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dc.contributor.advisorCuesta Medina, Liliana Marcela
dc.contributor.authorRincón Velandia, Stella
dc.date.accessioned2013-05-23T19:43:20Z
dc.date.available2013-05-23T19:43:20Z
dc.date.created2010
dc.date.issued2010
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dc.identifier.urihttp://hdl.handle.net/10818/7511
dc.description79 Páginas.
dc.description.abstractThis study reports the effects of using the genre-process approach and e-portfolio dossier to improve short story writing among senior year students from a state school in Bogotá. It shows how learners can systematically develop their writing processes to become active student-writers. Data analysis in this action research study reveals significant improvements in students’ written production and shows new emerging roles in learners: they evolved from a passive to an active status which enabled them to become planners, builders and reviewers of their own short story writing process. These roles helped students to reflect upon their learning and become better decision makers and critical thinkers. Results also validate the use of e-portfolio dossier as an effective learning and assessment tool.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectIngléses_CO
dc.subjectInglés-Métodos de estudioes_CO
dc.subjectAutoeducaciónes_CO
dc.titleThe use of process genre approach and E-portfolio dossier to improve short story writing skills of eleventh graderses_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.local129261
dc.identifier.localTE01314
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsrestrictedAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


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