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Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers

87 Páginas.

Detalles Bibliográficos
Autor Principal: Lozano Ñustes, Marisol
Otros Autores: Rubin, Joan
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2016
Materias:
Ingles > Enseñanza
Aptitud de aprendizaje
Comprensión de lectura
Acceso en línea:http://hdl.handle.net/10818/28233
id ir-10818-28233
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Ingles -- Enseñanza
Aptitud de aprendizaje
Comprensión de lectura
spellingShingle Ingles -- Enseñanza
Aptitud de aprendizaje
Comprensión de lectura
Lozano Ñustes, Marisol
Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
description 87 Páginas.
author2 Rubin, Joan
author_facet Rubin, Joan
Lozano Ñustes, Marisol
format Desconocido (Unknown)
author Lozano Ñustes, Marisol
author_sort Lozano Ñustes, Marisol
title Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_short Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_full Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_fullStr Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_full_unstemmed Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_sort goal setting, task analysis and genre analysis: three strategies to guide students to be self-directed readers
publisher Universidad de La Sabana
publishDate 2016
url http://hdl.handle.net/10818/28233
_version_ 1679479604377550848
spelling ir-10818-282332019-09-13T15:50:05Z Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers Lozano Ñustes, Marisol Rubin, Joan Acero Ríos, Claudia Lucía Lucero, Edgar Ingles -- Enseñanza Aptitud de aprendizaje Comprensión de lectura 87 Páginas. ​​This action-research study emerged to target self-directed readers' comprehension skills of setting reading objectives, identifying author's purpose and text structure under specific, measurable, achievable, relevant and time-based goals (SMART), task analysis and genre analysis respectively. 24 tenth-graders of English as a foreign language (EFL) participated in the inquiry carried out during 2014 in a Colombian school. After identifying the problem, a needs analysis survey was applied to configure the research implementation. A pre-test, post-test, as well as students' and teacher's journals were administered for data collection. Statistics were used to analyze quantifiable information while the non-quantifiable one was interpreted through the coding process of the grounded theory methodology. A triangulation design was used during the interpretation phase to integrate the results. Findings reveal that task analysis, as a metacognitive strategy to plan reading tasks, was a valuable process because it not only enabled students to identify main ideas, recognize structure and genre of a text and set learning goals, but also revealed students' improvement as self-directed readers. Participants could plan their learning objectives in association with their own personal goals or ambitions, making reading more significant for them. ​ 2016-11-10T21:05:45Z 2016-11-10T21:05:45Z 2016 2016-11-10 masterThesis Tesis de maestría publishedVersion Alexandrache, C. (2014). Journal reflexive, an instrument for student preparation in the teaching profession. Procedia - Social and Behavioral Sciences, 149, 20-24. 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score 12,131701

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