Mostrar el registro sencillo del ítem

The effects of self-monitoring and self-reflection in A1 adult learners in an English blended learning environment

dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorSánchez Luján, Diana Karime
dc.date.accessioned2012-07-24T17:47:29Z
dc.date.available2012-07-24T17:47:29Z
dc.date.created2012
dc.date.issued2012-07-24
dc.identifier.citationAcero, C. (2009). Plan Umbrella. Independent Language Learning. Material for Independent Study. Universidad de La Sabana. Foreign Languages Department.
dc.identifier.citationAkkoyunlu, B. & Yilmaz-Soylu, M. (2006). A study on students' views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), pages.
dc.identifier.citationAl-Hamly, M. & Coombe, C. (2005). To change or not to change: Investigating the value of Mcq answer changing for gulf Arab students. Language Testing, 22(4), 509-31.
dc.identifier.citationAlvarez, M. & Muñoz, A. (2007). Students’ objectivity and perception of self assessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-29.
dc.identifier.citationAndrade, H. & Valtcheva, A. (2009). Promoting learning and achievement through self assessment. Theory into Practice, 48(1), 12-19. Retrieved from http://dx.doi.org/10.1080/00405840802577544
dc.identifier.citationArciniegas, C. (2008). Using journals for learners' reflection and selfassessment. The Internet TESL Journal, 14(10). Retrieved from http://iteslj.org/Techniques/Arciniegas-LearnersJournals.html
dc.identifier.citationBaldwin, M (2000). Does self-assessment in a group help students to learn? Social Work Education, 19, 451-462
dc.identifier.citationBandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
dc.identifier.citationBandura, A., Martinez-Pons, M., & Zimmerman, B.J. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676
dc.identifier.citationBandura, A. (1986). Social foundations of thought and action. Englewood Cliffs: Prentice Hall.
dc.identifier.citationBandura, A. & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
dc.identifier.citationBachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press
dc.identifier.citationBachman, Lyle, F. (2000). Foreword. In Glayol Ekbatani & Herbert Pierson (Eds.) Learner-directed assessment in ESL (pp. ix-xii). London: Lawrence Erlbaum
dc.identifier.citationBartlet, L. (1990). Teacher development through reflective teaching. In J. C
dc.identifier.citationRichards, & D. Nunan (Eds.), Second language teacher education (pp. 202-214). Cambridge: Cambridge University Press.
dc.identifier.citationBlanche, P. (1988). Self-assessment of foreign language skills: Implications for teachers and researchers. RELC Journal, 19(1), 75-93
dc.identifier.citationBonk, C. J. & Graham, C. R. (Eds.) (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
dc.identifier.citationBoud, D. (2000) Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167
dc.identifier.citationBoud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page.
dc.identifier.citationBoud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18, 529–549.
dc.identifier.citationBoud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model reflection: Turning experience into learning. London, Kogan
dc.identifier.citationBrown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). White Plains, NY: Longman.
dc.identifier.citationBurhan, A. (2009). Second Language Teaching and Linguistics. Palembag: Grafika Telindo Press.
dc.identifier.citationBurns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP.
dc.identifier.citationCastle S. & Mcguire C.H. (2010). An analysis of student self-assessment of online, blended and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3), Pages.
dc.identifier.citationChang, M. (2006). Enhancing web-based language learning through selfmonitoring. Journal of Computer Assisted Learning, 23(3), 187-196. doi: 10.1111/j.1365-2729.2006.00203.x
dc.identifier.citationCohen, L. & Manion, L. (1994). Research methods in education (4th Ed.) London: Routledge.
dc.identifier.citationColeman, M.C. & Webber, J. (2002). Emotional and behavioral disorders. Boston, MA: Person Education Company.
dc.identifier.citationCommon European Framework and the Portfolio in the Swiss National Science Foundation Project. (2000). Appendix 2. Self-assessment checklists from the Swiss version of the European Language Portfolio. Retrieved 11 February, 2011 from http://www.coe.int/t/DG4/Portfolio/documents/appendix2.pdf
dc.identifier.citationCouncil of Europe (2006). European Language Portfolio: key reference documents. Strasbourg: Council of Europe. Retrieved from http://www.coe.int/T/DG4/Portfolio/documents/keyrefdocs.doc
dc.identifier.citationCouncil of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved from www.coe.int/portfolio
dc.identifier.citationCuesta, L. (2011). Fostering self-regulated learning through didactic scaffolding in a professional English blended I-CALL system (Unpublished doctoral dissertation). UNED, Madrid.
dc.identifier.citationDepartamento de Lenguas Extranjeras, Universidad Nacional de Colombia. (2007). Folleto divulgativo, ALEX Virtual.
dc.identifier.citationDerntl, M. & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. The Internet and Higher Education, 8(2), 111-130
dc.identifier.citationDickinson, L. (1987). Self-instruction in language learning. Cambridge: CUP.
dc.identifier.citationDiscovery Education. Teacher Helpers Assessment and Rubrics Information. (2011). Retrieved from http://school.discoveryeducation.com/schrockguide/assess.html
dc.identifier.citationDodd, A. (1995). Engaging students: What I learned along the way. Educational Leadership, 53, 65-68
dc.identifier.citationDonato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In: J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford: Oxford University Press
dc.identifier.citationDornyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins
dc.identifier.citationDornyei, Z. (2001). Teaching and researching motivation. London: Pearson Education Ltd
dc.identifier.citationDriscoll, M. (2002). Blended learning: Let's get beyond the hype. E-Learning, 3(3), 54.
dc.identifier.citationDziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. ECAR Research Bulletin. http://www.educause.edu/ecar/
dc.identifier.citationDziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. EDUCAUSE Review, 7
dc.identifier.citationDyke, M. (2006). The role of the ‘other’ in reflection, knowledge formation and action in a late modernity. International Journal of Lifelong Education, 25(2), 105- 123.
dc.identifier.citationEekelen, I.V., Boshuizen, H.A., & Vermunt, J. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471. Retrieved from http://www.springerlink.com/index/10.1007/s10734-004-6362-0
dc.identifier.citationEuropean Centre for Modern Languages. (2011). Retrieved from http://elp.ecml.at/UsingtheELP/Understandingtheportfolio/tabid/2745/language/e n-GB/Default.aspx
dc.identifier.citationGardner (1999). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60
dc.identifier.citationGarrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
dc.identifier.citationGeeslin, K. L. (2003). Student self-assessment in the foreign language classroom:The place of authentic assessment instruments in the Spanish language classroom. Hispania, 86(4), 857-868.
dc.identifier.citationGibbons, T. (n.d). General Rubrics and Checklists. Retrieved from http://www.nald.ca/library/learning/btg/ed/edmain/edindex.htm#tools
dc.identifier.citationGipps, C. (1994) Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
dc.identifier.citationGonzalez, R. (2010). The role of discussion boards in a university blended program. Profile, 13(1)
dc.identifier.citationGood, T. L. & Brophy, J. E. (1994). Looking in classrooms (6th ed.). New York, NY: Harper Collins.
dc.identifier.citationGraham, C. (2005). Blended learning systems: definitions, current trends and future directions. In C. J. Bonk & C.R. Graham, Handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer.
dc.identifier.citationGunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3) pages
dc.identifier.citationHargreaves, E. (2005). Assessment for learning: Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213-224. Retrieved from http://eprints.ioe.ac.uk/2518/1/Hargreaves2005Assessement213.pdf
dc.identifier.citationHarris, M. (1997). Self-assessment of language learning in formal settings. English Language Teaching Journal, 51(1), 12-20.
dc.identifier.citationHarris, M. & McCann, P. (1994). Assessment. London: Heinemann.
dc.identifier.citationHenning, G. (1987). A guide to language testing: Development, evaluation, research. Rowley, MA: Newbury House
dc.identifier.citationHaughton, G. & Dickinson, L. (1988) Collaborative assessment by master’s candidates in a tutor based system. Language Testing, 5, 233-246.
dc.identifier.citationHuba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston, MA: Allyn & Bacon
dc.identifier.citationKatz, S., & Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind. Learning (p. 112). Retrieved from www.wncp.ca
dc.identifier.citationKearsley, G. (2000). Online education: learning and teaching in cyberspace. Belmont CA.:Wadsworth
dc.identifier.citationKlenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles. London: Routledge Falmer.
dc.identifier.citationLey No. 3491-30 (2009). Ministry of Information and Communications Technology.
dc.identifier.citationLittle, D. (2009). The European language portfolio: Where pedagogy and assessment meet. Strasbourg: Council of Europe. Retrieved from http://www.coe.int/T/DG4/Portfolio/documents/ELP%20where%20pedagogy%20an d%20assessment%20meet%20D.%20Little.doc
dc.identifier.citationLittle, D. & Perclová, R. (2001): European Language Portfolio: Guide for teachers and teacher trainers. Strasbourg: Council of Europe. Retrieved from www.coe.int/portfolio
dc.identifier.citationLozano, A. & Burgos, J. V. (2007). Tecnología educativa: en un modelo de educación a distancia centrado en la persona. Distrito Federal, México: Limusa. (Capítulos 12 y 13) Silicia, M.A. (2007). Más allá de los contenidos: compartiendo el diseño de los recursos educativos abiertos. Revista de Universidad y Sociedad del conocimiento, 4, 1, 26-35. Available at:http://www.uoc.edu/rusc/4/1/dt/esp/sicilia.pdf
dc.identifier.citationLuzon, M. (n.d.). Providing scaffolding and feedback in online learning environments. Mélanges CRAPEL, 28, pages
dc.identifier.citationMarshall, B. (2002). Preparing for success: A guide for teaching adult English language learners. Washington, DC: Center for Applied Linguistics & Delta Systems.
dc.identifier.citationMartínez, M. (2008). Proyecto Académico Pedagógico Solidario PAPS. Universidad Nacional Abierta y a Distancia UNAD. Bogota.
dc.identifier.citationMatsumoto, K. (1996). Helping L2 learners reflect on classroom learning. ELT Journal, 50(2), 143-149.
dc.identifier.citationMcKenzie, J. (2000). Scaffolding for success. In Beyond Technology, Questioning, Research and the Information Literate School Community. Retrieved from http://fno.org/dec99/scaffold.html
dc.identifier.citationMcloughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2), 149-162
dc.identifier.citationMcloughlin, C. & Marshal, L. (2000). Scaffolding: A model for learner support in an online teaching environment. In Herman, Allan & M.M. Kulski (eds). Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching and Learning Forum 2000 (pages). Perth: Curtin University of Technology
dc.identifier.citationMiles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
dc.identifier.citationMilliron, M.D. & Miles, C. (2001). Education in a Digital Democracy: Leading the Charge for Learning about, with, and beyond Technology. D.M. Moore, B.B. Lockee, D.R. Moore (Eds.), Technology and Learning: Putting the Research to Work (pages). Bloomington, Ind.: Phi Delta Kappa International. Retrieved from http://net.educause.edu/apps/er/erm00/articles006/erm0064.pdf
dc.identifier.citationMinisterio de Educación Nacional. (1998). Lineamientos generales de procesos curriculares. Hacia la Construcción de Comunidades Educativas Autónomas. Bogotá: Ministerio de Educación Nacional.
dc.identifier.citationMinistry of Education. (Ed.) (2006). A guide to effective literacy instruction, (Vol. 2). Toronto, ON: Queen’s Printer for Ontario
dc.identifier.citationMyers, M. D. (2007). Qualitative Research in Information Systems. MIS Quarterly, 21(2), 241-242.
dc.identifier.citationNunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
dc.identifier.citationNunan, D. (1992). Research methods in language learning. New York: Cambridge University Press.
dc.identifier.citationO'Malley, M. & Valdez, L.P. (1996). Authentic assessment for English language learners. New York: Addison Wesley.
dc.identifier.citationOscarson, A. (2009). Self-assessment of writing in learning English as a foreign language: A study at the upper secondary school level. Retrieved from http://hdl.handle.net/2077/19783
dc.identifier.citationOscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13.
dc.identifier.citationOsguthorpe, R.T. & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227- 233.
dc.identifier.citationPallotff, R. & Pratt, K. (1999) Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey Bass.
dc.identifier.citationParis, S. G. & Paris, A. H. (2001). Classroom application of research on selfregulated learning. Educational Psychologist, 36(2), 89-101.
dc.identifier.citationPaz, O. (2009). Global Information Society Watch. Retrieved 10 September, 2011 from http://www.giswatch.org/country-report/20/colombia
dc.identifier.citationPeachey, N. (2008). Action Research Toolkit. Keeping a journal. Retrieved from http://www.englishonline.org.cn/en/teachers/action-research-toolkit/journal
dc.identifier.citationPhilips, E. (2000). Self -assessment of class participation. (Unpublished paper). San Francisco State University: San Francisco, CA.
dc.identifier.citationPickard, N. (1996). Out-of-class language learning strategies. ELT Journal, 50(2), 150-159.
dc.identifier.citationPrecel, K., Eshet-alkalai, Y., & Alberton, Y. (2009). Pedagogical and Design Aspects of a Blended Learning Course. International Review of Research in Open and Distance Learning, 10(2), 16. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno =EJ844031
dc.identifier.citationRichards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
dc.identifier.citationRichards, J. ( 2002). New interchange: English for international communication. Hong Kong: Cambridge University Press.
dc.identifier.citationRichardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning, 6(1), 21-40.
dc.identifier.citationRossett, A., Douglis, F., & Frazee, R.V. (2003). Strategies for building blended learning. Alexandria, VA: ASTD Learning Circuits
dc.identifier.citationRost, M. (2008). Longman English Interactive 1. Activity and Resource Book. USA: Longman.
dc.identifier.citationSagor, R. (2005). The action research guidebook. California: Corwin press.
dc.identifier.citationSaltourides, E. (n.d.) Discovering language strategies through self-assessment: Students becoming independent learners. Arizona Working Papers in SLAT,13. Retrieved fromhttp://w3.coh.arizona.edu/awp/AWP13/AWP13%5BSaltourides%5D.pdf
dc.identifier.citationSambell, K., McDowell, L. & Sambell, B. (1997). But is it fair?: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349–371
dc.identifier.citationSantos, M. (1997). Portfolio assessment and the role of learner reflection. English Teaching Forum, 35(2), 10-14.
dc.identifier.citationSchmidt, J.T. (2007) Preparing students for success in blended learning environments: Future oriented motivation and self-regulation. (Doctoral dissertation). Retrieved from LMU München: Fakultät für Psychologie und Pädagogik.
dc.identifier.citationSchmuck, R.A. (1997). Practical action research for change. Arlington Heights: Skylight.
dc.identifier.citationSchunk, D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting, and self evaluation. Reading & Writing Quarterly, 19, 159– 172.
dc.identifier.citationSchunk, D. H. & Ertmer, P. A. (2000). Self-regulation and academic learning: Selfefficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press.
dc.identifier.citationSierra, A. & Frodden, C. (2003). Promoting student autonomy through selfassessment and learning strategies. How: A Colombian Journal for English Teachers, 10, 133-166.
dc.identifier.citationSimmons College Blended Learning Initiative (2008). Course Redesign Checklist. Before Going Live. Retrieved from http://at.simmons.edu/blendedlearning/implement/documents/pdfs/blended_checklist_desig nPhase.pdf
dc.identifier.citationSmith, K. (1997) Self assessment as an alternative assessment approach in the learning of English as a foreign language in Israel. (Unpublished doctoral dissertation). Bar Illan University, Israel.
dc.identifier.citationSpafford, C., Pesce, A., & Grosser, G. (1998). The cyclopedic education dictionary. New York, NY: Delmar Publishers.
dc.identifier.citationSparrow, L., Sparrow, H. & Swan, P. (2000). Student centred learning: Is it possible? In A. Herrmann & M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching (pages). Perth: Curtin University of Technology.
dc.identifier.citationSrimavin, W & Darasawang, P. (Eds.). (2004). Proceedings of the Independent Learning Conference ’03: Developing self-assessment through journal writing. City, Country: Publisher.
dc.identifier.citationStark, R., and Mandl, H. (2003) Web-based learning in the field of empirical research methods (Research report No. 159), Munich, Germany: Ludwig-Maximilians-University, Institute for Empirical Pedagogy and Pedagogical Psychology.
dc.identifier.citationStiggins, R. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
dc.identifier.citationStrauss, A. & Corbin, J. (2008). Basics of qualitative research: Grounded theory procedures and techniques. Location: Sage Publications.
dc.identifier.citationStrong-Krause, D. (2000). Exploring the effectiveness of self-assessment strategies in ESL placement. In G. Ekbatani & H. Pierson (Eds.). Learner-directed assessment in ESL (pp. 49-73). Mawah, NJ: Erlbaum,
dc.identifier.citationTeacher planet: Teachers and self assessment rubrics. (2011). Retrieved from http://www.rubrics4teachers.com/teachers.php
dc.identifier.citationTudor, I. (1996). Learner-centeredness as language education. Cambridge: Cambridge University Press.
dc.identifier.citationTwigg, C.A. (2001). Innovations in online learning: Moving beyond no significant difference. In the Pew Learning Program, 2001. Retrieved from http://www.thencat.org/Monographs/Mono4.pdf
dc.identifier.citationUniversidad Nacional de Colombia. (2001). Reglamentación en el proceso de institucionalización del Programa ALEX. Acuerdo 023 de 2001(Acta 021 del 10 de diciembre de 2001). Bogotá: Consejo Superior Universitario.
dc.identifier.citationUniversity of Oregon. (2011). Online English Language Center. Teacher Guides and Resources. URL: http://oelp.uoregon.edu/teach.html\
dc.identifier.citationVan Eekelen, I.M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-Regulation in Higher Education Teacher Learning. Retrieved from http://www.jstor.org/stable/25068106
dc.identifier.citationVan Velzen, J. H. (2002). Instruction and self-regulated learning: Promoting students' (self-) reflective thinking. (Unpublished doctoral dissertation). Universiteit Leiden, Leiden, The Netherlands.
dc.identifier.citationVygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
dc.identifier.citationWallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
dc.identifier.citationWatcyn, P. (2003). Longman English Interactive 1. Communication Companion. USA: Longman.
dc.identifier.citationWenden, A. (2001). Metacognitive knowledge. In Breen, M.P. (Eds.), New Directions in Research (pp. 44-64). Harlow, Essex: Pearson Education Limited.
dc.identifier.citationWhipp, J. & Chiarelli, S. (2004). Self regulation in a web based course: A case study. Educational Technology, Research and Development. 52(4). doi:10.10017/BF02504714
dc.identifier.citationWolochuk (2009). Adult English Learners’ self-assessment of second language proficiency: Contexts and conditions. Retrieved from http://gradworks.umi.com/33/46/3346271.html
dc.identifier.citationYorke, M. (2003) Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477– 501
dc.identifier.citationZimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press
dc.identifier.citationZimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulated learning: From teaching to self-reflective practice (pp. 1-20). New York: The Guilford Press.
dc.identifier.citationZimmerman, B.J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington DC: American Psychological Association.
dc.identifier.urihttp://hdl.handle.net/10818/3161
dc.description153 Páginas.
dc.description.abstractEste estudio se realizó con un grupo de tutores que realizaron un curso de Inglés básico en la Universidad Nacional Abierta y a Distancia, en Bucaramanga. El propósito de este estudio de investigación-acción era analizar si las estrategias de la auto reflexión y el auto monitoreo tenían un efecto en la experiencia de aprendizaje de un grupo de adultos en un ambiente de aprendizaje en modalidad combinada. El diseño del estudio se basó en las definiciones básicas de la auto-evaluación, y dentro de la intervención pedagógica, éstas fueron ajustadas a los principios del aprendizaje combinado. La información que se recogió incluyó encuestas, cuestionarios, y los diarios de los estudiantes. Los resultados indican que las estrategias de auto-evaluación mencionadas afectaron a los estudiantes en la medida en que desarrollaron conciencia sobre el proceso de aprendizaje del Inglés y aumentaron su grado de participación en éste, al identificar áreas específicas de mejoramiento, monitorear su progreso y planear metas de aprendizaje. Adicionalmente, los resultados reportaron sus percepciones sobre la auto-evaluación y el ambiente de aprendizaje combinado, y su respuesta al andamiaje realizado.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés-Métodos de enseñanzaes_CO
dc.subjectInglés-Métodos de estudioes_CO
dc.subjectInglés-Enseñanzaes_CO
dc.subjectInglés-Autoeducaciónes_CO
dc.titleThe effects of self-monitoring and self-reflection in A1 adult learners in an English blended learning environmentes_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local157708
dc.identifier.localTE05541
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


Ficheros en el ítem

Thumbnail
Nombre:
Diana_Karime_S_nchez_Luj_n.pdf
Tamaño:
1.466Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem