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Scaffolded instruction through modeling: its effects on english reading comprehension self-efficacy

dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorPerilla Perilla, Angela Carolina
dc.date.accessioned2021-02-28T11:40:13Z
dc.date.available2021-02-28T11:40:13Z
dc.date.issued2021-02-10
dc.identifier.urihttp://hdl.handle.net/10818/47018
dc.description33 páginases_CO
dc.description.abstractIn order to explore and describe how scaffolded instruction through modeling might influence the reading comprehension self-efficacy in English as a foreign language, a mixed-method analysis was conducted. Participants were 60 ninth-graders (male and female) from a private school in Duitama, Boyacá, Colombia. Data were collected via online interviews (for qualitative analysis) and surveys (for quantitative analysis). Findings were divided into three themes, following the principles and procedures of the Grounded Theory approach: (1) Modeling, motivation, and teacher instruction may help students develop reading comprehension skills through strategies that facilitate learners’ lexicon and contextual understanding. (2) Goal setting and academic task value also enable students to develop reading comprehension abilities, enhancing and promoting the reading learning progress. (3) Positive perception of self-efficacy and self-regulation help students succeed at different reading comprehension tasks. In addition, it supports students in accomplishing their reading assignments independently.es_CO
dc.description.abstractCon el fin de explorar y describir como la enseñanza asistida, a través del modelado instruccional, podría influenciar la autoeficacia en la comprensión de lectura del inglés como lengua extranjera, se desarrolló un estudio de corte mixto. Los participantes fueron 60 estudiantes de noveno grado de un colegio privado localizado en Duitama, Boyacá- Colombia. Los datos fueron recolectados a través de entrevistas (análisis cualitativo) y encuestas (análisis cuantitativo) desarrolladas de manera virtual. Los hallazgos se categorizaron en tres grandes áreas, siguiendo los principios y procedimientos de la teoría fundamentada: 1. El modelado instruccional, la motivación y la instrucción del profesor concebidas como un soporte eficaz para desarrollar habilidades en la comprensión de lectura a través de estrategias que faciliten la comprensión de vocabulario e ideas en contexto. 2. El establecimiento de objetivos y asignación de juicios de valor de las tareas académicas permiten que el estudiante desarrolle habilidades en la comprensión de lectura, promoviendo y mejorando el proceso de comprensión textual. 3. La percepción positiva de la auto eficacia y la autorregulación permiten que los estudiantes realicen diferentes tareas de comprensión lectora; además de facilitar que los estudiantes puedan realizar las tareas asociadas a la comprensión lectora de forma independiente.spa
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.titleScaffolded instruction through modeling: its effects on english reading comprehension self-efficacyes_CO
dc.typemasterThesises_CO
dc.identifier.local280903
dc.identifier.localTE11172
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsrestrictedAccesses_CO
dc.subject.armarcInglés -- Estudio y enseñanzaspa
dc.subject.armarcComprensión de lecturaspa
dc.subject.armarcAutoeficaciaspa
dc.subject.armarcVocabulariospa
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thesis.degree.disciplineFacultad de Educaciónes_CO
thesis.degree.levelMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual)es_CO
thesis.degree.nameMagíster en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO


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