Integrating Content and Language to increase motivation and foster self-direction in language learning

dc.contributorAcero Ríos, Claudia Lucía
dc.contributorTaylor, Maricela
dc.date.accessioned2015-08-25T21:34:28Z
dc.date.accessioned2015
dc.date.accessioned2022-09-23T14:22:59Z
dc.date.available2015-08-25T21:34:28Z
dc.date.available2015
dc.date.available2022-09-23T14:22:59Z
dc.date.created2015-08-25T21:34:28Z
dc.date.created2015
dc.date.issued2015-08-25
dc.identifierAliaga, M., & Gunderson, B. (2000). Interactive Statistics. Saddle River, p3-15
dc.identifierArcos. (2007). “The English Language and the Globalization” Online article recovered from http://www.arcos.org.br/artigos/the-english-language-and-the-globalization/
dc.identifierAsia E. University (2004). Motivation in the Classroom. Pages. 199-222. Retrieved from http://peoplelearn.homestead.com/beduc/chapter_8.pdf.
dc.identifierBailey, K. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle Cengage Learning.
dc.identifierBailey, K.& Nunan, D. (2009). Exploring second language classroom research. Belmont, CA: Heinle Cengage Learning
dc.identifierBell, S. (1996). Learning with information systems: Learning cycles in information systems development. New York, NY: Routledge
dc.identifierBrockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London, England and New York, NY: Routledge.
dc.identifierBrody, N. (1992). Intelligence (2nd ed.). San Diego: Academic Press.
dc.identifierBrookfield, S.D. (2009). “International handbook of education for the changing world of work”. Springer, Part of Springer Science+Business Media International Centre for Education, Unesco-Unevoc 2. University of Toronto.
dc.identifierCalhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
dc.identifierCarr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: Falmer
dc.identifierCefire. (2010). The Teaching and Learning Strategies Supportive Strategies and Vocabulary Building the Cognitive Approach. Teacher Training materials for primary teachers, 1. Retrieved from http://cefire.edu.gva.es/pluginfile.php/253817/mod_resource/content/1/UNIT_8_Str ategies_and_vocabulary_building.pdf
dc.identifierCoyle, D. Holmes, B. King L (2009). Towards and integrated curriculum - CLIL National Statement and Guidelines, pp. 30, 35. Retieved from http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_et_al_towards_an_integrated_curriculum_clil_national_statement_and_ guidelines.pdf
dc.identifierCoyle, D. Hood P. Marsh D (2010). Content Language Integrated Learning. Cambridge University Press.
dc.identifierCronin, H., Meadows, D., Sinatra, R. (1990). Integarting computers, reading, and writing across the curriculum. Educational Leadership, 48 (1), 57-63 12.
dc.identifierCurtain, H.A. and Carol Ann Pesola, 1994. Languages and Children: Making The Match. New York: Longman.
dc.identifierCurtain, H., and Haas, M. (1995) Integrating foreign language and content instruction in grades K-8. ERIC Digest, April 1995.
dc.identifierDarn, S. (sf). Underlying Principles of CLIL. Retrieved from www.teachingenglish.org.uk
dc.identifierDarn, S. (2006).CLIL a lesson framework. London: British Council/BBC. Retrieved from http://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework
dc.identifierESDS Qualidata (2011). Exploring diverse interview types. Retrieved from http://www.esds.ac.uk/qualidata/support/interviews/semi.asp.
dc.identifierDörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
dc.identifierDörnyei, Z. (2001) Teaching and Researching Motivation. Harlow: Longman http://www.zoltandornyei.co.uk/uploads/2009-dornyei-mm.pdf
dc.identifierEllis, R. (2002). The study of second language acquisition. Oxford/ New York: Oxford University Press.
dc.identifierFunkhouser, C. (1993). The influence of problem-solving software on student attitudes about mathematics. Journal of Research on Computing in Education, 25 (3), 339- 347 13
dc.identifierGardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
dc.identifierGarrison, D. (1997). Self-directed learning: Toward a comprehensive model. Retrieved from: http://www.researchgate.net/publication/249698827_SelfDirected_Learning_Toward_a_Comprehensive_Model
dc.identifierGenesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning.
dc.identifierGeorge, G., & Sleeth, R. G. (1996). Technology-assisted instruction in business schools: Measured affects on student attitudes, expectations, and performance. International Journal of Instructional Media, 23 (3), 239-245 14
dc.identifierGraddol, D. (2000). The future of English: A guide to forecasting the popularity of the English language in the 21st century. London, UK: British Council.
dc.identifierGraddol, D. (2006). English Next: Why global English may mean the end of English as a Foreign Language’. British Council. Retrieved from http://www.britishcouncil.org/learning-research-english-next.pdf
dc.identifierHattie, J. &Timperley, H. (2007). The Power of Feedback: Review of Educational Research 77: 81
dc.identifierHealey, D. & Warschauer, M. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
dc.identifierHunt, L.C., Jr. (1997). The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. Reading Teacher, 50(4), 278- 282.
dc.identifierInstituto Colombiano para la Evaluación de La Educación (2006). Reportes históricos promedio nacional inglés 2006-2011. Retrieved from http://www.icfesinteractivo.gov.co/historicos/
dc.identifierJohnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications.
dc.identifierKoedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997), Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43.
dc.identifierLewis, M. (1998). Diverse levels and diverse goals in a community class. In J.C., Edinburgh
dc.identifierLichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage Publications.
dc.identifierLuna, C. & McKenzie, J. (1997). Testing multimedia in the community college classroom. T. H. E. Journal, 24, 78-82 15.
dc.identifierMark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language Teaching, 31, pp 57-71
dc.identifierMarsh, D. (2002). Content and language integrated learning: The European dimension - actions, trends and foresight potential. Contract DG/EAC: European Commission. (Ed.) D. Marsh. Jyväskylä: University of Jyväskylä. Retrieved from http://ec.europa/education/policies/lang/doc/david_marsh-report.pdf
dc.identifierMcDougald, J.S. (2009). The State of Languaje and Content Instruction in Colombia. Retrieved from www.laclil.edu.co
dc.identifierMcIntyre, L. J. (1999). The practical skeptic: Core concepts in sociology. Mountain View, CA: Mayfield Publishing
dc.identifierMiller, C.A. (2007). Action research: Making sense of data. Retrieved from www.coe.fau.edu/sfcel/sensdata.htm.
dc.identifierMinisterio de Educación Nacional (2005). Bases para una nación bilingüe y competitiva. Retrieved from http://www.mineducacion.gov.co/1621/article-97498.html
dc.identifierMinisterio de Educación Nacional (2005). Para vivir en un mundo global. AlTablero, 37. Retrieved from http://www.mineducacion.gov.co/1621/article-97500.html
dc.identifierNakata Y. (2006). Motivation and experience in foreign language learning. Peter Lang A;G. International academic Publisher.
dc.identifierNunan, D. (1999). Second language methods in language learning. Location: Heinle & Heinle Publishers
dc.identifierO’Brien, R. (1998). An overview of the methodological approach of action research. Faculty of Information Studies, University of Toronto.
dc.identifierOcak, M. (2009) The effects and uses of educational technology in learning and teaching. Kastamonu Education Journal, 17(1), 321-330.
dc.identifierOchsenfahrt, K. (2012). Motivation as a factor in second language acquisition. Norderstedt: GRIN Verlag
dc.identifierPinsonneault, A., & Kraemer, K. L. (1993). Survey research methodology in management information systems: An assessment. Journal of Management Information Systems, 10, 75- 105.
dc.identifierRichards, J.C. & Willy A.R. (2001). Methodology in language teaching: An anthology of current practice. Cambridge, UK: Cambridge University Press
dc.identifierRitter, M. (1993). That’s us! A book about ourselves: An EFL project with intermediate learners, incorporating the computer as a tool. CALICO Journal, 10(4), 57-69.
dc.identifierRoschelle, J. M., Pea, R. D., Hoadley, C. M., et al., (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
dc.identifierSalant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York, NY: John Wiley and Sons.
dc.identifierSchunk, D. (1996). Motivation in Education: Theory, Research, and Applications. PrenticeHall, Inc.; A Simon & Schuster Company.
dc.identifierSherry, L., Jesse, D., & Billig, S. H. (2002). Creating a WEB of evidence of student performance in a technology-rich learning environment. International Journal of ELearning, 1 (1), 33-42
dc.identifierShuttleworth, M. (2009). Instrument reliability. Retrieved from http://explorable.com/instrument-reliability.
dc.identifierStevick, E. W. (1996). Memory, meaning and method. Boston, MA: Heinle & Heinle.
dc.identifierTeijlingen, E. (2014). Semi-structured interviews. Retrieved from https://scholar.google.es/scholar?hl=en&q=+Semistructured+interviews&btnG=&as_sdt=1%2C5&as_sdtp=
dc.identifierTraynor, P. (2003). Effects of Computer-Assisted-İnstruction on Different Learners. Journal of Instructional Psychology, 30 (2), 137- 143
dc.identifierVan Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authentic. London, UK: Longman.
dc.identifierUniversidad de Vigo (2007). Modelos de motivación académica: Una visión panorámica. REME (10)25. Retrieved from http://reme.uji.es/articulos/numero25/article1/article1.pdf.
dc.identifierWarschauer, M. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, (3)1, 27-33. Retrieved from http://iteslj.org/Articles/WarschauerInternet.html
dc.identifierWilliam. M., & Burder, R. (1997). Psychology for language teachers. Cambridge, UK: Cambridge University Press
dc.identifierWilliam M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top.
dc.identifierWilliam M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top.
dc.identifierhttp://hdl.handle.net/10818/17885
dc.identifier261195
dc.identifierTE07707
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3477825
dc.description.abstractThe Colombian Ministry of Education demands effective results in improving language levels to strengthen students’ communication skills in its “Programa de Fortalecimiento en Lengua Extranjera”, however teacher-researchers have confronted many problems during the process of facilitating the learning of English as a foreign language, particularly situations regarding the learners’ motivation towards the language, one of the most influential factors in any language learning process. For this reason, the study “Integrating Content and Language to increase motivation and foster self-direction in language learning” aims at improving student motivation in the foreign language learning by integrating content and language. This research project is also an attempt to foster self-directed language learning by implementing some strategies such as setting learning goals and collaborative work.
dc.languageeng
dc.publisherUniversidad de La Sabana
dc.publisherMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisherDepartamento de Lenguas y Culturas Extranjeras
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsopenAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés básico -- Colombia
dc.subjectInglés -- Semántica
dc.subjectInglés -- Enseñanza -- Colombia
dc.titleIntegrating Content and Language to increase motivation and foster self-direction in language learning
dc.typemasterThesis


Este ítem pertenece a la siguiente institución