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The effect of the self-assessment cycle in the literal reading comprehension of a1 high school students

dc.contributor.advisorAcero Ríos, Claudia Lucía
dc.contributor.authorMaldonado Barriga, Yudy Andrea
dc.contributor.authorRussi Paz, Emma Yohana
dc.date.accessioned2016-11-10T21:43:51Z
dc.date.available2016-11-10T21:43:51Z
dc.date.created2016
dc.date.issued2016-11-10
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dc.identifier.urihttp://hdl.handle.net/10818/28238
dc.description131 Páginas.es_CO
dc.description.abstract​​El objetivo de este proyecto fue determinar el efecto del ciclo de auto-evaluación en​ la comprensión lectora literal y la lectura auto dirigida en los estudiantes de dos colegios públicos de Bogotá, Colombia. 71 estudiantes de noveno y décimo grado entre 14 y 16 años y cuyo nivel de inglés como lengua extranjera corresponde al nivel A1 según el Marco Común Europeo de Referencia para las Lenguas participaron en la investigación. Siguiendo un modelo de investigación acción participación, los investigadores llevaron a cabo diez sesiones donde se implementó el ciclo de auto-evaluación con el propósito de generar cambios en la práctica de enseñanza y aprendizaje del proceso de comprensión de lectura literal. Se recolectaron datos cuantitativos y cualitativos por medio de cuestionarios diagnósticos y finales, pruebas de comprensión de lectura literal inicial y final, diarios de estudiantes, observaciones de clase de los profesores, entrevistas de grupo focalizadas y muestras del trabajo de los estudiantes que incluían pruebas de lectura literal cada sesión. El análisis de los datos revelo que los estudiantes se familiarizaron con el ciclo de autoevaluación el cual promovió la lectura auto dirigida de los participantes ya que les permitió ser conscientes de sus debilidades y fortalezas, establecer su propias metas de lectura y aprender a monitorearlas en un proceso cíclico. Este además afecto de forma moderada la comprensión de lectura literal considerando que la mayoría de ellos no alcanzo una mejoría significativa, no obstante los estudiantes mostraron progreso y reportaron haber adquirido más herramientas para enfrentarse a tareas de comprensión de lectura literal.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
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.subjectIngles -- Enseñanza
dc.subjectComprensión de lectura
dc.subjectInvestigación acción
dc.titleThe effect of the self-assessment cycle in the literal reading comprehension of a1 high school studentses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
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


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