Show simple item record

Fostering self-efficacy strategies towards intensive reading in ten-year old students in a blended english language learning environment

dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorValencia Beltrán, Elda Evelyn
dc.date.accessioned2012-07-27T15:27:19Z
dc.date.available2012-07-27T15:27:19Z
dc.date.created2010
dc.date.issued2010
dc.identifier.citationAuerbach, C. F. & Silverstein L. B. (2003). Qualitative data: an introduction to coding and analysis. New York: NY. New York UniversityPress
dc.identifier.citationBandura, A. (1982, February). Self-efficacy Mechanisms in Human Agency. In American Psychologist. Retrieved June 5, 2010 from http://www.jennyarntzen.com/tsed321_951/current_files/pdf/Bandura_1982.pdf
dc.identifier.citationBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Retrieved April 13, 2009 from readingonline.org/articles/handbook/guthrie/index.html
dc.identifier.citationBandura, A. (1986). Social Foundations of Thought and Action. In Cuesta, L. (2009). Las Estrategias Metacognitivas de Instrucción en el Proceso de Autorregulación del Aprendizaje. Madrid: España. Tesina UNED
dc.identifier.citationBandura, A. (1997). Self-efficacy: The exercise of control. New York: Freemen.
dc.identifier.citationBarrentine, S. J., & Stokes, S. M. (2005). Reading Assessment: Principles and practices for elementary teachers. New York: International Reading Association, Inc.
dc.identifier.citationBrookhart, S. M. (2008). How to give effective feedback to your students. Association for supervision and Curriculum Development. Retrieved June 10, 2010 from http://books.google.com.co/books?id=nKks5TlC_zEC&printsec=frontcover&dq=feedback &hl=es&ei=u9YSTImaPIGClAfHran4Cw&sa=X&oi=book_result&ct=result&resnum=9& ved=0CFAQ6AEwCA#v=onepage&q&f=false
dc.identifier.citationBrown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education, Inc
dc.identifier.citationBryce, J. (2004). Different ways that secondary schools orient to lifelong learning. Educational Studies, 30, 53-64 Carfax Publishing. Retrieved June 2, 2010 from http://www.iier.org.au/iier17/adams.html
dc.identifier.citationBurns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press
dc.identifier.citationCoiro, J. (2003). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. Retrieved April 12, 2010 from Reading Online [http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/rt/2- 03_Column/index.html]
dc.identifier.citationCunningham, P.M., & Hall, D.P. (1994). Making Words: Multilevel, Hands-on, Developmentally Appropriate Spelling and phonics Activities. New Jersey: Good Apple, Inc.
dc.identifier.citationCuesta, L. (2009). Las estrategias metacognitivas de instrucción en el proceso de autorregulación del aprendizaje. Madrid, UNED: Diploma de Estudios Avanzados
dc.identifier.citationDay, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge, England: Cambridge University Press.
dc.identifier.citationEagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquire. New York. Guildford Press. Retrieved June 16, 2010 from http://books.google.com.co/books?id=4ErD68K__eMC&pg=PR12&dq=benefits+of+reading+on+t he+web&hl=es&ei=KlEZTOvfFoP98Abs8_DMDA&sa=X&oi=book_result&ct=result&resnum=1 &ved=0CCcQ6AEwAA#v=onepage&q=benefits%20of%20reading%20on%20the%20web&f=fals e
dc.identifier.citationFarstrup, A. & Samuels, S. J. (2002). What research has to say about reading instruction. Newark, Delaware: International Reading Association, Inc.
dc.identifier.citationFong, J., Kwan, R., & Wan, F. L. (2008). Hybrid learning and Education: Fist International Conference, ICHL 2008. Springer. Retrieved June 7, 2010 from http://books.google.com.co/books?id=Cy0YwEofp2oC&pg=PA165&dq=teacher's+role+in +a+blended+environment&hl=es&ei=vs4UTM6bMoP- 8AbNkdGdDA&sa=X&oi=book_result&ct=result&resnum=4&ved=0CDQQ6AEwAw#v= onepage&q&f=false
dc.identifier.citationFosnot, C. T. (1996). Constructivism: Theory, perspectives and practice. New York: Teachers College Press.
dc.identifier.citationFrench, D. (2003). Blended learning: An ongoing process for internet integration.Austin,Texas: eLinkages, Inc
dc.identifier.citationGollwitzer, P. M., & Oettingen, G. (2001). Motivation: History of the concept. Retrieved April 13, 2009 from uni_konstanz.de/psychologie/gollwitzer/PUBLICATIONS/0266ollOett_History.pdf
dc.identifier.citationGordon, T (2007). Teaching Young Children a Second Language. United States of America. Greenwood Publishing Group, Inc.
dc.identifier.citationGraham, Ch. R. (2004). Handbook of blended learning: Blended learning systems: Definition, Current Trends, and Future Directions. San Francisco, CA: Pfeiffer Publishing. Retrieved April 14, 2007 from http://publicationshare.com/graham_intro.pdf
dc.identifier.citationGrimshaw, S., & McNight, C. (2007). Measuring the Efficacy of Children’s Electronic StorybooksThe Quest for Reliability and Validity. In B. S. Thomas & J. I. Livingston (Eds.), Leading- Edge Educational Technology, (pp. 211-224). Nova Science Publishers. Retrieved July 27, 2010 from http://books.google.com.co/books?id=srqg7OOaU8C&pg=PA153&dq=blended+reading+and+selfefficacy&hl=es&ei=IVtPTMD9F4OB8gaA8pHsDQ&sa=X&oi=book_result&ct=result&resnum= 2&ved=0CC0Q6AEwATgK#v=onepage&q=blended%20reading%20and%20selfefficacy&f=false
dc.identifier.citationHeaperman, S. & Sudweeks, F. ( n.d.). Achieving Self-efficacy in the Virtual Learning Environment. Retrieved August 10, 2010 from http://www.aare.edu.au/01pap/hea01715.htm
dc.identifier.citationHernández, J. P. (1999). Animación y promoción de la lectura: Consideraciones y propuestas. Medellín, Colombia: Editorial U.P.B.
dc.identifier.citationHerr, K., & Anderson, G. L. (2005). The Action research dissertation: A guide for students and Faculty. Retrieved July 28, 2010 from http://books.google.com.co/books?id=wa2FruKrl1MC&pg=PA141&dq=Action+research:+A+gui de+for+the+teacher+researcher.&hl=es&ei=nLBQTO_EKcL98Abi_PXwAg&sa=X&oi=book_res ult&ct=result&resnum=3&ved=0CDAQ6AEwAg#v=onepage&q=Action%20research%3A%20A %20guide%20for%20the%20teacher%20researcher.&f=false
dc.identifier.citationHobbes, T. (1588). In Cofer, Ch.. N. (1981). The history of the concept of motivation: Journal of the History of the behavioral sciences. Retrieved April 14, 2009 from http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=1302&chapter=1006 69&layout=html&Itemid=27
dc.identifier.citationHoffman, J., & Miner, N. (2008). Real Blended Learning Stands Up. ASTD. Retrieved June 9, 20101 from http://www.astd.org/lc/2008/1008_hofmann.html
dc.identifier.citationHopkins, D. (2008). A teacher guide to classroom research. Open University Press. (Pp.115-145)
dc.identifier.citationJackson, J. W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70 (3), 243-254
dc.identifier.citationJiménez, S. (1991-1996). Action research Guide. The COFE project. Thames Valley University: London
dc.identifier.citationKatz, S. (n. d.). Self-efficacy of college students to learn English: Reading comprehension activities as a result of differential reflection and skill training. Retrieved June 9 from http://www.shaanan.ac.il/shnaton/11/14.pdf
dc.identifier.citationLeu, D. J. (2002). The new literacies: Research on reading instruction with the internet and other digital technologies. In A. E. Farstrup & S.J. Samuels(Eds.),What research has to say about reading instruction (3rded.,pp. 310-337). Newark, DE. International Reading Association
dc.identifier.citationLynch, R., & Myron, D. (2004 August). The relationship between self-regulation and online learning in a blended learning context. The international review of Research in Open and Distance Learning. Retrieved May 14, 2010 from http://www.irrodl.org/index.php/irrodl/article/viewArticle/189/271
dc.identifier.citationMartin, F. (n.d.). Learning Management System Self-efficacy of online and hybrid learners: Using LMSES scale. Retrieved August 11, 2010 from http://www.florencemartin.net/site08/research/LMSSelf-efficacy_MartinTutty_UNCTLT08.pdf
dc.identifier.citationMcCombs, B. L., & Pope, J. E. (1994). Motivating hard to reach students. Washington, D.C. American Psychological Association. P. 135
dc.identifier.citationMcNabb, D. E. (2002). Research Method in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches. New York. M. E. Sharpe. Inc.
dc.identifier.citationMeece, J.L., & Miller, S.D. (1999). Changes in elementary school children’s achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3(3), 207-229.
dc.identifier.citationMertler, Craig. A. (2009). Action Research: Teachers as researchers in the classroom.SAGE Publications, Inc.
dc.identifier.citationMohr, M. M. (2004). Teacher Researcher for Better schools. Retrieved July, 29, 2010 from http://books.google.com.co/books?id=6mi4jp2TPy0C&pg=PA170&dq=the+teacher+researcher&h l=es&ei=b0hUTIylMYGB8gbaoDEBA&sa=X&oi=book_result&ct=result&resnum=7&ved=0CEMQ6AEwBg#v=onepage&q=th e%20teacher%20researcher&f=false
dc.identifier.citationMoore, J. C. (2004). ALN Principles for Blended Environments. Retrieved July, 29, 2010 from http://www.sloan-c.org/publications/books/alnprinciples2.pdf
dc.identifier.citationNishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi: Japan: Temple University.
dc.identifier.citationNuttall, C. (2005). Teaching reading skills in a foreign language. UK: Macmillan
dc.identifier.citationPajares, F. (1997). Current directions in self-efficacy research. In Maehr & P. Pintrch (Eds), Advances in motivation and achievement. 10,1-49. Greenwich, CT: JAI Press.
dc.identifier.citationPajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved May 1, 2010 from http://www.emory.edu/EDUCATION/mfp/eff.html
dc.identifier.citationPajares, F. (2006). Current Directions in Self-efficacy Research. Retrieved August 11, 2010 from http://www.des.emory.edu/mfp/effchapter.html
dc.identifier.citationPrensky, M. (2007). Digital Game Based Learning. United States. Parangon House
dc.identifier.citationRichards, C., & Rodgers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, Cambridge University Press
dc.identifier.citationRichards, J. C., & Schmidt, R, (2202). Dictionary of language teaching & applied linguistics. Pearson Education, Harlow: England
dc.identifier.citationSagor, R. (2000). Guiding school improvement with action research. Alexandria: Association for Supervision and Curriculum Development. (pp.76-108).
dc.identifier.citationSäljö, R. (2004). Learning and technologies, people and tools in coordinated activities.
dc.identifier.citationSavery, J. R., & Duffy. T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology. Retrieved April 22, 2009 from http://crlt.indiana.edu/publications/duffy_publ6.pdf
dc.identifier.citationSelinger, H.W & Shohamy, E. (2004). Second language research methods. Oxford: Oxford University Press. (Pp.153-197).
dc.identifier.citationSchmidt, J. (2007). Preparing Students for Successful in Blended Learning Environments: Future oriented Motivation & self-regulation. Retrieved on June 16, 2010 from http://edoc.ub.unimuenchen.de/6561/1/Schmidt_Joel_T.pdf
dc.identifier.citationSchunk, D. H., & Zimmerman, B.J. (1997).Developing self-efficacious readers and writers: The role of social and self-regulatory process. In J.T. Guthrie & A. Wigfield. (Eds.), Reading engagement: Motivating readers through integrated instruction (pp.34-50). Newark, DE: International Reading Association
dc.identifier.citationSchunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning. New York: Taylor & Francis Group.
dc.identifier.citationSchwandt, T. (1992). Constructivist, interpretive approaches to human inquiry. In Shannon, P. (n.d.). Becoming Political: Reading and writing on the politics of literacy. Portsmouth, NH: Heinemann.
dc.identifier.citationSnow, D. (n. d.). Learning English. A text book for English Teachers. Retrieved May 30, 2010 from http://www.amityfoundation.org/page.php?page=1286
dc.identifier.citationSorrentino, R. M. (1996). Handbook of motivation and cognition: Foundations of social behavior. Retrieved June 17, 2010 from http://books.google.com.co/books?id=5ZUYVTqkReoC&pg=PA27&lpg=PA27&dq=sorrentino+ meaningful+other&source=bl&ots=jbGzsLXPSG&sig=SG9IpjYHivCq0ihqMmb_G85vVZM&hl= es&ei=s6ISTOC7A8Lflge3pKmLCQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBQ Q6AEwAA#v=onepage&q=sorrentino%20meaningful%20other&f=false
dc.identifier.citationStrauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
dc.identifier.citationThorkildsen, T., & Nicholls, J.G. (1998). Fifth graders’ achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-202.
dc.identifier.citationTobias, S., & Duffy, T. M. (2009). Constructivist Instruction: Success or Failure? New York: NY Taylor & Francis.
dc.identifier.citationWallace, M. (2006). Action research for language teachers. Cambridge: Cambridge University Press. (Pp.35-159)
dc.identifier.citationWigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breath of their readings. Journal of Educational Psychology,89 420-432
dc.identifier.citationZimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
dc.identifier.citationZimmerman, B. J., Bonner, S., & Kovach, R. (2006). Developing Self-regulated learners: Beyond Achievement to self-efficacy. American Psychological Association, NE: Washington, DC
dc.identifier.urihttp://hdl.handle.net/10818/3193
dc.description110 Páginas.
dc.description.abstractLa motivación es un factor que impacta el desempeño de los estudiantes. Creencias sobre auto-eficacia fueron importantes en el proceso combinado de aprendizaje de lectura. Ya que estrategias de auto-eficacia son herramientas de contexto y contenido, ellos necesitan ser guiados en contextos académicos donde participen. El estudio tuvo como objetivo determinar si auto-eficacia fomenta lectura intensiva en estudiantes de 10 años en ambientes combinados. Esta investigación cualitativa fue enfocada en sus reflexiones, análisis de comportamiento y pensamientos utilizando diversos instrumentos. El estudio reveló que estrategias de auto-eficacia fueron determinantes involucrándolos con lectura en red. Quienes creyeron en sus capacidades reaccionaron positivamente a preguntas específicas, vocabulario nuevo, estructuras gramaticales, prácticas de fluidez, fueron receptivos y creativos en diferentes actividades que realizaron.es_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectIngléses_CO
dc.subjectLenguaje y lenguases_CO
dc.subjectMétodos de enseñanzaes_CO
dc.titleFostering self-efficacy strategies towards intensive reading in ten-year old students in a blended english language 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.local133476
dc.identifier.localTE03569
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


Files in this item

Thumbnail
Name:
Valencia Beltrán, Elda Evelyn - ...
Size:
1.960Mb
Format:
PDF
Description:
Ver documento en PDF
View/Open

This item appears in the following Collection(s)

Show simple item record