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Promoting self-management skills (goal setting, task analysis) to improve EFL listening
dc.contributor.advisor | Rubin, Joan | |
dc.contributor.author | Fernández Camargo, Sandra Milena | |
dc.date.accessioned | 2017-08-17T19:35:06Z | |
dc.date.available | 2017-08-17T19:35:06Z | |
dc.date.created | 2017 | |
dc.date.issued | 2017-08-17 | |
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dc.identifier.uri | http://hdl.handle.net/10818/31216 | |
dc.description | 126 Páginas. | es_CO |
dc.description.abstract | Una dificultad que han identificado los profesores de inglés como lengua extranjera es el bajo desempeño de sus estudiantes en comprensión oral y su falta de concentración cuando son expuestos a material de audio. Los participantes de esta investigación tienen un nivel B1- B2 (según el Marco Común Europeo) son estudiantes de pre-grado que actualmente cursan el programa de proficiencia de inglés en universidad privada en Chía, Colombia, quienes han expresado su dificultad cuando realizan actividades de comprensión oral. Este estudio tiene como objetivo investigar el impacto de un enfoque en Análisis de Tareas junto con Fijación de Metas S.M.A.R.T en la mejora en el nivel de comprensión oral de conferencias académicas auténticas y en la posibilidad de convertirlos en estudiantes más auto-dirigidos. La primera estrategia implementada es esta investigación fue la introducción de Análisis de Tareas, más específicamente Propósito y Clasificación de la Tarea como elementos claves en comprensión oral. El Análisis de Tareas fue a su vez reforzado con Fijación de Metas para motivarlos a escuchar una conferencia con una intención personal. Los resultados de este estudio demostraron que al incorporar Fijación de Metas S.M.A.R.T antes de escuchar una conferencia académica promovió habilidades de auto-gestión de forma positiva y mejoraron el nivel de comprensión en términos de significado global, información detallada y organización del discurso. Por el contrario, a pesar de que los estudiantes desarrollaron habilidades para el Análisis de Tareas, éstas no tuvieron un impacto positivo en su nivel general de comprensión oral como se esperaba. Por último, se encontró que, al incluir y combinar tres rutinas de impacto en clase, se estimuló la comprensión de conferencias académicas de una manera más auto-dirigida. | es_CO |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | Universidad de La Sabana | |
dc.source | Intellectum Repositorio Universidad de La Sabana | |
dc.title | Promoting self-management skills (goal setting, task analysis) to improve EFL listening | es_CO |
dc.type | masterThesis | es_CO |
dc.publisher.program | Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |
dc.publisher.department | Departamento de Lenguas y Culturas Extranjeras | es_CO |
dc.identifier.local | 265574 | |
dc.identifier.local | TE09222 | |
dc.type.local | Tesis de maestría | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | es_CO |
dc.creator.degree | Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |