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Improving reading comprehension through metacognitive self-directed reading strategies

dc.contributor.advisorBogoya, Alethia
dc.contributor.authorOrtiz Alvaran, Veronica
dc.contributor.authorMéndez, Elsa Patricia
dc.contributor.authorSánchez Hernández, Edwin
dc.date.accessioned2014-07-16T21:24:50Z
dc.date.available2014-07-16T21:24:50Z
dc.date.created2014
dc.date.issued2014-07-16
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dc.identifier.urihttp://hdl.handle.net/10818/11209
dc.description95 páginas.
dc.description.abstractThe goals of this study were achieved, the quantitative and qualitative data results, promoting the metacognitive strategies help the target students become self-directed learners, allowed them be aware of metacognitive reading strategies they should use based on their reading needs; despite all the differences of the three contexts regarding students’ age, language level, and academic situations; this was one of the common positive results after carrying out this work. The subjects also showed important improvements related to their attitudes towards their own second language learning process. The analysis of the results that were obtained by the students in the three different contexts before, during and after applying the metacognitive strategies on this project, allowed the researchers confirmed that they improved their reading comprehension proficiency. Information found in the teachers’ journals described that a remarkable majority of learners in the three contexts went through processes involving features which are linked to autonomous learning.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectComprensión de lectura -- Inglés -- Enseñanza -- Colombia
dc.subjectInglés básico -- Comprensión de lectura
dc.subjectLenguaje y lenguas -- Inglés -- Enseñanza
dc.titleImproving reading comprehension through metacognitive self-directed reading strategieses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras.
dc.identifier.local259568
dc.identifier.localTE06646
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


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