Teaching Learners to set smart goals to increase their self-efficacy

masterThesis

Fecha

2013-08-23

Registro en:

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http://hdl.handle.net/10818/8239

160280

TE06058

Autor

Rubin, Joan

Institución

Universidad de la Sabana (Colombia)

Resumen

Esta investigación se realizó con tres grupos diferentes de alumnos, veinticinco (25) estudiantes de cuarto grado, diecinueve (19) estudiantes de noveno grado y treinta (30) estudiantes de undécimo grado, quienes estudiaron en un ambiente de aprendizaje presencial, en una escuela privada y dos escuelas públicas en diferentes escenarios de Colombia. El objetivo de esta investigación fue analizar sí al enseñar a los estudiantes a fijar metas específicas, medibles, alcanzables, relevantes y oportunas aumentaría su autoeficacia. Dada la carencia de autoeficacia en los estudiantes al interactuar, esta investigación ofrece una nueva alternativa pedagógica a través de la implementación de dos estrategias de aprendizaje: establecimiento de metas y el análisis de tareas en conversaciones cortas. Estas estrategias jugaron un rol significativo en la interacción de los estudiantes y lideraron el incremento de su autoeficacia y motivación para aprender una segunda lengua. Los resultados indicaron que aprendiendo a fijar metas específicas, medibles, alcanzables, relevantes y oportunas afectó positivamente la autoeficacia de los alumnos. Los estudiantes desarrollaron conocimiento del proceso de aprendizaje de la lengua a través del uso de la estructura de diálogos (saludos, conversaciones interesantes, temas de interés y cierres) interactuando no sólo dentro del aula de clase sino también fuera de ella. Adicionalmente, los estudiantes respondieron de forma muy positiva al aprendizaje auto dirigido.

Materias

Aprendizaje supervisado (aprendizaje automático) - Investigaciones

Autoeducación - Investigaciones

Métodos de estudio - Investigaciones

Segundas lenguas - Enseñanza - Investigaciones

Ingles -- Enseñanza

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