Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers

87 Páginas.

Autores:: Lozano Ñustes, Marisol

Tipo de recurso:

Fecha de publicación:: 2016

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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dc.title.es_CO.fl_str_mv	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
spellingShingle	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers Magister en didáctica del inglés para el aprendizaje autodirigido Ingles -- Enseñanza Aptitud de aprendizaje Comprensión de lectura
title_short	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_full	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_fullStr	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_full_unstemmed	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
title_sort	Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers
dc.creator.fl_str_mv	Lozano Ñustes, Marisol
author	Magister en didáctica del inglés para el aprendizaje autodirigido
author_facet	Magister en didáctica del inglés para el aprendizaje autodirigido
author_role	author
dc.contributor.advisor.none.fl_str_mv	Rubin, Joan Acero Ríos, Claudia Lucía Lucero, Edgar
dc.contributor.author.none.fl_str_mv	Lozano Ñustes, Marisol
dc.contributor.author.fl_str_mv	Magister en didáctica del inglés para el aprendizaje autodirigido
dc.subject.none.fl_str_mv	Ingles -- Enseñanza Aptitud de aprendizaje Comprensión de lectura
topic	Ingles -- Enseñanza Aptitud de aprendizaje Comprensión de lectura
description	87 Páginas.
publishDate	2016
dc.date.accessioned.none.fl_str_mv	2016-11-10T21:05:45Z
dc.date.available.none.fl_str_mv	2016-11-10T21:05:45Z
dc.date.created.none.fl_str_mv	2016
dc.date.issued.none.fl_str_mv	2016-11-10
dc.type.es_CO.fl_str_mv	masterThesis
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dc.type.local.none.fl_str_mv	Tesis de maestría
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dc.identifier.citation.none.fl_str_mv	Alexandrache, C. (2014). Journal reflexive, an instrument for student preparation in the teaching profession. Procedia - Social and Behavioral Sciences, 149, 20-24. Baily, K., & Nunan, D. (2009). Exploring second language Classroom Research. Canada: Heinle Cengage Learning. Bhatia, V. (1993). Analyzing Genre: Language Use in Professional Settings. New York: Taylor & Francis. Briggs, A., & Coleman, M. (2007). Research Methods in Educational Leadership and Management. London: SAGE publications Ltd. Campbell, J. (2007). Motivation, Attitudes, Goal Setting, Performance and Interactive Effects of Pay for Performance. Capella University: ProQuest. Carrell, P., Devine, J., & Eskey, D. (1998). Interactive approaches to second language reading. Cambridge: Cambridge University Press. Coll, C. (2008). Psicología de la educación virtual: aprender y entender con las tecnologías de la información y la comunicación. Madrid: Ediciones Morata S.L. Colombia volvió a perder en inglés. (2015, November 10). Semana. Retrieved from http://www.semana.com/educacion/articulo/como-esta-en-ingles-colombia/449306-3 Ediger, A. (2001). Teaching children Literacy skills in a second language. In M. Celce-Murcia (Ed.), teaching English as a second or foreign language (pp. 153 -170). Boston: Cengage Learning Education. Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press. El ranking mundial más grande según su dominio de inglés. (2015). Retrieved from http://www.ef.com.es/epi/ Gaona, E., Suarez, L. & Gonzalez, H. (2001). Becoming an efficient reader: a proposal for a school curriculum. Profile. 2(1). 37-41. http://www.revistas.unal.edu.co/index.php/profile/article/view/11348 Gibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. San Francisco, CA: John Wiley & Sons. Grabe, W., & Stoller, F. (2001). Reading for academic porpuses. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-203). Boston: Cengage Learning Education. Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press. Greenwood, D., & Levin, M. (2006). Introduction to Action Research: Social Research for Social Change. California: Sage. Instituto Colombiano para el Fomento a la Educación Superior. [ICFES], (2011) COLOMBIA EN PIRLS 2011 Síntesis de resultados. Retrieved from http://www.icfes.gov.co/investigacion/evaluaciones-internacionales/pirls Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice Hall. Macceca, S. (2007). Reading Strategies for Science. Huntington Beach. CA: Shell Education. Mahecha, R., Urrego, S. & Lozano, E. (2011). Improving eleventh graders reading comprehension through text coding and double entry organizer reading strategies. Profile. 13(2). 181-199. http://www.scielo.org.co/pdf/prf/v13n2/v13n2a13.pdf Más de la mitad de América Latina registra un bajo dominio de inglés. (2014, March 1) Gestión. Retrieved from http://gestion.pe/tendencias/mas-mitad-america-latina-registra-bajodominio-ingles-2090442 McNamara, D. (2012). Reading Comprehension Strategies: Theories, Interventions, and Technologies. New Jersey: Psychology Press Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, Revista de Lenguaje y Cultura, 20 (1), 15-42. doi:10.17533/udea.ikala.v20n1a02 Ministerio de Educación Nacional [MEN] (2004). Programa Nacional de Bilingüismo 2004 - 2019. Retrieved from http://www.mineducacion.gov.co/1621/articles- 132560_recurso_pdf_programa_nacional_bilinguismo.pdf Moust, J., Bouhuijs, P. & Schmidt, H. (2007). Aprendizaje basado en problemas: guía del estudiante. Cuenca: Ediciones de la Universidad de Castilla La Mancha. Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press: United Kingdom. Nunan, D., & Bailey, K. (2009). Exploring second language classroom research. Boston: Heinle Cengage Learning. Perdomo, M. (2001). An approach to making students autonomous readers of the English language. Profile. 2(1), 57-58. http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11352/12017 Richards, J. (2001). Curriculum Development in Language Teaching. USA: Cambridge University Press Rubin, J. (2015). Using Goal Setting and Task Analysis to Enhance Task-Based Language Learning and Teaching. Dimension. Retrieved from http://files.eric.ed.gov/fulltext/EJ1080303.pdf Rubin, J. (2009). Building teacher skills to teach listening. Language Teacher Education Conference. Retrieved from http://nclrc.org/lte2009/speakers/rubin/Rubin_Building_Teacher_Skills_Teach_Listening. pdf Rubin, J., & McCoy, P. (2008). The Role of Task Analysis in Promoting Learner SelfManagement. Published in slightly modified form in: Griffiths, ed. Lessons from the Good Language. Learner. Cambridge University Press. Retrieved from: http://www.workingnet.com/joanrubin/pdfs/RoleofTaskAnalysisinPromotingLearnerSelf Management.pdf Squier, K., Nailor, P. & Carey, J. (2014). Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships. London: Sage. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. New York: Cambridge University Press Tracy, S. (2012). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. John Wiley & Sons. Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media. Educational Technology & Society, 12 (3), 58–69. Wallace, M. J. (1998). Action Research for language teachers. USA. Cambridge University Press. Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. Springer science and Business media. London: Springer. Zabala, F. (2004). Strategies to support high school students’ reading comprehension in the English language. Profile. 5(1), 98-109. http://www.revistas.unal.edu.co/index.php/profile/article/view/11217 Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist. 25(1), 3-17. http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2501_2
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identifier_str_mv	Alexandrache, C. (2014). Journal reflexive, an instrument for student preparation in the teaching profession. Procedia - Social and Behavioral Sciences, 149, 20-24. Baily, K., & Nunan, D. (2009). Exploring second language Classroom Research. Canada: Heinle Cengage Learning. Bhatia, V. (1993). Analyzing Genre: Language Use in Professional Settings. New York: Taylor & Francis. Briggs, A., & Coleman, M. (2007). Research Methods in Educational Leadership and Management. London: SAGE publications Ltd. Campbell, J. (2007). Motivation, Attitudes, Goal Setting, Performance and Interactive Effects of Pay for Performance. Capella University: ProQuest. Carrell, P., Devine, J., & Eskey, D. (1998). Interactive approaches to second language reading. Cambridge: Cambridge University Press. Coll, C. (2008). Psicología de la educación virtual: aprender y entender con las tecnologías de la información y la comunicación. Madrid: Ediciones Morata S.L. Colombia volvió a perder en inglés. (2015, November 10). Semana. Retrieved from http://www.semana.com/educacion/articulo/como-esta-en-ingles-colombia/449306-3 Ediger, A. (2001). Teaching children Literacy skills in a second language. In M. Celce-Murcia (Ed.), teaching English as a second or foreign language (pp. 153 -170). Boston: Cengage Learning Education. Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press. El ranking mundial más grande según su dominio de inglés. (2015). Retrieved from http://www.ef.com.es/epi/ Gaona, E., Suarez, L. & Gonzalez, H. (2001). Becoming an efficient reader: a proposal for a school curriculum. Profile. 2(1). 37-41. http://www.revistas.unal.edu.co/index.php/profile/article/view/11348 Gibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. San Francisco, CA: John Wiley & Sons. Grabe, W., & Stoller, F. (2001). Reading for academic porpuses. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-203). Boston: Cengage Learning Education. Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press. Greenwood, D., & Levin, M. (2006). Introduction to Action Research: Social Research for Social Change. California: Sage. Instituto Colombiano para el Fomento a la Educación Superior. [ICFES], (2011) COLOMBIA EN PIRLS 2011 Síntesis de resultados. Retrieved from http://www.icfes.gov.co/investigacion/evaluaciones-internacionales/pirls Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice Hall. Macceca, S. (2007). Reading Strategies for Science. Huntington Beach. CA: Shell Education. Mahecha, R., Urrego, S. & Lozano, E. (2011). Improving eleventh graders reading comprehension through text coding and double entry organizer reading strategies. Profile. 13(2). 181-199. http://www.scielo.org.co/pdf/prf/v13n2/v13n2a13.pdf Más de la mitad de América Latina registra un bajo dominio de inglés. (2014, March 1) Gestión. Retrieved from http://gestion.pe/tendencias/mas-mitad-america-latina-registra-bajodominio-ingles-2090442 McNamara, D. (2012). Reading Comprehension Strategies: Theories, Interventions, and Technologies. New Jersey: Psychology Press Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, Revista de Lenguaje y Cultura, 20 (1), 15-42. doi:10.17533/udea.ikala.v20n1a02 Ministerio de Educación Nacional [MEN] (2004). Programa Nacional de Bilingüismo 2004 - 2019. Retrieved from http://www.mineducacion.gov.co/1621/articles- 132560_recurso_pdf_programa_nacional_bilinguismo.pdf Moust, J., Bouhuijs, P. & Schmidt, H. (2007). Aprendizaje basado en problemas: guía del estudiante. Cuenca: Ediciones de la Universidad de Castilla La Mancha. Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press: United Kingdom. Nunan, D., & Bailey, K. (2009). Exploring second language classroom research. Boston: Heinle Cengage Learning. Perdomo, M. (2001). An approach to making students autonomous readers of the English language. Profile. 2(1), 57-58. http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11352/12017 Richards, J. (2001). Curriculum Development in Language Teaching. USA: Cambridge University Press Rubin, J. (2015). Using Goal Setting and Task Analysis to Enhance Task-Based Language Learning and Teaching. Dimension. Retrieved from http://files.eric.ed.gov/fulltext/EJ1080303.pdf Rubin, J. (2009). Building teacher skills to teach listening. Language Teacher Education Conference. Retrieved from http://nclrc.org/lte2009/speakers/rubin/Rubin_Building_Teacher_Skills_Teach_Listening. pdf Rubin, J., & McCoy, P. (2008). The Role of Task Analysis in Promoting Learner SelfManagement. Published in slightly modified form in: Griffiths, ed. Lessons from the Good Language. Learner. Cambridge University Press. Retrieved from: http://www.workingnet.com/joanrubin/pdfs/RoleofTaskAnalysisinPromotingLearnerSelf Management.pdf Squier, K., Nailor, P. & Carey, J. (2014). Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships. London: Sage. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. New York: Cambridge University Press Tracy, S. (2012). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. John Wiley & Sons. Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media. Educational Technology & Society, 12 (3), 58–69. Wallace, M. J. (1998). Action Research for language teachers. USA. Cambridge University Press. Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. Springer science and Business media. London: Springer. Zabala, F. (2004). Strategies to support high school students’ reading comprehension in the English language. Profile. 5(1), 98-109. http://www.revistas.unal.edu.co/index.php/profile/article/view/11217 Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist. 25(1), 3-17. http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2501_2 262852 TE08690
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spelling	Rubin, JoanAcero Ríos, Claudia LucíaLucero, EdgarLozano Ñustes, MarisolMagister en didáctica del inglés para el aprendizaje autodirigido2016-11-10T21:05:45Z2016-11-10T21:05:45Z20162016-11-10Alexandrache, C. (2014). Journal reflexive, an instrument for student preparation in the teaching profession. Procedia - Social and Behavioral Sciences, 149, 20-24.Baily, K., & Nunan, D. (2009). Exploring second language Classroom Research. Canada: Heinle Cengage Learning.Bhatia, V. (1993). Analyzing Genre: Language Use in Professional Settings. New York: Taylor & Francis.Briggs, A., & Coleman, M. (2007). Research Methods in Educational Leadership and Management. London: SAGE publications Ltd.Campbell, J. (2007). Motivation, Attitudes, Goal Setting, Performance and Interactive Effects of Pay for Performance. Capella University: ProQuest.Carrell, P., Devine, J., & Eskey, D. (1998). Interactive approaches to second language reading. Cambridge: Cambridge University Press.Coll, C. (2008). Psicología de la educación virtual: aprender y entender con las tecnologías de la información y la comunicación. Madrid: Ediciones Morata S.L.Colombia volvió a perder en inglés. (2015, November 10). Semana. Retrieved from http://www.semana.com/educacion/articulo/como-esta-en-ingles-colombia/449306-3Ediger, A. (2001). Teaching children Literacy skills in a second language. In M. Celce-Murcia (Ed.), teaching English as a second or foreign language (pp. 153 -170). Boston: Cengage Learning Education.Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.El ranking mundial más grande según su dominio de inglés. (2015). Retrieved from http://www.ef.com.es/epi/Gaona, E., Suarez, L. & Gonzalez, H. (2001). Becoming an efficient reader: a proposal for a school curriculum. Profile. 2(1). 37-41. http://www.revistas.unal.edu.co/index.php/profile/article/view/11348Gibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. San Francisco, CA: John Wiley & Sons.Grabe, W., & Stoller, F. (2001). Reading for academic porpuses. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-203). Boston: Cengage Learning Education.Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press.Greenwood, D., & Levin, M. (2006). Introduction to Action Research: Social Research for Social Change. California: Sage.Instituto Colombiano para el Fomento a la Educación Superior. [ICFES], (2011) COLOMBIA EN PIRLS 2011 Síntesis de resultados. Retrieved from http://www.icfes.gov.co/investigacion/evaluaciones-internacionales/pirlsLocke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice Hall.Macceca, S. (2007). Reading Strategies for Science. Huntington Beach. CA: Shell Education.Mahecha, R., Urrego, S. & Lozano, E. (2011). Improving eleventh graders reading comprehension through text coding and double entry organizer reading strategies. Profile. 13(2). 181-199. http://www.scielo.org.co/pdf/prf/v13n2/v13n2a13.pdfMás de la mitad de América Latina registra un bajo dominio de inglés. (2014, March 1) Gestión. Retrieved from http://gestion.pe/tendencias/mas-mitad-america-latina-registra-bajodominio-ingles-2090442McNamara, D. (2012). Reading Comprehension Strategies: Theories, Interventions, and Technologies. New Jersey: Psychology PressMendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering reading comprehension and self-directed learning in a collaborative strategic reading (CSR) setting. Íkala, Revista de Lenguaje y Cultura, 20 (1), 15-42. doi:10.17533/udea.ikala.v20n1a02Ministerio de Educación Nacional [MEN] (2004). Programa Nacional de Bilingüismo 2004 - 2019. Retrieved from http://www.mineducacion.gov.co/1621/articles- 132560_recurso_pdf_programa_nacional_bilinguismo.pdfMoust, J., Bouhuijs, P. & Schmidt, H. (2007). Aprendizaje basado en problemas: guía del estudiante. Cuenca: Ediciones de la Universidad de Castilla La Mancha.Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge University Press: United Kingdom.Nunan, D., & Bailey, K. (2009). Exploring second language classroom research. Boston: Heinle Cengage Learning.Perdomo, M. (2001). An approach to making students autonomous readers of the English language. Profile. 2(1), 57-58. http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11352/12017Richards, J. (2001). Curriculum Development in Language Teaching. USA: Cambridge University PressRubin, J. (2015). Using Goal Setting and Task Analysis to Enhance Task-Based Language Learning and Teaching. Dimension. Retrieved from http://files.eric.ed.gov/fulltext/EJ1080303.pdfRubin, J. (2009). Building teacher skills to teach listening. Language Teacher Education Conference. Retrieved from http://nclrc.org/lte2009/speakers/rubin/Rubin_Building_Teacher_Skills_Teach_Listening. pdfRubin, J., & McCoy, P. (2008). The Role of Task Analysis in Promoting Learner SelfManagement. Published in slightly modified form in: Griffiths, ed. Lessons from the Good Language. Learner. Cambridge University Press. Retrieved from: http://www.workingnet.com/joanrubin/pdfs/RoleofTaskAnalysisinPromotingLearnerSelf Management.pdfSquier, K., Nailor, P. & Carey, J. (2014). Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships. London: Sage.Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. New York: Cambridge University PressTracy, S. (2012). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. John Wiley & Sons.Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media. Educational Technology & Society, 12 (3), 58–69.Wallace, M. J. (1998). Action Research for language teachers. USA. Cambridge University Press.Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. Springer science and Business media. London: Springer.Zabala, F. (2004). Strategies to support high school students’ reading comprehension in the English language. Profile. 5(1), 98-109. http://www.revistas.unal.edu.co/index.php/profile/article/view/11217Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist. 25(1), 3-17. http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2501_2http://hdl.handle.net/10818/28233262852TE0869087 Páginas.This action-research study emerged to target self-directed readers' comprehension skills of setting reading objectives, identifying author's purpose and text structure under specific, measurable, achievable, relevant and time-based goals (SMART), task analysis and genre analysis respectively. 24 tenth-graders of English as a foreign language (EFL) participated in the inquiry carried out during 2014 in a Colombian school. After identifying the problem, a needs analysis survey was applied to configure the research implementation. A pre-test, post-test, as well as students' and teacher's journals were administered for data collection. Statistics were used to analyze quantifiable information while the non-quantifiable one was interpreted through the coding process of the grounded theory methodology. A triangulation design was used during the interpretation phase to integrate the results. Findings reveal that task analysis, as a metacognitive strategy to plan reading tasks, was a valuable process because it not only enabled students to identify main ideas, recognize structure and genre of a text and set learning goals, but also revealed students' improvement as self-directed readers. Participants could plan their learning objectives in association with their own personal goals or ambitions, making reading more significant for them. application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaIngles -- EnseñanzaAptitud de aprendizajeComprensión de lecturaGoal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readersmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccLICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/28233/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Marisol Lozano Ñustes (Carta).pdfMarisol Lozano Ñustes (Carta).pdfapplication/pdf1464458https://intellectum.unisabana.edu.co/bitstream/10818/28233/4/Marisol%20Lozano%20%c3%91ustes%20%28Carta%29.pdfb4b8060a3cc156dbae8dca93075ef9efMD54ORIGINALMarisol Lozano Ñustes (Tesis).pdfMarisol Lozano Ñustes (Tesis).pdfVer documento en PDFapplication/pdf1795293https://intellectum.unisabana.edu.co/bitstream/10818/28233/1/Marisol%20Lozano%20%c3%91ustes%20%28Tesis%29.pdf48ae074d2e4f060858fd47e4d61e6982MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/28233/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52TEXTMarisol Lozano Ñustes (Tesis).pdf.txtMarisol Lozano Ñustes (Tesis).pdf.txtExtracted Texttext/plain146857https://intellectum.unisabana.edu.co/bitstream/10818/28233/5/Marisol%20Lozano%20%c3%91ustes%20%28Tesis%29.pdf.txtb31edfebc9750fdb33d875df65330ce1MD5510818/28233oai:intellectum.unisabana.edu.co:10818/282332019-09-13 10:50:05.763Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Goal setting, task analysis and genre analysis: Three strategies to guide students to be Self-Directed readers

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