Enhancing metacognitive reading awareness in blended environments

124 Páginas.

Detalles Bibliográficos
Autor Principal: Lizcano Rojas, Yira Elizabeth
Otros Autores: Bogoya, Alethia
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2015
Materias:
Acceso en línea:http://hdl.handle.net/10818/19664
id ir-10818-19664
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Conocimiento
Inglés básico -- Colombia
Inglés comercial -- Colombia
spellingShingle Conocimiento
Inglés básico -- Colombia
Inglés comercial -- Colombia
Lizcano Rojas, Yira Elizabeth
Enhancing metacognitive reading awareness in blended environments
description 124 Páginas.
author2 Bogoya, Alethia
author_facet Bogoya, Alethia
Lizcano Rojas, Yira Elizabeth
format Desconocido (Unknown)
author Lizcano Rojas, Yira Elizabeth
author_sort Lizcano Rojas, Yira Elizabeth
title Enhancing metacognitive reading awareness in blended environments
title_short Enhancing metacognitive reading awareness in blended environments
title_full Enhancing metacognitive reading awareness in blended environments
title_fullStr Enhancing metacognitive reading awareness in blended environments
title_full_unstemmed Enhancing metacognitive reading awareness in blended environments
title_sort enhancing metacognitive reading awareness in blended environments
publisher Universidad de La Sabana
publishDate 2015
url http://hdl.handle.net/10818/19664
_version_ 1679478943486312448
spelling ir-10818-196642019-09-13T15:20:03Z Enhancing metacognitive reading awareness in blended environments Lizcano Rojas, Yira Elizabeth Bogoya, Alethia Conocimiento Inglés básico -- Colombia Inglés comercial -- Colombia 124 Páginas. Este proyecto de investigación-acción muestra los efectos de aplicar el modelo de aprendizaje combinado para desarrollar procesos metacognitivos en la lectura, en 19 estudiantes con bajo dominio de inglés, en un colegio público de Ibagué, Colombia; desarrollándose siete sesiones durante dos meses y medio, por 21 horas. Las estrategias metacognitivas de lectura, enseñadas directamente, se eligieron antes de la intervención, con base en el cuestionario MARSI (Inventario sobre estrategias metacognitivas de lectura). El enfoque método- mixto permitió analizar los datos. El investigador midió el rendimiento de lectura y la frecuencia de uso de estrategias de lectura, implementando una prueba de lectura previa y posterior, y el MARSI. Se usaron instrumentos de recolección de datos como el diario del profesor, registros de lectura de estudiantes y una entrevista; midiendo los niveles de metacognición en lectura, y el efecto de actividades de aprendizaje del idioma basadas en la tecnología. El análisis cuantitativo muestra en general, que las intervenciones no tuvieron un impacto significativo en las habilidades de lectura. El análisis cualitativo indica que el modelo de aprendizaje combinado, ayudó a los estudiantes a aumentar su metacognición al planificar, supervisar y auto-evaluar su proceso de lectura. 2015-10-26T17:06:43Z 2015-10-26T17:06:43Z 2015 2015-10-26 masterThesis Tesis de maestría publishedVersion Abdi, R. (2013). The effect of using hypertext materials on reading comprehension ability of EFL learners. Procedia - Social and Behavioral Sciences, 83, 557-562. doi:10.1016/j.sbspro.2013.06.106 Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press. Anderson, N. J. (1991). 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Mahwah, N.J.: Lawrence Erlbaum Associates http://hdl.handle.net/10818/19664 175997 TE07810 eng openAccess Universidad de La Sabana Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido Departamento de Lenguas y Culturas Extranjeras Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana
score 11,489418