Implementing peer tutoring to foster spoken fluency in computer-mediated tasks

dc.contributorCarreño Bolívar, Laura Lucía
dc.date.accessioned2017-05-05T17:49:10Z
dc.date.accessioned2022-09-23T14:34:16Z
dc.date.available2017-05-05T17:49:10Z
dc.date.available2022-09-23T14:34:16Z
dc.date.created2017-05-05T17:49:10Z
dc.date.issued2017-05-05
dc.identifierAriza, A. (2003). From strength to weaknesses: Guiding students in their development of oral skills. Profile Issues in Teachers’ Professional Development, 4(1), 25-38. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11227/11890
dc.identifierAriza, A., & Viáfara, J. J. (2009). Interweaving Autonomous Learning and Peer-tutoring in Coaching EFL Student-Teachers. PROFILE, 11(2), 85-104.
dc.identifierBeatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Harlow, England: Longman.
dc.identifierBenson, P., & Nunan, D. (Eds.). (2005). Learners' Stories: Difference and Diversity in Language Learning. Cambridge: Cambridge University Press
dc.identifierBreen, M.P. & Mann, S.J. 1997. Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In Autonomy and Independence in Language Learning, P. Benson & P. Voller (eds), 132–149. Harlow: Addison Wesley Longman.
dc.identifierBurns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. New York: Routledge.
dc.identifierCaicedo, O. (2016). The effects of peer-correction and peer-assessment on students’ spoken fluency (Universidad de La Sabana, Chía, Colombia).
dc.identifierCardozo-Ortiz, C. E. (2011). Peer tutoring as an educational strategy in college. Educación y Educadores, 14(2), 309-325. doi:10.5294/edu.2011.14.2.4
dc.identifierCarreño, L. (2014). Collaborating and interacting: Walking together towards our learning community. Colombian Applied Linguistics Journal, 16(2),213-232.
dc.identifierCastiblanco, K. (2014). Enhancing Oral Fluency Through Task-Fluency Discussions in Second Life. (Master's thesis, Universidad de La Sabana, Chía, Colombia).
dc.identifierCharmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage.
dc.identifierCohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education (6th Ed.). New York, NY: Routledge Francis & Taylor Group.
dc.identifierContreras, K. (2013). Enhancing Fluency in Speaking Through the Use of Collaborative and Self- Directed Speaking Tasks. (Master's thesis, Universidad de La Sabana, Chía, Colombia).
dc.identifierCorbin, J., & Strauss, A. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (4th ed.). LA: SAGE Publications, Inc.
dc.identifierCouncil of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.
dc.identifierCreswell, J. (2012). Educational Research - Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education.
dc.identifierCunningham, I., Dawes, G., & Bennett, B. (2004). The handbook of work based learning. Aldershot, Hants, England: Gower.
dc.identifierDavies, P. (2000). Computerized peer assessment. Innovations in Education and Training International, 37, 346–55.
dc.identifierDerrick, D. (2015). Engaging students as tutors, trainers, and leaders. English Teaching Forum, 53(2), 12-20. Retrieved from americanenglish.state.gov/english-teaching-forum
dc.identifierDick, B. (2002). Action research: action and research [Online]. Available at http://www.aral.com.au/resources/aandr.html
dc.identifierDoman, E., & Bidal, J. (2016). Departing from tradition: innovations in English language teaching and learning. Newcastle upon Tyne, UK: Cambridge Scholars Publishing
dc.identifierDörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates
dc.identifierEllis, R. (2003). Task-based language learning and teaching. Oxford, U.K.: Oxford University Press
dc.identifierEllis, R. (2006). The Methodology of Task-Based Teaching. Asian EFL Journal, 8(3), 19-45.
dc.identifierEvans, M. J., & Moore, J. S. (2013). Peer tutoring with the aid of the Internet. British Journal of Educational Technology, 44(1), 144-155. doi:10.1111/j.1467-8535.2011.01280.x
dc.identifierGarringer, M., & McRae, P. (2008). Building effective peer mentoring programs in schools: an introductory guide. Folsom, CA: Mentoring Resource Center
dc.identifierGatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61(3), 325-353.
dc.identifierGillespie, P., & Lerner, N. (2008). The Longman guide to peer tutoring (2nd ed.). New York: Pearson Longman.
dc.identifierGiven, L. M. (Ed.). (2008). The Sage Encyclopedia of Qualitative Research Methods (Vol. 2). Los Angeles: Sage
dc.identifierGordon, E. E. (2005). Peer Tutoring: A Teacher's Resource Guide. Lanham, Maryland: Scarecrow Education.
dc.identifierGraham, C. R. (2002). Factors for effective learning groups in face-to-face and virtual environments. Quarterly Review of Distance Education, 3, 307–319.
dc.identifierGuo, & Möllering. (2016). The implementation of task-based teaching in an online Chinese class through web conferencing. System, 62, 26-38.
dc.identifierHarden, T., Witte, A., & Köhler, D. (Eds.). (2006). The Concept of Progression in the Teaching and Learning of Foreign Languages. Bern: Lang.
dc.identifierHarper, G. F., & Maheady, L. (2007). Peer-mediated teaching and students with learning disabilities. Intervention in School and Clinic, 43(2), 101-107. doi:10.1177/10534512070430020101
dc.identifierHess, N. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.
dc.identifierHetzel, J., & Soto-Hinman, I. (2009). Literacy Gaps, The: Bridge-Building Strategies for English Language Learners and Standard English Learners. Thousand Oaks, CA: Corwin Press
dc.identifierHilton, H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language Learning Journal, 36(2), 153-166. doi:10.1080/09571730802389983
dc.identifierHinkel, E. (Ed.). (2017). Handbook of Research in Second Language Teaching and Learning (Vol. 3). NY: Routledge.
dc.identifierHurd, S., & Lewis, T. (2008). Language learning strategies in independent settings. Bristol, UK: Multilingual Matters.
dc.identifierJackson, S. L. (2008). Research methods: a modular approach. Belmont, CA: Thomson Wadsworth.
dc.identifierJarvis, M. (2005). The Psychology of Effective Learning and Teaching. Cheltenham: Nelson Thornes.
dc.identifierJones, A. (Ed.). (2013). Overcoming Language Barriers: How Teachers Can Help Dialect Speakers Succeed. Bloomington: AuthorHouse
dc.identifierJones, L. (2007). The Student-Centered Classroom. Cambridge: Cambridge University Press.
dc.identifierJong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(05), 893-916. doi:10.1017/s0142716412000069
dc.identifierKangli, J. (2014). Effects of a Task-Based Approach to Public Speaking Instruction. Chinese Journal of Applied Linguistics, 37(1), 21-32. doi:10.1515/cjal-2014-0002
dc.identifierKoshy, V. (2005). Action Research for Improving Practice: a practical guide. London: Paul Chapman Publishing
dc.identifierLennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 25-42). Michigan: The University of Michigan Press.
dc.identifierLeonard, K. R. (2015) Speaking fluency and study abroad: what factors are related to fluency development? PhD (Doctor of Philosophy) thesis, University of Iowa. http://ir.uiowa.edu/etd/1676.
dc.identifierLong, M. H., & Doughty, C. (2009). The handbook of language teaching. Chichester, U.K.: Wiley-Blackwell.
dc.identifierMastropieri, M. A., Scruggs, T. E., & Berkeley, S. (2010). Peers helping peers. In M. Scherer (Ed.), Keeping the whole child healthy and safe: Reflections on best practice in learning, teaching and leadership, 150 – 159. Alexandria, VA: ACSD
dc.identifierMcCarthy, M. (2010). Spoken fluency revisited. English Profile Journal, 1(1), 1-15.
dc.identifierMcLuckie, J. & Topping K. J. (2004). Transferable skills for online peer learning. Assessment & Evaluation in Higher Education, 29(5), 563-584. doi:10.1080/02602930410001689144
dc.identifierMcMahan, K. (1998). Effective Communication and Information Sharing. Retrieved September 2nd, 2011 from http://web.archive.org/web/20010807034249/http:/www.bizresources.com/learning/evt.ht ml
dc.identifierMinisterio de Educación Nacional, MEN (1999). Lineamientos Curriculares: Idiomas Extranjeros. Retrieved from http://www.mineducacion.gov.co/1621/articles89869_archivo_pdf4.pdf
dc.identifierMinisterio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende. Bogotá.
dc.identifierMinisterio de Educación Nacional, MEN (2016). Derechos Básicos de Aprendizaje: inglés grados 6º a 11º. Todos por un nuevo país. Bogotá.
dc.identifierMitchell, D. R. (Ed.). (2004). Special Educational Needs and Inclusive Education: Assessment and Teaching Strategies (Vol. 3). London: RoutledgeFalmer.
dc.identifierNakata, Y. (2006). Motivation and Experience in Foreign Language Learning. Bern: Peter Lang.
dc.identifierNation, I.S.P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1- 12.
dc.identifierNational Education Association. 2014. Research spotlight on peer tutoring: NEA reviews of the research on best practices in education. Washington, DC: National Education Association. www.nea.org/tools/35542.htm
dc.identifierNieto-Cruz, M. C., Cortés-Cárdenas, L., Cárdenas-Beltrán, M. L. (2013). La tutoría académica en lenguas extranjeras: expectativas y realidades. Educ. Educ. 16(3), 472-500.
dc.identifierNunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
dc.identifierNunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
dc.identifierOxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. IRAL, 41(4), 271-278. doi:10.1515/iral.2003.012
dc.identifierPatton, M. Q. (2015). Qualitative Research & Evaluation Methods (4th ed.). Thousand Oaks, CA: Sage.
dc.identifierPerez, L. (Ed.). (2003). Speaking in Tongues: Language Across Contexts and Users. Valencia: GUADA Impressors.
dc.identifierPhelps, R. (2007). Partners in learning: a peer tutoring program (Master's thesis, University of Wisconsin, River Falls).
dc.identifierProvenzo, E. F., Brett, A., & McCloskey, G. N. (2005). Computers, Curriculum, and Cultural Change: An Introduction for Teachers (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates
dc.identifierRoberts, M. (2007). Teaching in the multilevel classroom. Pearson Education Inc. 1-4. Retrieved from http://www.pearsonlongman.com/ae/download/adulted/multilevel_monograph.pdf
dc.identifierRobinson, P. J. (2011a). Task-based language learning. Malden, MA: Wiley-Blackwell.
dc.identifierRobinson, P. J. (Ed.). (2011b). Second language task complexity: researching the cognition hypothesis of language learning and performance. Amsterdam: John Benjamins Pub. Co.
dc.identifierRohani, S. (2013). Positive versus negative communication strategies in task-based learning. TEFLIN Journal, 24(2), 158-179
dc.identifierRyan, J. B., Reid, R., & Epstein, M. H. (2004). Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD: A Review. Remedial and Special Education, 25(6), 330-341. doi:10.1177/07419325040250060101
dc.identifierSánchez, D. K. (2012). The effects of self-monitoring and self-reflection in A1 adult learners in an English blended learning environment (Master's thesis, Universidad de La Sabana, Chía, Colombia).
dc.identifierSegalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.
dc.identifierSharan, S., & Shachar, H. (1988). Language and learning in the cooperative classroom. New York: Springer
dc.identifierSpencer, V. G. (2006). Peer tutoring and students with emotional or behavioral disorders: A review of the literature. Behavioral Disorders, 31, 204-223
dc.identifierTiwari, M. (2014). Peer tutoring: a step forward towards inclusion. Educationia Confab, 3(7), 10-17. Retrieved from http://www.confabjournals.com/confabjournals/images/1472014931222.pdf
dc.identifierTolosa, C., Ordóñez, C. L., & Alfonso, T. (2015). Online peer feedback between Colombian and New Zealand FL beginners: A comparison and lessons learned. PROFILE Issues in Teachers’ Professional Development, 17(1), 73-86. http://dx.doi. org/10.15446/profile.v17n1.41858.
dc.identifierTopping, K. J. (2001). Peer-assisted learning: a practical guide for teachers. Newton, MA.: Brookline Books.
dc.identifierTopping, K. J., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective Peer Learning: From Principles to Practical Implementation. New York: Routledge.
dc.identifierUsma, D. A. (2015). L2 Spoken Fluency through Interactional Tasks (Master's thesis, Universidad de La Sabana, Chía, Colombia)
dc.identifierUsuki, M. (2007). Autonomy in Language Learning: Japanese Students' Exploratory Analysis. Nagoya: Sankeisha.
dc.identifierViáfara, J. J. (2014). EFL student teachers’ learning in a peer-tutoring research study group. Colombian Applied Linguistics Journal, 16(2), 201-212
dc.identifierVincent, S. (Ed.). (1999). The multigrade classroom: a resource handbook for small, rural schools. Portland, Or.: Northwest Regional Educational Laboratory
dc.identifierWengraf, T. (2001). Qualitative research interviewing: biographic narrative and semi-structured methods. London: SAGE
dc.identifierWest, C. (2011). Action Research as a Professional Development Activity. Arts education policy review, 112, 89-94. doi: 10.1080/10632913.2011.546697
dc.identifierWillis, D. (2003). Rules, Patterns and Words: Grammar and Lexis in English Language Teaching. Cambridge: Cambridge University Press
dc.identifierWills, D., & Wills, J. (2007). Doing Task-based Teaching. Oxford: University Press.
dc.identifierhttp://hdl.handle.net/10818/30286
dc.identifier264384
dc.identifierTE09069
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3480892
dc.description.abstractDoce estudiantes de 14 a 15 años de edad participaron en esta investigación. Ellos mostraron dificultad para hablar con fluidez en inglés además de diferentes niveles de competencia, ya que la mayoría de ellos clasificó en A1 o menos y otros A2. Por lo tanto, se buscó una solución para proporcionar a los estudiantes un espacio adicional para interactuar y desarrollar sus habilidades en la lengua inglesa. Las diferencias entre los estudiantes fueron el punto de partida de esta investigación y, en consecuencia, la tutoría entre pares fue la estrategia propuesta. Estudios previos confirman los beneficios de colaborar en grupos pequeños. Los tutores aprenden enseñando mientras que los pupilos reciben más tiempo de enseñanza casi personalizada. Junto con esta estrategia, las tareas orales y la enseñanza mediada por computador condujeron esta intervención. Los datos de diarios de aprendizaje, videos, rúbrica para evaluar fluidez oral y una entrevista semiestructurada mostraron la efectividad de esta investigación. Los resultados sugieren que los aprendices aumentaron la confianza en sí mismos, la fluidez oral, y mejoraron los resultados de las tareas. Algunos de estos resultados también se encuentran en investigaciones locales e internacionales. Lo que añade este trabajo es el uso de computadores como una herramienta para la interacción estudiante-estudiante a distancia, así como el mejoramiento de la fluidez oral de los estudiantes de secundaria.
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 -- Enseñanza con ayuda de computadores
dc.subjectAdquisición de segundo lenguaje
dc.subjectInteracción hombre-computador
dc.titleImplementing peer tutoring to foster spoken fluency in computer-mediated tasks
dc.typemasterThesis


Este ítem pertenece a la siguiente institución