Technology reshaping the EFL classroom

84 páginas incluye diagramas

Autores:: Prieto Sanchez, Diana Gabriela

Tipo de recurso:

Fecha de publicación:: 2015

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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network_name_str	Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv	Technology reshaping the EFL classroom
title	Technology reshaping the EFL classroom
spellingShingle	Technology reshaping the EFL classroom Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido Inglés comercial -- Colombia Lenguaje y lenguas Inglés básico
title_short	Technology reshaping the EFL classroom
title_full	Technology reshaping the EFL classroom
title_fullStr	Technology reshaping the EFL classroom
title_full_unstemmed	Technology reshaping the EFL classroom
title_sort	Technology reshaping the EFL classroom
dc.creator.fl_str_mv	Prieto Sanchez, Diana Gabriela
author	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_facet	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_role	author
dc.contributor.advisor.none.fl_str_mv	Ternent de Samper, Ana María Bryan Zambrano, Nohora Edith
dc.contributor.author.none.fl_str_mv	Prieto Sanchez, Diana Gabriela
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.subject.none.fl_str_mv	Inglés comercial -- Colombia Lenguaje y lenguas Inglés básico
topic	Inglés comercial -- Colombia Lenguaje y lenguas Inglés básico
description	84 páginas incluye diagramas
publishDate	2015
dc.date.accessioned.none.fl_str_mv	2015-11-11T21:51:44Z
dc.date.available.none.fl_str_mv	2015-11-11T21:51:44Z
dc.date.created.none.fl_str_mv	2015
dc.date.issued.none.fl_str_mv	2015-11-11
dc.type.none.fl_str_mv	masterThesis
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv	Tesis de maestría
dc.type.hasVersion.none.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175. doi:10.1016/j.iheduc.2012.01.006 Bartomolé, A., & Steffens, K. (2011). Technologies for self-regulated learning. In R, Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (Vol. 5, pp. 21-31), Rotterdam, The Netherlands: Sense Publishers Beatty, K. (2010). Teaching and researching Computer-Assisted Language Learning (2nd ed.). London, England: Pearson Education Limited. Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on selfregulated learning. In R, Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (Vol. 5, pp. 3-20), Rotterdam, The Netherlands: Sense Publishers. Benson, P. (2001). Teaching and researching learner autonomy. Harlow, Essex: Person Education Limited. Benson, P. (2007). Autonomy in language teaching. Language Teaching, 40(1), 21-40. doi: 10.1017/S0261444806003958 Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839-843. doi:10.1002/tesq.134 Blin, F. (2004) CALL and the development of learner autonomy: Towards an activity theoretical perspective. ReCALL, 16(2), 377–395. doi:10.1017/S0958344004000928 Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. doi:10.3102/0013189X034006003 Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. doi: 10.1016/j.iheduc.2015.04.007 Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco, CA: Jossey-Bass Publishers. Chapelle, C.A. (2003). English language learning and technology. Amsterdam, The Netherlands: John Benjamins Publishing Chen, C.-M, Wang, J.-Y., & Chen, Y.-C. (2014). Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Educational Technology & Society, 17 (1), 102–114. Retrieved from: http://www.jstor.org/stable/jeductechsoci.17.1.102 Ducate, L., & Arnold, N. (2011). Technology, CALL, and the net generation: Where are we headed from here?. In L. Ducate, & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 1-22). United States: CALICO Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies: Research and resources in language teaching. Harlow, UK: Pearson. Dickinson, L. (1995). Autonomy and motivation: a literature review. System, 23(2), 165- 174. doi: 10.1016/0346-251X(95)00005-5 Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms. Alexandria VA: Teachers of English to Speakers of Other Languages. Ellis, R.D. (2012). Language teaching research & language pedagogy. Malden, MA: Wiley- Blackwell EPPI-Centre (2002a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. EPPI-Centre (2003a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. EPPI-Centre (2003b) Review Guidelines for Extracting Data and Quality Assessing Primary Studies in Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London Ewell, P (2001). Accreditation and student learning outcomes: A proposed point of departure (National Center for Higher Education Management Systems Report). Retrieved from Council for Higher Education Accreditation website: http://www.chea.org/pdf/EwellSLO_Sept2001.pdf Felix, U. (2005). Analysing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning, 18(1), 1-32. doi:10.1080/09588220500132274 Fischer, G., & Scharff, E. (1998). Learning technologies in support of self-directed learning. Journal of Interactive Media in Education, 98(4), 1-32, Retrieved from: wwwjime.open.ac.uk/98/4 Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. Retrieved from http://www.researchgate.net/publication/249698827 Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 1-16). London, UK: Sage Publications Ltd. Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351-368. doi:10.1080/09588220500442632 Irie, K., & Stewart, A. (2012). Realizing autonomy: Practice and reflection in language education contexts. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Jossberger, H., Brand-Gruwel, S., Boshuizen, H., & Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training, 62(4), 415-440. doi: 10.1080/13636820.2010.523479 Khan, K.S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96, 118-121. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC539417/ Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(02), 169-18. doi: 10.1017/S0958344012000055 Lai, Ch. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers & Education,82, 74-83. doi:10.1016/j.compedu.2014.11.005 Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. doi:10.1080/09588221.2011.568417 Lamb, T. E., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam, The Netherlands: John Benjamins. Lan, Y.-J. (2013). The effect of technology-supported co-sharing on L2 vocabulary strategy development. Educational Technology & Society, 16(4), 1–16. Retrieved from: http://www.jstor.org/stable/jeductechsoci.16.4.1 Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109. Retrieved from: http://llt.msu.edu/issues/october2011/lee.pdf Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in ComputerAssisted Language Learning. Mahwah, NJ: Lawrence Erlbaum Associates. Lewis, T., & Vialleton, E. (2011). The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205-219. doi:10.1080/17501229.2011.577535 Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin, Ireland: Authentik Little, D., Ridley, J., & Ushioda, E. (Eds.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin, Ireland: Authentik Lord, G., & Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In L. Ducate, & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 441-469). United States: CALICO. Loyens, S.M.M., Magda, J., & Rikers, R.M.J.P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Education Psychology Review, 20, 411-427. doi:10.1007/s10648-008-9082-7 Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1- 43. doi:10.1017/S0261444811000395 McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from http://eric.ed.gov/?id=EJ877551 McLoughlin, C., & Lee, M.J.W. (2008). The three P’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from http://www.isetl.org/ijtlhe/ Narciss, S., Prose, A., & Koerndle, H. (2007). Promoting self-regulated learning in webbased learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006 O'Malley, J. M. and Chamot, A. V. (1990). Learning Strategies in Second Language Acquisition. London, UK: Macmillan. Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. Sprouts: Working Papers on Information Systems, 10(26), 1-49. Retrieved from http://sprouts.aisnet.org/10-26 Oxford, R. 1990. Language learning strategies: What every teacher should know. Rowley, MA: Newbory House Pemberton, R., Li, E. S. L., Or, W. W. F., & Pierson, H. D. (Eds.). (1996). Taking control: Autonomy in language learning. Hong Kong, China: Hong Kong University Press. Peters, O. (1998). Learning and teaching in distance education: Analyses and interpretations from an international perspective. London, UK: Kogan Page. Pilling-Cormick, J., & Garrison, D.R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33(2), 13-33. Retrieved from http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu/article/view/19964/15474 Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia Social and Behavioral Sciences, 112, 190-198. doi:10.1016/j.sbspro.2014.01.1155 Sha,L., Looi, C.-K, Chen, W., & Zhang, B.H. (2011). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366- 378. doi:10.1111/j.1365-2729.2011.00461.x Smith, K., & Craig, H. (2013). Enhancing the autonomous use of CALL: A new curriculum model in EFL. CALICO Journal, 30(2), 252-278. doi: 10.1558/cj.v30i2.252-278 Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf Sun, S. Y. (2014). Learner perspectives on fully online language learning. Distance education, 35(1), 18-42. doi: 10.1080/01587919.2014.891428 Torgerson, C. (2003). Systematic reviews. London, UK: Continuum. Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221-232. doi: 10.1080/17501229.2011.577536 Victor, L. (2008). Systematic reviewing in the social sciences: Outcomes and explanation. Enquire, 1(1), 32-46. Retrieved from https://www.nottingham.ac.uk/sociology/pdfs/enquire/volume-1-issue-1-victor.pdf Wenden, A. & J. Rubin. (1987). Learner strategies in language learning. Englewood Cliffs , NJ: Prentice Hall. Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909-912. doi:10.4304/jltr.1.6.909-912 Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman, & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/10818/20001
dc.identifier.local.none.fl_str_mv	176134 TE07872
identifier_str_mv	Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175. doi:10.1016/j.iheduc.2012.01.006 Bartomolé, A., & Steffens, K. (2011). Technologies for self-regulated learning. In R, Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (Vol. 5, pp. 21-31), Rotterdam, The Netherlands: Sense Publishers Beatty, K. (2010). Teaching and researching Computer-Assisted Language Learning (2nd ed.). London, England: Pearson Education Limited. Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on selfregulated learning. In R, Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (Vol. 5, pp. 3-20), Rotterdam, The Netherlands: Sense Publishers. Benson, P. (2001). Teaching and researching learner autonomy. Harlow, Essex: Person Education Limited. Benson, P. (2007). Autonomy in language teaching. Language Teaching, 40(1), 21-40. doi: 10.1017/S0261444806003958 Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839-843. doi:10.1002/tesq.134 Blin, F. (2004) CALL and the development of learner autonomy: Towards an activity theoretical perspective. ReCALL, 16(2), 377–395. doi:10.1017/S0958344004000928 Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. doi:10.3102/0013189X034006003 Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. doi: 10.1016/j.iheduc.2015.04.007 Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco, CA: Jossey-Bass Publishers. Chapelle, C.A. (2003). English language learning and technology. Amsterdam, The Netherlands: John Benjamins Publishing Chen, C.-M, Wang, J.-Y., & Chen, Y.-C. (2014). Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Educational Technology & Society, 17 (1), 102–114. Retrieved from: http://www.jstor.org/stable/jeductechsoci.17.1.102 Ducate, L., & Arnold, N. (2011). Technology, CALL, and the net generation: Where are we headed from here?. In L. Ducate, & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 1-22). United States: CALICO Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies: Research and resources in language teaching. Harlow, UK: Pearson. Dickinson, L. (1995). Autonomy and motivation: a literature review. System, 23(2), 165- 174. doi: 10.1016/0346-251X(95)00005-5 Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms. Alexandria VA: Teachers of English to Speakers of Other Languages. Ellis, R.D. (2012). Language teaching research & language pedagogy. Malden, MA: Wiley- Blackwell EPPI-Centre (2002a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. EPPI-Centre (2003a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. EPPI-Centre (2003b) Review Guidelines for Extracting Data and Quality Assessing Primary Studies in Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London Ewell, P (2001). Accreditation and student learning outcomes: A proposed point of departure (National Center for Higher Education Management Systems Report). Retrieved from Council for Higher Education Accreditation website: http://www.chea.org/pdf/EwellSLO_Sept2001.pdf Felix, U. (2005). Analysing recent CALL effectiveness research: Towards a common agenda. Computer Assisted Language Learning, 18(1), 1-32. doi:10.1080/09588220500132274 Fischer, G., & Scharff, E. (1998). Learning technologies in support of self-directed learning. Journal of Interactive Media in Education, 98(4), 1-32, Retrieved from: wwwjime.open.ac.uk/98/4 Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. Retrieved from http://www.researchgate.net/publication/249698827 Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 1-16). London, UK: Sage Publications Ltd. Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351-368. doi:10.1080/09588220500442632 Irie, K., & Stewart, A. (2012). Realizing autonomy: Practice and reflection in language education contexts. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Jossberger, H., Brand-Gruwel, S., Boshuizen, H., & Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training, 62(4), 415-440. doi: 10.1080/13636820.2010.523479 Khan, K.S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96, 118-121. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC539417/ Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(02), 169-18. doi: 10.1017/S0958344012000055 Lai, Ch. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers & Education,82, 74-83. doi:10.1016/j.compedu.2014.11.005 Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. doi:10.1080/09588221.2011.568417 Lamb, T. E., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam, The Netherlands: John Benjamins. Lan, Y.-J. (2013). The effect of technology-supported co-sharing on L2 vocabulary strategy development. Educational Technology & Society, 16(4), 1–16. Retrieved from: http://www.jstor.org/stable/jeductechsoci.16.4.1 Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109. Retrieved from: http://llt.msu.edu/issues/october2011/lee.pdf Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in ComputerAssisted Language Learning. Mahwah, NJ: Lawrence Erlbaum Associates. Lewis, T., & Vialleton, E. (2011). The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205-219. doi:10.1080/17501229.2011.577535 Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin, Ireland: Authentik Little, D., Ridley, J., & Ushioda, E. (Eds.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin, Ireland: Authentik Lord, G., & Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In L. Ducate, & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 441-469). United States: CALICO. Loyens, S.M.M., Magda, J., & Rikers, R.M.J.P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Education Psychology Review, 20, 411-427. doi:10.1007/s10648-008-9082-7 Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1- 43. doi:10.1017/S0261444811000395 McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from http://eric.ed.gov/?id=EJ877551 McLoughlin, C., & Lee, M.J.W. (2008). The three P’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from http://www.isetl.org/ijtlhe/ Narciss, S., Prose, A., & Koerndle, H. (2007). Promoting self-regulated learning in webbased learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006 O'Malley, J. M. and Chamot, A. V. (1990). Learning Strategies in Second Language Acquisition. London, UK: Macmillan. Okoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. Sprouts: Working Papers on Information Systems, 10(26), 1-49. Retrieved from http://sprouts.aisnet.org/10-26 Oxford, R. 1990. Language learning strategies: What every teacher should know. Rowley, MA: Newbory House Pemberton, R., Li, E. S. L., Or, W. W. F., & Pierson, H. D. (Eds.). (1996). Taking control: Autonomy in language learning. Hong Kong, China: Hong Kong University Press. Peters, O. (1998). Learning and teaching in distance education: Analyses and interpretations from an international perspective. London, UK: Kogan Page. Pilling-Cormick, J., & Garrison, D.R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33(2), 13-33. Retrieved from http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu/article/view/19964/15474 Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia Social and Behavioral Sciences, 112, 190-198. doi:10.1016/j.sbspro.2014.01.1155 Sha,L., Looi, C.-K, Chen, W., & Zhang, B.H. (2011). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366- 378. doi:10.1111/j.1365-2729.2011.00461.x Smith, K., & Craig, H. (2013). Enhancing the autonomous use of CALL: A new curriculum model in EFL. CALICO Journal, 30(2), 252-278. doi: 10.1558/cj.v30i2.252-278 Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdf Sun, S. Y. (2014). Learner perspectives on fully online language learning. Distance education, 35(1), 18-42. doi: 10.1080/01587919.2014.891428 Torgerson, C. (2003). Systematic reviews. London, UK: Continuum. Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221-232. doi: 10.1080/17501229.2011.577536 Victor, L. (2008). Systematic reviewing in the social sciences: Outcomes and explanation. Enquire, 1(1), 32-46. Retrieved from https://www.nottingham.ac.uk/sociology/pdfs/enquire/volume-1-issue-1-victor.pdf Wenden, A. & J. Rubin. (1987). Learner strategies in language learning. Englewood Cliffs , NJ: Prentice Hall. Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909-912. doi:10.4304/jltr.1.6.909-912 Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman, & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates. 176134 TE07872
url	http://hdl.handle.net/10818/20001
dc.language.iso.es_CO.fl_str_mv	eng
language	eng
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rights_invalid_str_mv	http://purl.org/coar/access_right/c_abf2
dc.publisher.none.fl_str_mv	Universidad de La Sabana
dc.publisher.program.none.fl_str_mv	Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.department.none.fl_str_mv	Departamento de Lenguas y Culturas Extranjeras
publisher.none.fl_str_mv	Universidad de La Sabana
dc.source.none.fl_str_mv	Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana
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spelling	Ternent de Samper, Ana MaríaBryan Zambrano, Nohora EdithPrieto Sanchez, Diana GabrielaMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido2015-11-11T21:51:44Z2015-11-11T21:51:44Z20152015-11-11Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175. doi:10.1016/j.iheduc.2012.01.006Bartomolé, A., & Steffens, K. (2011). Technologies for self-regulated learning. In R, Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments (Vol. 5, pp. 21-31), Rotterdam, The Netherlands: Sense PublishersBeatty, K. (2010). Teaching and researching Computer-Assisted Language Learning (2nd ed.). London, England: Pearson Education Limited.Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on selfregulated learning. In R, Carneiro, P. Lefrere, K. 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Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 1-22). United States: CALICODudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies: Research and resources in language teaching. Harlow, UK: Pearson.Dickinson, L. (1995). Autonomy and motivation: a literature review. System, 23(2), 165- 174. doi: 10.1016/0346-251X(95)00005-5Egbert, J. (2005). CALL essentials: Principles and practice in CALL classrooms. Alexandria VA: Teachers of English to Speakers of Other Languages.Ellis, R.D. (2012). Language teaching research & language pedagogy. Malden, MA: Wiley- BlackwellEPPI-Centre (2002a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.EPPI-Centre (2003a) Core Keywording Strategy: Data Collection for a Register of Educational Research. Version 0.9.7. 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Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. Retrieved from http://www.researchgate.net/publication/249698827Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews (pp. 1-16). London, UK: Sage Publications Ltd.Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351-368. doi:10.1080/09588220500442632Irie, K., & Stewart, A. (2012). Realizing autonomy: Practice and reflection in language education contexts. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.Jossberger, H., Brand-Gruwel, S., Boshuizen, H., & Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training, 62(4), 415-440. doi: 10.1080/13636820.2010.523479Khan, K.S., Kunz, R., Kleijnen, J. & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96, 118-121. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC539417/Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: Developing attitudes and skills for self-regulated learning. ReCALL, 24(02), 169-18. doi: 10.1017/S0958344012000055Lai, Ch. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers & Education,82, 74-83. doi:10.1016/j.compedu.2014.11.005Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. doi:10.1080/09588221.2011.568417Lamb, T. E., & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam, The Netherlands: John Benjamins.Lan, Y.-J. (2013). The effect of technology-supported co-sharing on L2 vocabulary strategy development. Educational Technology & Society, 16(4), 1–16. Retrieved from: http://www.jstor.org/stable/jeductechsoci.16.4.1Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109. Retrieved from: http://llt.msu.edu/issues/october2011/lee.pdfLevy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in ComputerAssisted Language Learning. Mahwah, NJ: Lawrence Erlbaum Associates.Lewis, T., & Vialleton, E. (2011). The notions of control and consciousness in learner autonomy and self-regulated learning: A comparison and critique. Innovation in Language Learning and Teaching, 5(2), 205-219. doi:10.1080/17501229.2011.577535Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin, Ireland: AuthentikLittle, D., Ridley, J., & Ushioda, E. (Eds.). (2003). Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment. Dublin, Ireland: AuthentikLord, G., & Lomicka, L. (2011). Calling on educators: Paving the way for the future of technology and CALL. In L. Ducate, & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (Vol. 5, pp. 441-469). United States: CALICO.Loyens, S.M.M., Magda, J., & Rikers, R.M.J.P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Education Psychology Review, 20, 411-427. doi:10.1007/s10648-008-9082-7Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1- 43. doi:10.1017/S0261444811000395McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from http://eric.ed.gov/?id=EJ877551McLoughlin, C., & Lee, M.J.W. (2008). The three P’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from http://www.isetl.org/ijtlhe/Narciss, S., Prose, A., & Koerndle, H. (2007). Promoting self-regulated learning in webbased learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006O'Malley, J. M. and Chamot, A. V. (1990). Learning Strategies in Second Language Acquisition. London, UK: Macmillan.Okoli, C., & Schabram, K. (2010). 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Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia Social and Behavioral Sciences, 112, 190-198. doi:10.1016/j.sbspro.2014.01.1155Sha,L., Looi, C.-K, Chen, W., & Zhang, B.H. (2011). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366- 378. doi:10.1111/j.1365-2729.2011.00461.xSmith, K., & Craig, H. (2013). Enhancing the autonomous use of CALL: A new curriculum model in EFL. CALICO Journal, 30(2), 252-278. doi: 10.1558/cj.v30i2.252-278Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/6.1.3.pdfSun, S. Y. (2014). Learner perspectives on fully online language learning. Distance education, 35(1), 18-42. doi: 10.1080/01587919.2014.891428Torgerson, C. (2003). Systematic reviews. London, UK: Continuum.Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221-232. doi: 10.1080/17501229.2011.577536Victor, L. (2008). Systematic reviewing in the social sciences: Outcomes and explanation. Enquire, 1(1), 32-46. Retrieved from https://www.nottingham.ac.uk/sociology/pdfs/enquire/volume-1-issue-1-victor.pdfWenden, A. & J. Rubin. (1987). Learner strategies in language learning. Englewood Cliffs , NJ: Prentice Hall.Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and practice. Journal of Language Teaching and Research, 1(6), 909-912. doi:10.4304/jltr.1.6.909-912Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman, & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates.http://hdl.handle.net/10818/20001176134TE0787284 páginas incluye diagramasEsta tesis es una revisión sistemática de la literatura en estudios que se han producido en el periodo 2011-2015. Se analiza la relación Aprendizaje del Lenguaje Asistido por Computador (CALL, por su acrónimo en inglés), Aprendizaje Auto-Regulado (SRL), y/o Aprendizaje AutoDirigido (SDL) en ambientes de aprendizaje del estudio de la lengua extranjera. La investigación se divide en dos fases. La primera de ellas ofrece una caracterización de los estudios seleccionados. La segunda fase es una revisión detallada de las definiciones de SDL y / o SRL y un análisis de la evidencia de los resultados de aprendizaje que ofrecen dichos estudios.engUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas ExtranjerasUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés comercial -- ColombiaLenguaje y lenguasInglés básicoTechnology reshaping the EFL classroommasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2TEXTDiana Gabriela Prieto Sanchez (tesis).pdf.txtDiana Gabriela Prieto Sanchez (tesis).pdf.txtExtracted Texttext/plain152530https://intellectum.unisabana.edu.co/bitstream/10818/20001/3/Diana%20Gabriela%20Prieto%20Sanchez%20%20%28tesis%29.pdf.txtbc53fe5e6f0fd5bd50ea446218c7d6c9MD53ORIGINALDiana Gabriela Prieto Sanchez (tesis).pdfDiana Gabriela Prieto Sanchez (tesis).pdfVer documento en PDFapplication/pdf3084558https://intellectum.unisabana.edu.co/bitstream/10818/20001/1/Diana%20Gabriela%20Prieto%20Sanchez%20%20%28tesis%29.pdfe334327fe85e0967c37e94abcf3b1f80MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/20001/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Diana Gabriela Prieto Sanchez (Carta).pdfDiana Gabriela Prieto Sanchez (Carta).pdfapplication/pdf73706https://intellectum.unisabana.edu.co/bitstream/10818/20001/4/Diana%20Gabriela%20Prieto%20Sanchez%20%20%28Carta%29.pdf70127b3ec1693ceb5f63889aad002aebMD5410818/20001oai:intellectum.unisabana.edu.co:10818/200012019-09-16 17:14:05.517Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Technology reshaping the EFL classroom

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