Problem-Based Learning to Foster Persuasive Writing: A Study with Pre-Service Teachers of English

dc.contributorLópez Pinzón, Margarita Maria
dc.creatorAlfonso Bermúdez, Lina Marcela
dc.date2021-08-24T14:44:06Z
dc.date2021-08-24T14:44:06Z
dc.date2021-08-23
dc.date.accessioned2023-09-06T18:24:01Z
dc.date.available2023-09-06T18:24:01Z
dc.identifierhttps://repositorio.ucaldas.edu.co/handle/ucaldas/17033
dc.identifierUniversidad de Caldas
dc.identifierRepositorio institucional Universidad de Caldas
dc.identifierhttps://repositorio.ucaldas.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8696721
dc.descriptionIlustraciones, graficas, fotografías
dc.descriptioneng: This investigation explores Problem -Based Learning as a model to promote persuasive writing. The purpose was to analyze how pre-service English language teachers with an upper intermediate level could achieve an understanding of controversial topics, and proposed, in writing, contextualized and well-structured solutions. The data gathered to identify the problem suggest that there are areas for continued development in writing. During the diagnostic stage, it was identified that participants did well in summarizing, analyzing, and interpreting but required guidance and practice in taking a stand, and having their academic voices heard. The study adopted an action research methodology which implied the design of workshops to appraise its appropriateness and give an account of the processes and outcomes evidenced in participants’ written products. The pedagogical intervention consisted on the implementation of six workshops based on issues related to the participants’ context. Then, Problem-based learning was selected as the approach to enhance persuasive writing since it uses issues for the analysis, integration, and adaptation of new knowledge, and it provides different types of instruction that help students develop their communicative skills (Barrows, 1996). This action stage was evaluated through different instruments such as a teacher’s journal, a self-assessment form, and a persuasive writing rubric to measure some strategies. The main findings of this study displayed positive results in terms of students’ effective writing performance, effectiveness of the use of Problem-Based Learning, and participants’ positive perceptions towards writing. Additionally, learners acquired pre-writing and writing strategies that contributed to improve their writing performance.
dc.descriptionspa: Esta investigación explora el Aprendizaje Basado en Problemas como un modelo para promover la escritura persuasiva. El propósito de este estudio es analizar la manera como profesores en formación con un nivel superior-intermedio de inglés pueden alcanzar un entendimiento de temas controversiales y proponer soluciones escritas, contextualizadas y bien estructuradas. La información obtenida para identificar el problema sugiere que existen áreas de desarrollo continuo en escritura. Durante la fase diagnóstica, se identificó que los participantes se desempeñaban bien resumiendo, analizando, e interpretando información, pero requerían orientación y práctica para tomar una posición y hacer que sus voces académicas fuesen escuchadas. El estudio adoptó la metodología de investigación acción, la cual implicaba diseñar talleres para evaluar su conveniencia y dar cuenta de los procesos y resultados evidenciados en los productos escritos de los participantes. La intervención pedagógica consistió en la implementación de seis talleres basados en problemas relacionados con el contexto de los participantes. Port al motivo, el Aprendizaje Basado en Problemas fue la metodología seleccionada para promover la escritura persuasiva debido a que se adoptan problemáticas para el análisis, integración, y adaptación de nuevo conocimiento, y provee diferentes tipos de instrucción que ayuda a los estudiantes a desarrollar sus habilidades de competencia comunicativa (Barrows, 1996). La fase de acción fue evaluada a través de diferentes instrumentos tales como un diario docente, un formato de autoevaluación, y una rúbrica de escritura persuasiva. Los hallazgos más importantes de este estudio demuestran resultados positivos en términos del desempeño efectivo en escritura, efectividad en la implementación del Aprendizaje Basado en Problemas, y en las percepciones positivas de los participantes en cuanto a la escritura. Adicionalmente, los aprendices adquirieron estrategias que contribuyeron a mejorar su desempeño escrito.
dc.descriptionAbstract/ Resumen/ Introduction/ Chapter I. Research Problem / 1.1 Purpose of the research / 1.2 Description of the Context and setting/ 1.3. Description of the Problem/ 1.4 Research Question and Objectives/ Chapter II. Literature Review / 2.1 Theoretical framework/ 2.1. 1. Problem-Based Learning / 2.1.2. Features of Problem-Based Learning/ 2.1.3. Problem-Based Learning and language instruction / 2.1.4. Teacher’s and students’ role in Problem-Based Learning / 2.2 Persuasive writing skills / 2.2.1. Persuasive writing skills and EFL learning / 2.2.2 The six traits of writing/ 2.3 Research on PBL and Language / Chapter III. Research Methodology/3.1 Type of study / 3.2 Participants/ 3.3 Instruments/Chapter IV. Phases of the Study / 4.1 Diagnostic stage / 4.1.2 Data triangulation in the diagnostic stage / 4.2 Instructional design/ 4.3 Action Stage / 4.3.1. Overview of the workshops/ 4.4 Evaluation stage / 4.4.1 Phase One/ 4.4.2 Phase two / 4.4.3 Phase three / 4.4.4 Triangulation of categories in the evaluation stage / Chapter V. Findings/Chapter VI. Conclusions, Pedagogical Implications, Limitations, and Questions for Further Research/ 6. 1. Conclusions/6.2 Limitations/6.3 Further research / References/ Appendixes / Appendix 1: Teacher's journal / Appendix 2: External observation / Appendix 3: Writing perceptions survey / Appendix 4: Workshops and worksheets /Appendix 5: Teacher's journal format / Appendix 6: Persuasive writing rubric /Appendix 7: Self-assessment form .
dc.descriptionMaestría
dc.descriptionMagister en Didáctica del Inglés - Manizales
dc.descriptionMetodologías y estrategias para el aprendizaje del inglés
dc.formatapplication/pdf
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dc.languageeng
dc.languagespa
dc.publisherFacultad de Artes y Humanidades
dc.publisherManizales
dc.publisherMaestría en Didáctica del Inglés - Manizales
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dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectLenguas
dc.subjectEnseñanza
dc.subjectEstudio-Métodos
dc.subjectControversial topics
dc.subjectHigh order thinking
dc.subjectPersuasive writing
dc.subjectProblem-Based Learning
dc.titleProblem-Based Learning to Foster Persuasive Writing: A Study with Pre-Service Teachers of English
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeText
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typehttps://purl.org/redcol/resource_type/TM
dc.typeinfo:eu-repo/semantics/publishedVersion


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