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The effect of the self-assessment cycle in the literal reading comprehension of a1 high school students

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dc.contributor.authorMaldonado Barriga, Yudy AndreaFemenino
dc.contributor.authorRussi Paz, Emma YohanaFemenino
dc.date.accessioned2019-10-18T14:47:40Z
dc.date.available2019-10-18T14:47:40Z
dc.date.issued2016-11-10
dc.description132 p. Yudy Andrea Maldonado Barriga (Tesis).pdfspa
dc.descriptionYudy Andrea Maldonado Barriga (R.A.I.).xlsxspa
dc.description.abstractEl objetivo de este proyecto fue determinar el efecto del ciclo de auto-evaluación en​ la comprensión lectora literal y la lectura auto dirigida en los estudiantes de dos colegios públicos de Bogotá, Colombia. 71 estudiantes de noveno y décimo grado entre 14 y 16 años y cuyo nivel de inglés como lengua extranjera corresponde al nivel A1 según el Marco Común Europeo de Referencia para las Lenguas participaron en la investigación. Siguiendo un modelo de investigación acción participación, los investigadores llevaron a cabo diez sesiones donde se implementó el ciclo de auto-evaluación con el propósito de generar cambios en la práctica de enseñanza y aprendizaje del proceso de comprensión de lectura literal. Se recolectaron datos cuantitativos y cualitativos por medio de cuestionarios diagnósticos y finales, pruebas de comprensión de lectura literal inicial y final, diarios de estudiantes, observaciones de clase de los profesores, entrevistas de grupo focalizadas y muestras del trabajo de los estudiantes que incluían pruebas de lectura literal cada sesión. El análisis de los datos revelo que los estudiantes se familiarizaron con el ciclo de autoevaluación el cual promovió la lectura auto dirigida de los participantes ya que les permitió ser conscientes de sus debilidades y fortalezas, establecer su propias metas de lectura y aprender a monitorearlas en un proceso cíclico. Este además afecto de forma moderada la comprensión de lectura literal considerando que la mayoría de ellos no alcanzo una mejoría significativa, no obstante los estudiantes mostraron progreso y reportaron haber adquirido más herramientas para enfrentarse a tareas de comprensión de lectura literal.spa
dc.description.abstractenglishThis research focused on the effect of self-assessment on the literal reading comprehension and self-directed reading of 71 A1 ninth and tenth graders in two public schools in Bogota, Colombia. Teacher-researchers, following the action research approach, carried out ten facilitating sessions where a cycle to promote self-assessment was implemented looking for changes in the learning and teaching practices to improve the levels of literal reading comprehension. Quantitative and qualitative data were gathered through the development of diagnostic and closing tests, pre and post literal reading comprehension tests, students ’ journals, teachers’ classroom observation, focus groups interviews and students’ work samples. The analysis of data revealed that students got familiar with the self-assessment cycle which enhanced students’ self-directed reading since it allowed them to be aware of their weaknesses and strengths, set their own reading goals and learn to monitor their own reading process. It was also evident that students showed progress in their reading and reported to have more learning strategies to cope with literal reading tasks.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en didáctica del inglés para el aprendizaje autodirigidospa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationcommunityAulaspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationotesImprive readjng comprehension and adquire reading strategiesspa
dc.description.educationresearchMixtospa
dc.description.educationsubjectCurrículospa
dc.description.educationsubjectProcesos de aprendizajespa
dc.description.educationsubjectRecursos educativos físicos o virtualesspa
dc.format.mimetypeapplication/pdfspa
dc.format.mimetypeapplication/vnd.ms-excelspa
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2733
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidospa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/28238spa
dc.subject.keywordsLiteral reading comprehensionspa
dc.subject.keywordsSelf-assessment cyclespa
dc.subject.keywordsSelf-directednessspa
dc.subject.keywordsSetting reading goalsspa
dc.subject.keywordsSelf-monitoringspa
dc.subject.lembIngles -- Enseñanza
dc.subject.lembComprensión de lectura
dc.subject.lembInvestigación acción
dc.subject.proposalComprensión de lectura literalspa
dc.subject.proposalCiclo de autoevaluaciónspa
dc.subject.proposalAutodirecciónspa
dc.subject.proposalObjetivos de lecturaspa
dc.subject.proposalAuto monitoreospa
dc.titleThe effect of the self-assessment cycle in the literal reading comprehension of a1 high school studentsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
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