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The influence of peer assessment of voice recordings on sentence stress patterns in secondary school Students

dc.contributor.advisorCaro Torres, María Catalina
dc.contributor.authorCleves Díaz, Héctor Eduardo
dc.date.accessioned2020-05-19T13:43:46Z
dc.date.available2020-05-19T13:43:46Z
dc.date.issued2020-03-26
dc.identifier.urihttp://hdl.handle.net/10818/41104
dc.description153 páginases_CO
dc.description.abstractEl énfasis de las oraciones juega un papel importante en el aprendizaje de idiomas. Investigaciones anteriores han descubierto que la autoevaluación del aprendizaje metacognitivo y el establecimiento de objetivos afectan fuertemente la inteligibilidad de los estudiantes en términos de énfasis y entonación cuando aprenden un segundo idioma, pero se ha prestado poca atención al impacto de la evaluación por pares para influir en los patrones de énfasis de sus oraciones en producción oral. El presente estudio de investigación de acción cualitativa utilizará grabaciones de voz, listas de verificación, cuestionarios y entrevistas para recopilar datos sobre la capacidad de los estudiantes en la evaluación por pares utilizando grabaciones de voz. Los datos, los cuales se analizaron utilizando el enfoque de la teoría fundamentada, revelaron que los estudiantes mejoraron su producción oral utilizando herramientas cotidianas como sus teléfonos celulares. Este proceso permitió a los participantes identificar sus errores al retroalimentarse mutuamente aumentando la confianza y una percepción positiva hacia la implementación al reflexionar sobre el valor de la evaluación por pares en contextos EFL. Esto llevó a apoyar la noción de que la evaluación por pares es un enfoque efectivo para mejorar la producción oral a través de la mejora de los patrones de estrés de las oraciones.es_CO
dc.description.abstractI would like to thank all the people who participated in this research, especially the tenth students from ASPAEN Gimnasio La Fragua for their dedication to the development of this study. Thanks to those who contributed in different ways to the elaboration of this work. Special thanks to my tutors, Professor Carl Anderson, Professor Liliana Cuesta, and Professor María Catalina Caro Torres who encouraged and guided me, during the development of this research. Infinite thanks to God, who made possible the achievement of this goal in my life. Thanks to my family for their support and my wife and daughter for their patience and understanding during the time I devoted to meet the goal of completing my Master’s program.eng
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.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Intellectum Repositorio Universidad de La Sabanaes_CO
dc.subjectLenguaje y lenguas -- Estudio y enseñanzaes_CO
dc.subjectMetacogniciónes_CO
dc.subjectAprendizajees_CO
dc.subjectComunicación orales_CO
dc.subjectGrabaciones sonorases_CO
dc.subjectInnovaciones tecnológicases_CO
dc.titleThe influence of peer assessment of voice recordings on sentence stress patterns in secondary 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.identifier.local277041
dc.identifier.localTE10659
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagister en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
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