Four collaborative strategies to foster self-directed learning and motivation in A1 students

masterThesis

Fecha

2017-11-08

Registro en:

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children’s Aspirations and Career Trajectories. Child Development, 72(1), 187–206. Retrieved from http://www.jstor.org/stable/1132479

Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. Retrieved from https://search.proquest.com/docview/217733987?accountid=45375

Bernaus, M., & Gardner, R. C. (2008). Teacher Motivation Strategies, Student Perceptions,Student Motivation, and English Achievement. The Modern Language Journal, 92(3), 387–401. Retrieved from http://www.jstor.org/stable/25173065

Black, B. M., & Henig, C. B. (2005). Best Practices: Self-Directed Learning: A Strategy for Teaching. The Journal of Continuing Higher Education, 53(3), 22–27. https://doi.org/10.1080/07377366.2005.10400077

Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. Washington, DC: George Washington Press.

Brockett Ralph G., & Roger Hiemstra. (1991). Brockett and Hiemstra: A conceptual framework for understanding self-direction in adult learning. Retrieved March 25, 2017, from http://www.infed.org/archives/e-texts/hiemstra_self_direction.htm

Brown, D. (2004). Language assessment: Principles and classroom practice. White Plains, NY: Pearson.

Bryant, A. 1953-ed, & Charmaz, K. 1939-ed (Eds.). (2010). The SAGE handbook of grounded theory / editado por Antony Bryant, Kathy Charmaz. Grounded theory. London: London?: SAGE.

Burke, W. W. (Wyatt W., Lake, D. G., & Paine, J. W. (2009). Organization change?: a comprehensive reader. Jossey-Bass.

Burns, A. (2013). Innovation through. In K. Hyland & L. L. C. Wong (Eds.), Innovation and change in English language education (p. 16). Abingdon, UK: Routledge.

Busse, V., & Walter, C. (2013). Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. The Modern Language Journal, 97(2), 435–456. Retrieved from http://www.jstor.org/stable/43651648

Candy, P. C. (1991). Self-direction for lifelong learning?: a comprehensive guide to theory and practice. Jossey-Bass.

Centeno, E., Montenegro, G., Montes, S., & Rodriguez, C. (2013). Collaborative learning teams?: a strategy to foster self-directed language learning in a1 colombian students / Esmith Centeno Moncada ... [et al.]. (G. M. Montenegro, S. M. Montes, C. Rodríguez, & C. L. dir Acero, Eds.). Chía?: Universidad de La Sabana, Chía.

Chamot, A. U., & Robbins, J. (2006). Helping struggling students become good language learners. National Capital Language Resource Center. Available Online: Http://nclrc. Org. Retrieved from http://www.apsva.us/cms/lib2/va01000586/centricity/domain/15/strategicplan11-17_web.pdf

Corbin, J. M. (2008). Basics of Qualitative Research?: techniques and procedures for developing grounded theory / Juliet Corbin, Anselm Strauss. (A. Strauss, Ed.) (3rd ed. .). Los Angeles: Los Angeles?: Sage.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

Dale, P. M., Ballotti, D., Handa, S., & Zitch, T. (1997). An approach to teaching problem solving in the classroom. College Student Journal, 31, 76–79.

Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Chicago: Aldine.

Denzin, N. K., & Lincoln, Y. S. (2003). Collecting and interpreting qualitative materials. Sage. Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: Cambridge University Press.

Dörnyei, Z., & Clément, R. (2001). Motivational Characteristics of Learning Different Target Languages: Results of a Nationwide Survey. Motivation and Second Language Acquisition (Technical Report #23), (2001), 399–432.

Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43–69. Retrieved from http://eprints.nottingham.ac.uk/39/

Do¨rnyei, Z., & Ushioda, E. (2013). Teaching and Researching. London and New York: Taylor and Francis. Retrieved from https://books.google.co.uk/books?hl=es&lr=&id=EaIuAgAAQBAJ&oi=fnd&pg=PP1&ots=Jxbetyo0fT&sig=AeKyUsnanufxlguWMTGWfqVOJWk#v=onepage&q&f=false

Du, F. (2013). Student Perspectives of Self-Directed Language Learning?: Implications for Teaching and Research Student Perspectives of Self-Directed Language Learning?: Implications for. International Journal for the Scholarship of Teaching and Learning, 7(2).

Ellis, R. (2006). The study of second language acquisition / Rod Ellis. Oxford: Oxford?: Oxford University Press.

Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford?: Oxford University Press.

Facione, P. A. (2011). Think critically. Englewood Cliffs, NJ: Pearson. Facione, P. A., & Facione, N. C. (2007). Talking Critical Thinking. Change: The Magazine of Higher Learning, 39(2), 38–45. https://doi.org/10.3200/CHNG.39.2.38-45

Finlay, L. (2002). “Outing” the Researcher: The Provenance, Process, and Practice of Reflexivity. Qualitative Health Research, 12(4), 531–545. https://doi.org/10.1177/104973202129120052

Gardner, R. C. (2005). Integrative Motivation and Second Language Acquisition. In A joint plenary address (pp. 1–22). London, Canada. https://doi.org/10.1017/CBO9781107415324.004

Garrison, D. (1997). Self-directed learning: Toward a Comprehensive Model. Adult Education Quarterly, 48(1), 18.

Gibbons, M. 1931-. (2002). The self-directed learning handbook : challenging adolescent students to excel / Maurice Gibbons. San Francisco: San Francisco : Jossey-Bass.

Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1). https://doi.org/10.21061/jte.v7i1.a.2

Gorard, S., Roberts, K., & Taylor, C. (2004). What Kind of Creature Is a Design Experiment? British Educational Research Journal, 30(4), 577–590. Retrieved from http://www.jstor.org/stable/1502177

Greenbank, P. (2003). The role of values in educational research: the case for reflexivity. British Educational Research Journal, 29(6), 791–801. https://doi.org/10.1080/0141192032000137303

Hernandez, A. J., & Caicedo, F. (2015). Scaffolding-based collaborative learning teams (SBCLT), the strategy to engage students in self-direction and learner-centered classrooms / Aura Janneth Hernandez Uribe y Francely Caicedo Vera. (F. Caicedo Vera & J. dir Sylvester Mcdougald, Eds.). Chía : Universidad de La Sabana, Chía

Holloway, I., & Todres, L. (2003). The Status of Method: Flexibility, Consistency and Coherence. Qualitative Research, 3(3), 345–357. https://doi.org/10.1177/1468794103033004

Imai, Y. (2010). Emotions in SLA: New Insights From Collaborative Learning for an EFL Classroom. The Modern Language Journal, 94(2), 278–292. Retrieved from http://www.jstor.org/stable/40856131

Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4), 297–325. https://doi.org/10.1007/s11031-006-9019-8

acobs, G. M., & Ward, C. (2000). ERIC - Analysing Student-Student Interaction from Cooperative Learning and Systematic Functional Perspectives., Electronic Journal of Science Education, 2000-Jun. Retrieved March 26, 2017, from https://eric.ed.gov/?id=ED444356

Jarvenoja, H., & Jarvela, S. (2009). Emotion Control in Collaborative Learning Situations: Do Students Regulate Emotions Evoked by Social Challenges? British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811

Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365– 379. https://doi.org/10.3102/0013189X09339057

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal of Excellence in College Teaching, 25, 85–118. https://doi.org/10.1080/19397030902947041

Johnson, D. W., Johnson, R. T., Smith, K. A., & Smith, K. (2013). Cooperative Learning: Improving University Instruction By Basing Practice On Validated Theory. Retrieved from http://personal.cege.umn.edu/~smith/docs/Johnson-Johnson-Smith-Cooperative_LearningJECT-Small_Group_Learning-draft.pdf

Jones, M. G., & Brader-Araje, L. (2000). The Impact of Constructivism on Education: Language, Discourse, and Meaning Printer-friendly PDF version, 5(3). Retrieved from http://acjournal.org/journal/vol5/iss3/special/jones.pdf

Knowles, M. S. (Malcolm S. (1975). Self-directed learning : a guide for learners and teachers. Association Press.

Lambert, N. M., & McCombs, B. L. (1998). How students learn : reforming schools through learner-centered education. American Psychological Association. Retrieved from http://www.apa.org/pubs/books/4316980.aspx

Loaiza, J. (2014). The self-directedness, metacognitive awareness, self-efficacy beliefs, and grammatical competence of college students studying Spanish. ProQuest Dissertations Publishing.

Lowry, C. M. (1989). Supporting and facilitating selfdirected learning. Adult, Career and Vocational Education.

Macaro, E. (1997). Target language, collaborative learning and autonomy / Ernesto Macaro. Clevedon [England]: Clevedon England : Multilingual Matters

Macaro, E. (2006). Strategies for Language Learning and for Language Use: Revising the Theoretical Framework. The Modern Language Journal, 90(3), 320–337. Retrieved from http://www.jstor.org/stable/3876831

Marzano, R. J. (2003). What works in schools : translating research into action. Association for Supervision and Curriculum Development

Mayring, P. (2007). On Generalization in Qualitatively Oriented Research. Forum : Qualitative Social Research, 8(3). Retrieved from https://search.proquest.com/docview/869241257?accountid=45375

McNamara, C. (1999). General guidelines for conducting interviews. Minnesota.

Molina, Z. (2013). Collaborative Learning and Autonomy in EFL University Students / Zaida Carolina Molina Farfán. Chía : Universidad de La Sabana, Chía. Retrieved from http://intellectum.unisabana.edu.co/bitstream/handle/10818/9300/Zaida Carolina Molina Farfán %28TESIS%29.pdf?sequence=1&isAllowed=y

Murphy, P. K., & Alexander, P. A. (2000). A Motivated Exploration of Motivation Terminology. Contemporary Educational Psychology, 25(1), 3–53. https://doi.org/10.1006/ceps.1999.1019

Neamatollahi, F. (2016). Self-Regulated Learning Strategies and Iranian EFL Learners´ Autonomy- ProQuest. Modern Journal of Language Teaching Methods, 257–268. Retrieved from http://search.proquest.com.ez.unisabana.edu.co/docview/1875057017/ECFA631D8C4F4B0 9PQ/1?accountid=45375#

Nunan, D. (1992). Collaborative language learning and teaching. Cambridge University Press.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research : a comprehensive guide. Heinle, Cengage Learning.

Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. Learning Styles & Strategies. Retrieved from http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Panitz, T. (1996). A Definition of Collaboration versus Collaborative Learning. Retrieved March 26, 2017, from http://www.psy.gla.ac.uk/~steve/pr/ted.html

Pascarella, E. T. (2005). How college affects students / Ernest T. Pascarella y Patrick T. Terenzini. (P. T. Terenzini, Ed.). United States: United States: John Wiley & Sons.

Qiaoyan. (2012). Promoting a Self-Directed Interactive Model of Teaching and Learning in a Chinese Rural Secondary School. Scientia Paedagogica Experimentalis, 1–2. Retrieved from https://biblio.ugent.be/publication/6869588/file/6869589.pdf

Reed, Z. A. (2014). Collaborative Learning in the Classroom. Center for Faculty Excellence, (West point, NY.). Retrieved from http://www.westpoint.edu/cfe/Literature/Reed_14.pdf

Richards, J. C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press. Retrieved from https://www.researchgate.net/profile/Jack_Richards4/publication/242720833_Communicati ve_Language_Teaching_Today/links/5580c02808aea3d7096e4ddb.pdf

Rubin, H. (2002). Collaborative leadership. Development effective partnerships for communities and schools. Thousand Oaks, CA: Corwin Press

Rubin, J. (2003). Diary writing as a process: simple, useful, powerful., Guidelines(RELC, Singapore).

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, 69(2), 180–190. https://doi.org/10.1037/0022-0663.69.2.180

Swain, M. (2000). The output hyphotesis and beyond: Mediating acquisition through collaborative dialogue, Socio cult, 97,114.

Vigotsky, L. (1978). Interaction between learning and development. Cambridge.MA: Harvard.

Walker, B., & Haslett, T. (2002). Action Research in Management—Ethical Dilemmas. Systemic Practice and Action Research, 15(6), 523–533. https://doi.org/10.1023/A:1021016821198

Wentzel, K. R., & Wigfield, A. (1998). Academic and Social Motivational Influences on Students’ Academic Performance. Educational Psychology Review, 10(2), 155–175. Retrieved from http://www.jstor.org/stable/23359423

Woods, D., & Chen, K. (2011). Evaluation Techniques For Cooperative Learning. International Journal of Management and Information

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

http://hdl.handle.net/10818/31931

266886

TE09356

http://repositorioslatinoamericanos.uchile.cl/handle/2250/3482079

Autor

Álvarez Ayure, Claudia Patricia

Institución

Universidad de la Sabana (Colombia)

Resumen

La implementación de estrategias de aprendizaje colaborativo para fomentar el aprendizaje autodirigido en el contexto de estudiantes de inglés como lengua extranjera representa beneficios al nivel de alumnos que se tornan motivados para asumir parte activa de su propio proceso de aprendizaje. De este modo, esta investigación-acción implementó cuatro estrategias de aprendizaje colaborativo para fomentar aprendizaje autodirigido e incrementar la motivación hacia el aprendizaje en un grupo de 15 estudiantes de Inglés de un colegio público en Bogotá. Cuestionarios de diagnóstico, diarios de los estudiantes, diario del docente y entrevistas fueron los instrumentos utilizados para recolectar información con el fin de explorar y evaluar las estrategias colaborativas propuestas para mejorar sus problemas de aprendizaje. Hallazgos revelaron que la mayoría de estudiantes adoptó comportamientos autónomos y actitudes motivantes hacia el aprendizaje. Las estrategias colaborativas también fomentaron un compromiso positivo entre los estudiantes y su responsabilidad para efectuar asignaciones en el salón de clase. Además, en relación con la autodirección, los estudiantes tomaron confianza para trabajar por su cuenta, establecer sus objetivos de aprendizaje y asumir un mayor nivel de conciencia.

Materias

Aprendizaje

Autoeducación

Lenguaje y lenguas

Personalidad y motivación

Mostrar el registro completo del ítem