Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies

101 Páginas.

Detalles Bibliográficos
Autor Principal: Perez Galvis, Luis Alberto
Otros Autores: Cuesta Medina, Liliana Marcela
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2014
Materias:
Acceso en línea:http://hdl.handle.net/10818/10825
id ir-10818-10825
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Inglés -- (Sincelejo) Colombia
Inglés básico -- (Sincelejo) Colombia
Inglés comercial -- Enseñanza
spellingShingle Inglés -- (Sincelejo) Colombia
Inglés básico -- (Sincelejo) Colombia
Inglés comercial -- Enseñanza
Perez Galvis, Luis Alberto
Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
description 101 Páginas.
author2 Cuesta Medina, Liliana Marcela
author_facet Cuesta Medina, Liliana Marcela
Perez Galvis, Luis Alberto
format Desconocido (Unknown)
author Perez Galvis, Luis Alberto
author_sort Perez Galvis, Luis Alberto
title Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
title_short Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
title_full Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
title_fullStr Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
title_full_unstemmed Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
title_sort fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies
publisher Universidad de La Sabana
publishDate 2014
url http://hdl.handle.net/10818/10825
_version_ 1679478514201395200
spelling ir-10818-108252019-09-13T15:41:41Z Fostering self-efficacy for descriptive writing in a group of participants from the sixth grade in a1 level through scaffolding strategies Perez Galvis, Luis Alberto Cuesta Medina, Liliana Marcela Inglés -- (Sincelejo) Colombia Inglés básico -- (Sincelejo) Colombia Inglés comercial -- Enseñanza 101 Páginas. This qualitative study was conducted with students from Institución Educativa Simón Araujo, a public school in Sincelejo-Sucre, Colombia. The population for this study includes 16 students from the sixth grade between 10-12 years old, placed in A1 level (CEFR) of English language proficiency. The aim of this paper is to report the findings after implementing scaffolding strategies (learning logs and visual aids) to foster selfefficacy in English descriptive writing. The researcher used the principles of Grounded Theory to examine the different data gathered from several instruments such as students’ learning logs, a researcher journal, checklists, a pre-test and a post-test, as well as descriptive texts produced by participants. Results revealed a positive and significant impact of the strategy in the development of self-efficacy in the writing skill. Participants developed awareness of the language learning process by identifying particular areas of improvement, monitoring their learning and progress, and setting learning goals. This project also suggests novel ways to implement scaffolding strategies (learning logs and visual aids) in regional and national contexts. 2014-06-04T20:47:55Z 2014-06-04T20:47:55Z 2014 2014-06-04 masterThesis Tesis de maestría publishedVersion Altman, R. (1990). Toward a new video pedagogy. The role of schema theory and discourse analysis. JALT journal, 12, 9-16. Ansley, D. (2010). Instructional media. 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