrieved from: http://eslenglishclassroom.com/Art-05.pdf
dc.identifier.citationLaukka, P., Linnman, C., Åhs, F., Pissiota, A., Frans, Ö., Faria, V., & Furmark, T. (2008). In a nervous voice: Acoustic analysis and perception of anxiety in social phobics’ speech. Journal Of Nonverbal Behavior, 32(4), 195-214.
dc.identifier.citationLave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge. Cambridge University Press
dc.identifier.citationLeary, M. R. (1983). Understanding social anxiety: Social, personality and clinical perspectives. London. SAGE Publications Limited.
dc.identifier.citationLemos, N. (2010). Cooperative Learning-based strategies to foster speaking confidence through the participation in an online radio show. Published thesis. Chia. Universidad de La Sabana.
dc.identifier.citationLennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language learning, 40(3), 387-417.
dc.identifier.citationLennon, P. (2000). The lexical element in spoken second language fluency. Perspectives on Fluency, 25-42.
dc.identifier.citationLevine, G. (2011). Code choice in the language classroom.United Kingdom. Blackwell Publishing.
dc.identifier.citationLittle, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin. Language Learning Resources Limited.
dc.identifier.citationLiu, M. (2006). Anxiety in EFL classrooms: Causes and consequences. TESL Reporter, 39(1), 13-32.
dc.identifier.citationLiu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71- 86
dc.identifier.citationLivingston, J. (1997). Metacognition: an overview. Retrieved from: http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
dc.identifier.citationLocke, E. A. (2001). Self-set goals and self-efficacy as mediators of incentives and personality. Lawrence Erlbaum Associates Publishers , 13 (26).
dc.identifier.citationMacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576
dc.identifier.citationMacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.
dc.identifier.citationMacIntyre, P., & Gardner, R. (1991a). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
dc.identifier.citationMacIntyre, P., & Gardner, R. (1991b). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513-534.
dc.identifier.citationMacIntyre, P., & Gardner, R. (1994). The effects of induced anxiety on three stages of cognitive processing in computerised vocabulary learning. Studies in Second Language Acquisition, 16, 1-17.
dc.identifier.citationMancera, J. (2014). Improving Pronunciation Skills Through Self-Recordings (Research Report). Published thesis. Chia. Universidad de La Sabana.
dc.identifier.citationMcCroskey, J. (1977). Oral communication apprehension: a summary of recent theory and research. Human Communication Research, 4, 78-96.
dc.identifier.citationMcKenna, S. (2003). Paradigms of curriculum design: Implications for South African educators. Tydskrif vir letterkunde, 37(2).
dc.identifier.citationMcNeil, L. (2014). Ecological affordance and anxiety in an oral asynchronous computermediated environment. Language, Learning & Technology, 18(1), 142.
dc.identifier.citationMejias, U. (2006). Teaching social software with social software. Innovate: Journal of Online Education, 2(5), 2.
dc.identifier.citationMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: ¡El reto! lo que necesitamos saber y saber hacer (Serie Guías N° 22). Bogotá, Colombia: Imprenta Nacional.
dc.identifier.citationNorazah, M. & Norbayah M. (2011) Exploring the relationship between perceived usefulness, perceived ease Of use, perceived enjoyment, attitude and subscribers’ intention towards using 3g mobile services. Journal of Information Technology Management, 22 (1)
dc.identifier.citationOlynyk, M., d'Anglejan, A., & Sankoff, D. (1987). A quantitative and qualitative analysis of speech markers in the native and second language speech of bilinguals. Applied psycholinguistics, 8(02), 121-136.
dc.identifier.citationO'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
dc.identifier.citationÖnem, E. & Ergenç, İ. (2013). Testing a model of teaching for anxiety and success for English language teaching. Cambridge Journal of Education, 43(3), 357-376.
dc.identifier.citationOrozco, D. (2013). Communicative activities as a way to foster the oral use of English and confidence in the oral expression. Chía. Universidad de La Sabana. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/9268
dc.identifier.citationOxford, R. L. (2002). Anxiety and the language learner: New insights. Affect in language learning, 58-67. Palinscar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175
dc.identifier.citationPaís, R. d. (23 de Junio de 2014). Acoso escolar afecta a 77,5 % de los estudiantes colombianos. El País.com.co. Obtenido de http://www.elpais.com.co/elpais/cali/noticias/acoso-escolarafecta-775-estudiantes-colombianos
dc.identifier.citationPatton, M. Q. (1990). Qualitative evaluation and research methods .London.SAGE Publications Limited.
dc.identifier.citationPatton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health services research, 34(5 Pt 2), 1189.
dc.identifier.citationPawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J.C. Richards & R. Schmidt (Eds.). Language and communication (pp. 191-226). London: Longman.
dc.identifier.citationPawley, A., & Syder, F. (2000). The one-clause-at-a-time hypothesis. Perspectives on fluency, 163-199.
dc.identifier.citationParedes, P. F. P., & Muller-Alouf, H. (2000). A Spanish version of the foreign language classroom anxiety scale: revisiting Aida's factor analysis. Revista española de lingüística aplicada, (14), 337-352.
dc.identifier.citationPhillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26.
dc.identifier.citationPleuger, J. (2001). How to Teach Modern Languages and survive. Clevedon: Multilingual Matters Ltd.
dc.identifier.citationQuinn, M. (2002). Conceptual issues in qualitative inquiry. Qualitative research and evaluation methods. United Kingdom: SAGE.
dc.identifier.citationRace, P. (2001). A briefing on self, peer & group assessment (Vol. 9). York: Learning and Teaching Support Network
dc.identifier.citationRaya, M. J., & Fernández, J. M. P. (2002). Learner autonomy and new technologies. Educational Media International, 39(1), 61-68.
dc.identifier.citationRichards, J. & Rogers, T. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK: Cambridge University Press.
dc.identifier.citationRichards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
dc.identifier.citationRichards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press
dc.identifier.citationRiggenbach, H. (1991). Toward an understanding of fluency: A microanalysis of nonnative speaker conversations. Discourse Processes, 14(4), 423-441.
dc.identifier.citationRomaña, Y. (2015). Skype™ Conference Calls: A Way to Promote Speaking Skills in the Teaching and Learning of English. PROFILE Issues in Teachers' Professional Development(2015),17(1)
dc.identifier.citationRyan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
dc.identifier.citationSchank, R. (1999). Dynamic Memory Revisited. Cambridge. Cambridge University Press.
dc.identifier.citationSchlechty, P. (1994). Increasing Student Engagement. Jefferson city. Missouri Leadership Academy.
dc.identifier.citationSchunk, D. H. (1986). Vicarious influences on self-efficacy for cognitive skill learning. Journal of Social and Clinical Psychology, 4(3), 316-327.
dc.identifier.citationScovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.
dc.identifier.citationShamsudin, S., & Nesi, H. (2006). Computer-mediated communication in English for specific purposes: A case study with computer science students at Universiti Teknologi Malaysia. Computer Assisted Language Learning, 19(4-5), 317-339.
dc.identifier.citationSiyli, N. & Kafes, H. (2015). Overrunning speaking anxiety through audio journals. International Journal of Language Studies, 9(1), 23-40.
dc.identifier.citationSkehan, P., Willis, E. J., & Willis, D. (1996). Second language acquisition research and taskbased instruction. Readings in Methodology, 13.
dc.identifier.citationSpielberger, C., & Vagg, P. (1995). Test anxiety: A transactional process model, test anxiety theory, assessment, and treatment. Washington, D.C.: Taylor & Francis.
dc.identifier.citationStephens, K., & Winterbottom, M. (2010). Using a learning log to support students' learning in biology lessons. Journal of Biological Education, 44(2), 72-80.
dc.identifier.citationSternberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
dc.identifier.citationStrauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
dc.identifier.citationSullivan, B. (2002). Netiquette. Computerworld, 36(10).
dc.identifier.citationThornbury, S. (2005). How to teach speaking. Harlow: Longman.
dc.identifier.citationTobón, S. (2008). La formación basada en competencias en la educación superior: El enfoque complejo. México: Universidad Autónoma de Guadalajara.
dc.identifier.citationToffler, A. (1973). Future shock. New York: Bantam Books.
dc.identifier.citationTsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), p39.
dc.identifier.citationTsutsui, M. (2004). Multimedia as a means to enhance feedback. Computer Assisted Language Learning, 17(3-4), 377-402.
dc.identifier.citationTurner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 410-441.
dc.identifier.citationVygotsky, L (1978). Interaction between learning and development. Mind and Society. Harvard University press. Retrieved from http://www.psy.cmu.edu/~siegler/vygotsky78.pdf
dc.identifier.citationVygotsky, L. S. (1986).
dc.identifier.citationWallace, M. (1998). Action Research for language teachers. Cambridge. MA: Cambridge University Press.
dc.identifier.citationWang, N. (2005). Beliefs about language learning and foreign language anxiety: A study of university (Doctoral dissertation, University of Victoria). Retrieved from: https://dspace.library.uvic.ca/bitstream/handle/1828/787/wang_2005.pdf?sequence=
dc.identifier.citationWang, Y. H., & Liao, H. C. (2011). Adaptive learning for ESL based on computation. British Journal of Educational Technology, 42(1), 66-87.
dc.identifier.citationWarschauer, M. (2005). Sociocultural perspectives on CALL. CALL research perspectives, 41- 51.
dc.identifier.citationWhorf, B., Carroll, J., Levinson, S., & Lee, P. (2012). Language, thought, and reality: Selected writings of Benjamin Lee Whorf
dc.identifier.citationWittgenstein, L. (1988). Investigaciones filosóficas. Barcelona: Crítica.
dc.identifier.citationWoodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328.
dc.identifier.citationYoung, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
dc.identifier.citationYoung, D. (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill College.
dc.identifier.citationVadillo, R. S., & Alfonso, I. E. S. (1998). Using Jokes to Foster The Practice of English. ESL html.
dc.identifier.citationZapata, A. (2007). Students’ personality type and attitudes toward classroom participation. Proceedings of the CATESOL State Conference, 2005
dc.identifier.urihttp://hdl.handle.net/10818/24256
dc.description1 archivo de lectura en pdf.es_CO
dc.description.abstract​El presente estudio acción investigación de método mixto analizó la influencia del uso de los audioblogs para disminuir la ansiedad y mejorar el nivel de fluidez de los estudiantes. Este estudio se llevó a cabo con tres grupos diferentes, todos los participantes clasificados en el nivel A1 de acuerdo al Marco Común Europeo de Referencia para las Lenguas; seis estudiantes de grado séptimo del colegio Ofelia Uribe de Acosta IED, seis estudiantes de grados décimo y undécimo del colegio Luis Angel Arango IED en Bogotá, Colombia y seis adultos jóvenes del centro de comercio y servicios, SENA en Villavicencio, Meta. De acuerdo al análisis de necesidades, los estudiantes evidenciaron altos niveles de ansiedad negativa al hablar en inglés, al igual que falta de fluidez en su discurso oral. Debido a este hecho, los datos de este estudio fueron recolectados a través de la bitácora del estudiante, una encuesta, la escala de ansiedad (FLCAS) diseñada por Horwitz (1986) y los audioblogs. Todos los datos recolectados a través de estos instrumentos fueron analizados de acuerdo al método de teoría fundamentada; los resultados revelaron que el uso de los audioblogs permitió a los participantes disminuir su nivel de ansiedad negativa incrementando el nivel de ansiedad positiva; así mismo, los participantes disfrutaron el proceso de grabación de los audioblogs y la repetición de las actividades les permitió ser conscientes de su proceso de aprendizaje y mejorar su fluidez, variables que enriquecen los estudios de investigación existentes, ya que ninguno de ellos consideró audioblogs como una herramienta significativa para disminuir la ansiedad mientras mejora la fluidez. Este estudio enriquece la investigación en el aprendizaje de una segunda lengua dando perspectivas de la influencia de la ansiedad en la fluidez y el impacto de los audioblogs en el incremento de la ansiedad positiva y el desarrollo.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.titleAudioblogs: key tool to lower anxiety in oral fluencyes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local262089
dc.identifier.localTE08269
dc.type.spaTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.subject.armarcMateriales de enseñanza
dc.subject.armarcComunicación oral
dc.subject.armarcInglés básico -- Colombia
dc.identifier.repourlhttp://intellectum.unisabana.edu.co/


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record