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Differentiated instruction and oral tiered activities to impact a1 students’ english level in a multilevel classroom

dc.contributor.advisorJiménez Bonilla, María Sonia Stella
dc.contributor.authorGarcía Fonseca, Jaime Andrés
dc.contributor.authorCasallas Gordillo, Wilmar Javier
dc.date.accessioned2016-05-21T17:03:05Z
dc.date.available2016-05-21T17:03:05Z
dc.date.created2016
dc.date.issued2016-04-25
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dc.identifier.urihttp://hdl.handle.net/10818/24260
dc.description1 archivo de lectura en pdf.es_CO
dc.description.abstract​Este proyecto de investigación acción colaborativa se llevó a cabo en una institución pública de Bogotá llamada Reino de Holanda. Los participantes fueron 25 estudiantes entre 13 y 16 años de edad de los grados octavo y noveno. Los objetivos de este proyecto de investigación fueron determinar el posible impacto que la instrucción diferenciada y las actividades orales por niveles podrían tener en el mejoramiento de las habilidades de los estudiantes en inglés y examinar los posibles beneficios (si los hay), que las actividades por niveles tienen en el interés de los estudiantes por aprender inglés. Los instrumentos seleccionados para llevar a cabo la toma de datos fueron una prueba oral, una lista de control, y los registros de los estudiantes. Esta implementación se realizó mediante el aumento de la complejidad en las actividades y centrándose en el desarrollo de actividades orales de los estudiantes. Los resultados demuestran que la enseñanza diferenciada y las actividades orales por niveles mejoraron el nivel de inglés de los estudiantes, fomentaron la conciencia hacia su proceso de aprendizaje, metas futuras, el compromiso y la motivación. En este proyecto, algunos estudios de investigación basados en los constructos de instrucción diferenciada y actividades por nivel fueron mencionados, pero ninguno de estos implementó ambos constructos para enseñar inglés como lengua extranjera basados actividades orales. Es por ello, que este proyecto de investigación innova incorporando ambos constructos para enseñar inglés como lengua extranjera basado en actividades orales. Por último, la instrucción diferenciada podría ser un método para resolver las dificultades que los profesores pueden encontrar en las aulas multinivel no sólo en inglés como lengua extranjera, sino también en otras asignaturas del plan de estudios en nuestro contexto.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.titleDifferentiated instruction and oral tiered activities to impact a1 students’ english level in a multilevel classroomes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeraes_CO
dc.identifier.local262091
dc.identifier.localTE08271
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.subject.armarcEnseñanza del inglés -- Método bilingue -- Colombia
dc.subject.armarcInglés básico
dc.subject.armarcInglés técnico
dc.identifier.repourlhttp://intellectum.unisabana.edu.co/


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