Apresentar o registro simples

Improving english lexical knowledge in efl fifth graders through the implementation of a blended english course designed in moodle

dc.contributor.advisorTernent de Samper, Ana María
dc.contributor.authorGuerrero Arroyo, Diana Marcela
dc.date.accessioned2013-12-13T15:34:54Z
dc.date.available2013-12-13T15:34:54Z
dc.date.created2013
dc.date.issued2013-12-13
dc.identifier.citationBlin, F. (2005).CALL and the development of learner autonomy: an activity theoretical study. (Doctoral dissertation, The Open University). Retrievable from: http://webpages.dcu.ie/~blinf/BlinThesis.pdf
dc.identifier.citationBonk C. J., and Graham, Ch. R. (2006). The handbook of blended learning: Global perspectives, local design. San Francisco, California: John Wiley and Sons.
dc.identifier.citationBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge.
dc.identifier.citationBritish Council. (2007). Common European framework of reference: Global scale. London, England. Retrieved from http://www.britishcouncil.org/es/colombia-exams-common-europeanframework-and-self-assessment.pdf
dc.identifier.citationBrown, J. D. (2001). Using surveys in language programs. Cambridge, UK: Cambridge university press.
dc.identifier.citationBrown, H. D.(2007). Principles of language learning and teaching (5th Ed). New York, NY: Pearson Education
dc.identifier.citationChapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge, UK: Cambridge university press.
dc.identifier.citationChapelle, C. A. (2003). English language learning and technology: lectures and apply linguistics in the age of information and communication technology. Amsterdam, Netherlands: John Benjamin’s
dc.identifier.citationChapelle, C. A. (2008). Computer assisted language learning. In Spolsky, B. and Hult, F. (Eds), The handbook of educational linguistic. (pp. 585 – 592). Oxford, UK: Blackwell.
dc.identifier.citationClavijo, A., Hine, N. A., and Quintero, L. M. (2008). The virtual forum as an alternative way to enhance foreign language learning. PROFILE Issues in Teachers' Professional Development, 9(1), 219-236.
dc.identifier.citationCoady J. and Huckin T. (1997). Second language vocabulary acquisition: a rationale for pedagogy. Cambridge, UK: Cambridge university press.
dc.identifier.citationCohen, L., Manion, L., and Morrison, K. (2007). Research methods in education (6th Ed).New York, NY: Routledge.
dc.identifier.citationCohen, L., Manion, L., and Morrison, K. (2011). Research methods in education (7th Ed). New York, NY: Routledge (part of the Taylor & Francis group)
dc.identifier.citationCorbin, J. M., and Strauss, A. L. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London, England: Sage.
dc.identifier.citationCorbin, J. M., and Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing (3rd Ed). London, England: Sage.
dc.identifier.citationCotterall, S. (2003). Learner Independence: reflecting one experience. Paper presented at the Independent Learning Conference, University of Melbourne September13-14, 2003. Auckland. (Keynote address). Retrieved from http://www.independentlearning.org/uploads/100836/ila03_cotterall.pdf
dc.identifier.citationCouncil of Europe. Common European Framework of reference for languages: Learning, teaching and assessment. Strasbourg, France: Language Policy Division of the Council of Europe. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
dc.identifier.citationCorrea, A. M. (2012, October). Teaching foreign trade in English through the modalities based on competences and using Moodle. PROFILE Issues in Teachers' Professional Development, 14 (2), 163-180.
dc.identifier.citationCuesta, L. (2010). The design and development of online course materials: Some features and recommendations. PROFILE Issues in Teachers' Professional Development, 12 (1), 181-201
dc.identifier.citationRetrievable from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/13996/14764
dc.identifier.citationDang, N. T. (2011). Exploring CALL options for teaching EFL in Vietnam. (Master's thesis, Minnesota State University). Retrievable from MSU Digital Capstone collection, http://mldm.lib.mnsu.edu/cdm/singleitem/collection/msucapstone/id/26/rec/1
dc.identifier.citationDillenbourg P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford, UK: Elsevier. Retrievable from: http://halshs.archives-ouvertes.fr/docs/00/19/02/40/PDF/DillenbourgPierre-1999.pdf
dc.identifier.citationDillenbourg, P. (2000).Virtual learning environment. EUN Conference 2000: “Learning in the new millennium: Building new education strategies for schools”.
dc.identifier.citationDillenbourg, P.(2002). Over-Scripting CSCL: The risks of blending collaborative learning with instructional design. In Krishner, P. A. (Ed). Three worlds of CSCL: Can we support CSCL (pp. 61-91). Heerlen, Netherlands: Oper Universitei Nederland. Retrievable from: http://telearn.archives-ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-2002.pdf
dc.identifier.citationDörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135. Retrievable from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2773888
dc.identifier.citationEdge, J. (1992). Co-operative development. Oxford, UK: Oxford university press.
dc.identifier.citationGraham, Ch. R.(2006). Blended learning systems: Definition, current trends, and future directions. In Bonk C. J., and Graham, Ch. R. (2006) (Eds). The handbook of blended learning: Global perspectives, local design. San Francisco, California: John Wiley and Sons.
dc.identifier.citationGraham, Ch. R., and Dziuban, Ch.(2006). Blended learning environment. [pdf document]. Retrieved from http://www.aect.org/edtech/edition3/ER5849x_C023.fm.pdf
dc.identifier.citationGarrison, D. R., and Vaughan, N. D. (2008).Blended learning in higher education: Framework, principles, and guidelines. San Francisco, California: John Wiley and Sons
dc.identifier.citationGrgurovic, M. (2010).Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the diffusion of innovations theory. (Doctoral dissertation, Iowa State University). Retrievable from Digital Respository @ Iowa State University, http://lib.dr.iastate.edu/etd/11667/
dc.identifier.citationHarmer, J. (2001). The practice of English language learning (3rd Ed). Malaysia: Pearson.
dc.identifier.citationHedge T. (2000). Teaching and learning in the language classroom. Oxford, UK: Oxford university press.
dc.identifier.citationHolec, H. (1981). Autonomy and foreign language learning. Great Britain: Pergamon.
dc.identifier.citationHerrera, L. E. (2012, April). Self-Access language learning: Students’ perceptions of and experiences within this new mode of learning. PROFILE Issues in Teachers' Professional Development, 14 (1), 113-127.
dc.identifier.citationHoffman, J. (2006). Why blended learning hasn’t (yet) fulfilled its promises: Answers to those questions that keep you up at night. In Bonk C. J., and Graham, Ch. R. (2006) (Eds). The handbook of blended learning: Global perspectives, local design. San Francisco, California: John Wiley and Sons.
dc.identifier.citationHubbard, P. and Levy, M. (2006). Teacher education in computer-assisted language learning. Amsterdam, netherlands: John Benjamin’s
dc.identifier.citationLee, J. Y. (2009).The effect of computer-mediated communication (CMC) interaction on L2 vocabulary acquisition: A comparison study of CMC interaction and face-to-face interaction. (Master’s thesis, Iowa State University). Retrievable from Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/etd/10723/
dc.identifier.citationLin, M-C. (2008). Building a lexical syllabus on Moodle with web concordancers for EFL productive academic vocabulary. National Taiwan Normal University. Retrievable from: http://www.ntnu.edu.tw/acad/rep/r97/a4/a405-1.pdf
dc.identifier.citationMinisterio de Educación Nacional (2003). Politicas Educativas enseñanza del Inglés. Retrieved from http://www.britishcouncil.org/es/men-2-presentacion.pdf
dc.identifier.citationMinisterio de Educación Nacional (2005). Colombia bilingüe. Al Tablero, 37. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html
dc.identifier.citationMinisterio de Educación Nacional (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Revolución educativa Colombia Aprende. Serie guías N° 22. Retrieved from http://www.colombiaaprende.edu.co/html/mediateca/1607/articles115375_archivo.pdf
dc.identifier.citationNation I.S.P. (1990). Teaching and learning vocabulary. Boston, Massachusetts: Heinle & Heinle.
dc.identifier.citationNation I.S.P (2008). Teaching vocabulary: strategies and techniques. Boston, Massachusetts: Heinle & Heinle
dc.identifier.citationNovak, J. D., and Gowin, D. B. (1984). Learning how to learn. Cambridge, UK: Cambridge university press. Retrieved from: http://books.google.com.co/books?id=8jkBcSDQPXcC&printsec=frontcover&hl=es&source=gbs_ge_sum mary_r&cad=0#v=onepage&q&f=false
dc.identifier.citationNovak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. LEARNING, Wiley periodicals, 86(4). Retrievable from http://onlinelibrary.wiley.com/doi/10.1002/sce.10032/pdf
dc.identifier.citationNunan, D. (2011). Teaching English to young learners. Anaheim, California: Anaheim University Press
dc.identifier.citationO’ Brien, R. (1998). Ethical considerations. An overview of the methodological approach of action research. [HTML document]. Retrievable from: http://www.web.ca/~robrien/papers/xx%20ar%20final.htm
dc.identifier.citationPica, T. (2008). Task-based teaching and learning. In Spolsky, B. and Hult, F. (Eds), The handbook of educational linguistic. (pp. 525 – 538). Oxford, UK: Blackwell.
dc.identifier.citationRead, J. (2000). Assessing vocabulary. Cambridge, UK: Cambridge University press.
dc.identifier.citationRichards, J. C., and Lockhart, Ch. (1996). Reflective teaching in second language classrooms. Cambridge, UK: Cambridge university press
dc.identifier.citationRichards, J. C., and Nunan, D. (1999). Second language teacher education. Cambridge, UK: Cambridge University Press.
dc.identifier.citationRichards, J. C., and Farrell, T. (2005). Professional development for language teachers: strategies for teacher learning. New York, NY: Cambridge University Press.
dc.identifier.citationRueda, N. (2003). Urban Slums Reports: The case of Bogotá, Colombia. Bogotá: Universidad de los Andes. Retrieved from http://www.ucl.ac.uk/dpuprojects/Global_Report/pdfs/Bogota.pdf
dc.identifier.citationStahl, S. A., and Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Lawrence.
dc.identifier.citationTomal, D. (2010). Action research for educators. Maryland, US: Rowman & littlefield Education.
dc.identifier.citationThornbury, S. (2002). How to teach vocabulary. Harlow, UK: Longman.
dc.identifier.citationTsai, Y. and Ernst, Ch. (2009). The model and implementation of course– management– system (CMS) – assisted EFL reading strategy instruction. International Journal on Digital Learning Technology, 1 (3), 203-223.
dc.identifier.urihttp://hdl.handle.net/10818/9266
dc.description132 Páginas.
dc.description.abstractEl presente proyecto de investigación-acción fue llevado a cabo en Santa Librada, colegio público de Bogotá, Colombia, con estudiantes de quinto grado. El propósito de este estudio fue mejorar el conocimiento de léxico en inglés de los estudiantes de grado quinto e incrementar su autonomía a través de la implementación de un curso mixto de inglés diseñado en Moodle. Por consiguiente, el curso fue diseñado combinando la instrucción presencial con la instrucción mediada por computador y usando Moodle como administrador de curso para trabajar en las necesidades cognitivas y de lenguaje de los estudiantes. Esto fue proyectado teniendo en cuenta la motivación de los estudiantes por el uso de recursos tecnológicos y sus debilidades lingüísticas. Las técnicas de recolección de información usadas incluyen cuestionarios, encuestas, el diario de la docente y los elementos que demuestran la producción de los estudiantes (tomados de cada una de las actividades hechas en Moodle y los documentos usados en las sesiones presenciales). Los resultados muestran que las estrategias de aprendizaje implementadas influyeron positivamente en el proceso de aprendizaje de la lengua de los estudiantes. Los estudiantes mejoraron su conocimiento léxico, incrementaron su motivación e intensificaron su experiencia de aprendizaje de la lengua a través de la implementación de actividades virtuales, mejoraron sus habilidades tecnológicas, adquirieron vocabulario y conocimiento relacionado con tecnología y, aún hoy, ellos son más autónomos.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectEnseñanza del inglés -- Método bilingueColombia
dc.subjectEducación básica -- Colombia
dc.titleImproving english lexical knowledge in efl fifth graders through the implementation of a blended english course designed in moodlees_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.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


Arquivos deste item

Thumbnail
Nome:
Diana Marcela Guerrero Arroyo ...
Tamanho:
4.090Mb
Formato:
PDF
Descrição:
Ver documento en PDF
Visualizar/Abrir

Este item aparece na(s) seguinte(s) coleção(s)

Apresentar o registro simples