The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners

137 Páginas.

Autores:: Ojeda Merchán, Jorge Humberto

Tipo de recurso:

Fecha de publicación:: 2011

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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network_acronym_str	REPOUSABA2
network_name_str	Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
title	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
spellingShingle	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Inglés-Enseñanza-Investigaciones Innovaciones educativas
title_short	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
title_full	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
title_fullStr	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
title_full_unstemmed	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
title_sort	The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners
dc.creator.fl_str_mv	Ojeda Merchán, Jorge Humberto
author	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role	author
dc.contributor.advisor.none.fl_str_mv	Lytvychenko, Valeriya Cuesta Medina, Liliana Marcela
dc.contributor.author.none.fl_str_mv	Ojeda Merchán, Jorge Humberto
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.es_CO.fl_str_mv	Inglés-Enseñanza-Investigaciones Innovaciones educativas
topic	Inglés-Enseñanza-Investigaciones Innovaciones educativas
description	137 Páginas.
publishDate	2011
dc.date.created.none.fl_str_mv	2011
dc.date.issued.none.fl_str_mv	2011
dc.date.accessioned.none.fl_str_mv	2012-04-20T20:23:54Z
dc.date.available.none.fl_str_mv	2012-04-20T20:23:54Z
dc.type.none.fl_str_mv	masterThesis
dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
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	Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge, MA: Cambridge University Press. Baker, C., & Prys-Jones, S. (1997). Encyclopedia of bilingualism and bilingual education. England: Multilingual Matters Ltd. Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, MA: Cambridge University Press. Barajas, M. (2003). Virtual learning environments in higher education a European view: Sources for the revision of the field. Madrid: McGraw- Hill Interamericana de España. Biensenbach-Lucas, S. (2004). Asynchronous web discussion in teacher training courses: Promoting collaborative learning- or not? AACE Journal, 12 (2), 155- 170. Retrieved from http://www.aace.org/pubs/aacej/temp/03lucas155-170.pdf Broughton, G., Brumfit, C., Flavell, R., Hills, P., & Pincas, A. (1978) Teaching English as a foreign language. New York, NY: Routledge. Brown, G. (1996). Introduction. In Brown, G., Malmkaer, K., & Williams, J. (Eds). Performance and competence in second language acquisition. (pp.1-5). New York, NY: Cambridge University Press. Brown, H. D. (2007). Principles of learning and teaching. (5th ed.). White Plains, NY: Pearson Longman. Brown, H.D., & Priyanvada, A. (2010). Language assessment: Principles and classroom practice. White Plains, NY: Pearson Longman. Bucknam, A., James, E. A., & Milenkiewicz, M. T. (2008). Participatory action research for educational leadership: Using data driven decisions making to improve schools. Thousand Oaks, CA: Sage. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, MA: Cambridge University Press. Burns, A. (2010). Doing action research in english language teaching: A guide for practitioners. New York, NY: Routledge. Byram, M. (2004). Routledge encyclopedia of language teaching and learning. New York, NY: Routledge. Cantor Barragan, D. I. (2009). Discussion boards as tools in blended efl learning programs. Revista Profile Issues in Teachers’ Professional Development Vol. 11 (1), 107- 121. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10550/11012 Cenoz, J., & Jessner, U. (2000). English in europe the acquisition of a third language: Clarification of the conversational and academic distinctions. England: WBC Book Manufacturers. Chamot, A. U. (1999). The learning strategies handbook. White Plains, NY: Longman. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: Massachusetts Institute of Technology Press Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge. Corbin, J., & Strauss, A. (1990). Basics of Qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage. Corbin, J., & Strauss, A. (2008). Basics of qualitative research. (3rd Ed.). Thousand Oaks, CA: Sage. Council of Europe. (2001). The common european framework of reference for languages. Cambridge, MA: Cambridge University Press. Cotter, C. (2009). Better language teaching. Retrieved from http://www.betterlanguageteaching.com/esl-articles/86-self-correction Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129. Crystal, D. (2003). English as a global language. Cambridge, MA: Cambridge University Press. Dodigovic, M. (2005). Artificial intelligence in second language learning: Raising error awareness. England: Multilingua Matters Ltd. Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology, 6(3), 127- 146. Retrieved from http://llt.msu.edu/vol6num3/doering/ Dudeney, G. (2007). The internet and the language classroom: A practical guide for teachers. (2nd ed.).Cambridge, MA: Cambridge University Press. Dudeney, G., & Hockley, N. (2007). How to teach english with technology. England: Pearson Longman. Edge, J. (1989). Mistakes and correction. England: Longman. Ellis, R. (1994). The study of second language acquisition. England: Oxford University Press. Federal Aviation Administration (2009). Aviation Instructor’s Handbook. New York, NY: Skyhorse Publishing. Ferreira Barcelos A. M. (2003) Teachers’ and students’ beliefs within a deweyan framework: conflict and influence. In Kalaja, P. & Ferreira Barcelos, M. A. (Eds.). Beliefs about SLA: New research approaches. (pp. 171- 200). White Plains, NY: Spriger. pp. 171- 175 Fotos, S., & Browne, C. M. (2008). The development of CALL and current options. In Fotos, S., & Browne, C. M. (Eds.) New perspectives on CALL for the second language classroom. (pp. 3- 14). Mahwah, NJ: Erlbaum Gass, S., & Mackey, A. (2007). Input, Interaction, and output in second language acquisition. In Van Patten, B., & Williams, J. (Eds.). Theories in second language acquisition. (pp. 175- 195). Mahwah, NJ: Erlbaum. Gutierrez, D. (2005). Developing Oral Skills throughCommunicative and Interactive Tasks. Profile: Issues in Teachers' Professional Development. Profile Issues in Teachers’ Professional Development, 6(1), 83-96. Retrieved from http://redalyc.uaemex.mx/redalyc/pdf/1692/169213801008.pdf Han, Z. (2004). Fossilization in adult second language acquisition. New York, NY: Cromwell Press Ltd. Harmer, J. (2007). The practice of english language teaching. (7th ed.). England, Pearson Longman. Hatch, E. (1992). Discourse and language education. Cambridge, MA: Cambridge University Press. Hubbard, P. (2004). Learner training for effective use of call. In Fotos, S., & Browne, C. M. (Eds.). New perspectives on CALL for second language classrooms. (pp. 45- 68). Mahwah, NJ: Earlbaum Huynh, H. (2003). Getting students actively involved using the mistake buster technique. The Internet TESL Journal, 9(11). Retrieved from http://iteslj.org/Techniques/HuynhMistakeBuster.html. James, C. (1998). Errors in language learning and use. England, Addison Wesley Longman. Kern, R. (1996). Computer mediated communication. In Warschauer, M. (ed.). Telecollaboration of foreign language learning. (pp. 105- 120). Honolulu, HI: Second Language Teaching & Curriculum Center. Khalsa, D., Maloney-Krischman, D., & Payton, J. (2007). Theory and research: Interaction via computers. In Egbert, J., Hanson-Smith, E.(Eds.). CALL environments: Research, practice and critical issues. (pp. 19-28). Alexandria, VA: Tesol. Klink, P. (1987). Corrections in bilingual student talk. Education Resources Information Center. Retrieved from http://www.eric.ed.gov/PDFS/ED282441.pdf. Krashen, S. (1982). Principles and practice in second language acquisition. England: Pergamon Press. Krashen, S. (1990). Principles and practice in second language acquisition. England: Prentice Hall International. Krashen, S. (2003). Explorations in Language Acquisition and Use. Alexandria, VA: Heinemann. Learning Times (n.d) What is a voice discussion board? Retrieved June 15, 2010 from http://www.learningtimes.net/library/descriptions/voiceboard.html Lee, J., & Van Patten, B. (1995). Making communicative language teaching happen. Alexandria, VA: McGraw-Hill Liu, J. (2009). Self-repair in oral production by intermediate Chinese learners of English. Tesl-ej, 13(1). Retrieved from http://tesl-ej.org/ej49/a1.pdf McDonald, K. (2008). Fostering departmental communication and collaboration with online discussion forums. The JALT CALL Journal, 4(2); pp. 17-28 retrieved from http://jaltcall.org/journal/articles/4_2_McDonald.pdf Maeroff, G. (2004). A classroom of one: How online learning is changing our schools and colleges. Alexandria, VA: Palgrave Macmillan. Mansourian, Y. (2008). Keeping a learning diary to enhance researchers’ understanding of and users’ skills in web searching. www.emeraldinsight.com 0024.2535htm, 57(9), pp 690- 699. Retrieved from http://search.proquest.com/docview/218318204/fulltextPDF/12FCC4BB13D756F34C2/1?a ccountid=45375 Mertler, C. A (2009). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage. Ministerio de Educacion Nacional. (2010). Estadisticas del sector educativo: Estadisticas sectoriales educación basica y media. Retrieved on September 22, 2010 from http://menweb.mineducacion.gov.co/seguimiento/estadisticas/principal.php?consulta=mat_t otal&nivel=2 Nation, I. S. P., & Newtown, J. (2009). Teaching esl/efl listening and speaking. New York, NY: Routledge. Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. New York, NY: Routledge. Odlin, T. (1994). Perspectives on pedagogical grammar. Cambridge, MA: Cambridge University Press. O’Dowd, R., & Ware, D.P. (2008). Peer feedback on language form in telecollaboration. Language learning and technology. 12(1), pp. 43- 63. Retrieved from http://llt.msu.edu/vol12num1/wareodowd/default.html. Omaggio, A. (1993). Teaching language in context. Boston, MA: Heinle & Heinle. O’Malley, J. M., & Chamot, A.U (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. White Plains, NY: Thomson Heinle. Opp-Beckman, L., & Kieffer, C. (2004). A collaborative model for online instruction in the teaching of language and culture. In Fotos, S., & Browne, C. M. (Eds.). New perspectives on CALL for second language classrooms. (pp.225- 252). Mahwah, NJ: Earlbaum. Peña, M., & Onatra. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Profile Issues in Teachers' Professional Development. 11(2), pp. 11- 22. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11438/12090 Pine, G. J. (2008). Teacher action research: Building knowledge democracies. Thousand Oaks, CA: Sage. Piskurich, G. (2002). AMA handbook for e-learning effective design, implementation and technology solutions. New York, NY: Amacon. Platt, J., Richards, J., & Weber, H. (1985). Longman dictionary of applied linguistics. England: Longman. Purpura, J. E. (2004). Assessing grammar. Cambridge, MA: Cambridge University Press. Richards, J. C., & Rodgers, T.S. (2001). Approaches and methods in language learning. Cambridge, MA: Cambridge University Press. Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Ascd. Sagor, R. (2005). The action research guidebook: A four step process for educators and school teams. Thousand Oaks, CA. Corwin Press Saint-Leger, D. S. (2009). Self-assessment of speaking skills and participation in foreign a foreign language class. Foreign Language Annals, 42(11); pp 158- 172. Retrived from http://search.proquest.com/docview/216013591/fulltextPDF/12FCC42B8043327A6B4/1?a ccountid=45375 Saslow, J., & Ascher, A. (2006). Top Notch 2. New York, NY: Pearson Longman. Schrum, L., & Solomon, G. (2007). Web 2.0 new tools new schools. Washinton, DC: Iste. Scrivener, J. (2004). (2nd ed.). Learning teaching. Oxford: Macmillan. Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. New York, NY:Newbury House. Segalowitz, N. (2003). Automaticity and second languages. In Doughty, C. J. & Long. M. H. (Eds). The handbook of second language acquisition. (pp. 382- 408). Boston, MA: Blackwell Publishing Ltd. Servetti, S. (2010). Cooperative learning as a correction and grammar revision technique: Communicative exchanges, self-correction rates and scores.US-China Education Review. 7(4), pp. 12- 22. Retrieved from http://www.teacher.org.cn/doc/uceud201004/ucedu20100402.pdf Smith, N. (2004). Chomsky: Ideas and ideals. Cambridge, MA: Cambridge University Press. Swain, M. (2005). The output hypothesis: Theory and research. In Henikel, E. (ed.) Handbook of research in second language teaching and learning. (pp. 471- 484). Mahwah, NJ: Earbaum. Swchienhorst, K. (2003). Neither here nor there? Learner autonomy and intercultural factors in call environments. In Palfreyman, D., & Smith, R. C. (Eds.) Learner autonomy across cultures: Language education perspectives. (pp. 164- 182). New York, NY: Plagrave MacMillan. Thornbury, S. (1999). How to teach grammar. England, Pearson Longman. Thornbury, S. (2005), How to teach speaking. England: Pearson Longman. Valcarcel Craig, D. (2009). Action research essentials. San Francisco, CA: Jossey-Bass. Vytgotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wallace, M. J. (1998). Action research for language teachers. Cambridge, MA: Cambridge University Press Willis, J. (1996). A framework for task-based learning. England: Longman.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/10818/1730
dc.identifier.local.none.fl_str_mv	151973 TE00210
identifier_str_mv	Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge, MA: Cambridge University Press. Baker, C., & Prys-Jones, S. (1997). Encyclopedia of bilingualism and bilingual education. England: Multilingual Matters Ltd. Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, MA: Cambridge University Press. Barajas, M. (2003). Virtual learning environments in higher education a European view: Sources for the revision of the field. Madrid: McGraw- Hill Interamericana de España. Biensenbach-Lucas, S. (2004). Asynchronous web discussion in teacher training courses: Promoting collaborative learning- or not? AACE Journal, 12 (2), 155- 170. Retrieved from http://www.aace.org/pubs/aacej/temp/03lucas155-170.pdf Broughton, G., Brumfit, C., Flavell, R., Hills, P., & Pincas, A. (1978) Teaching English as a foreign language. New York, NY: Routledge. Brown, G. (1996). Introduction. In Brown, G., Malmkaer, K., & Williams, J. (Eds). Performance and competence in second language acquisition. (pp.1-5). New York, NY: Cambridge University Press. Brown, H. D. (2007). Principles of learning and teaching. (5th ed.). White Plains, NY: Pearson Longman. Brown, H.D., & Priyanvada, A. (2010). Language assessment: Principles and classroom practice. White Plains, NY: Pearson Longman. Bucknam, A., James, E. A., & Milenkiewicz, M. T. (2008). Participatory action research for educational leadership: Using data driven decisions making to improve schools. Thousand Oaks, CA: Sage. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, MA: Cambridge University Press. Burns, A. (2010). Doing action research in english language teaching: A guide for practitioners. New York, NY: Routledge. Byram, M. (2004). Routledge encyclopedia of language teaching and learning. New York, NY: Routledge. Cantor Barragan, D. I. (2009). Discussion boards as tools in blended efl learning programs. Revista Profile Issues in Teachers’ Professional Development Vol. 11 (1), 107- 121. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10550/11012 Cenoz, J., & Jessner, U. (2000). English in europe the acquisition of a third language: Clarification of the conversational and academic distinctions. England: WBC Book Manufacturers. Chamot, A. U. (1999). The learning strategies handbook. White Plains, NY: Longman. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: Massachusetts Institute of Technology Press Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge. Corbin, J., & Strauss, A. (1990). Basics of Qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage. Corbin, J., & Strauss, A. (2008). Basics of qualitative research. (3rd Ed.). Thousand Oaks, CA: Sage. Council of Europe. (2001). The common european framework of reference for languages. Cambridge, MA: Cambridge University Press. Cotter, C. (2009). Better language teaching. Retrieved from http://www.betterlanguageteaching.com/esl-articles/86-self-correction Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129. Crystal, D. (2003). English as a global language. Cambridge, MA: Cambridge University Press. Dodigovic, M. (2005). Artificial intelligence in second language learning: Raising error awareness. England: Multilingua Matters Ltd. Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology, 6(3), 127- 146. Retrieved from http://llt.msu.edu/vol6num3/doering/ Dudeney, G. (2007). The internet and the language classroom: A practical guide for teachers. (2nd ed.).Cambridge, MA: Cambridge University Press. Dudeney, G., & Hockley, N. (2007). How to teach english with technology. England: Pearson Longman. Edge, J. (1989). Mistakes and correction. England: Longman. Ellis, R. (1994). The study of second language acquisition. England: Oxford University Press. Federal Aviation Administration (2009). Aviation Instructor’s Handbook. New York, NY: Skyhorse Publishing. Ferreira Barcelos A. M. (2003) Teachers’ and students’ beliefs within a deweyan framework: conflict and influence. In Kalaja, P. & Ferreira Barcelos, M. A. (Eds.). Beliefs about SLA: New research approaches. (pp. 171- 200). White Plains, NY: Spriger. pp. 171- 175 Fotos, S., & Browne, C. M. (2008). The development of CALL and current options. In Fotos, S., & Browne, C. M. (Eds.) New perspectives on CALL for the second language classroom. (pp. 3- 14). Mahwah, NJ: Erlbaum Gass, S., & Mackey, A. (2007). Input, Interaction, and output in second language acquisition. In Van Patten, B., & Williams, J. (Eds.). Theories in second language acquisition. (pp. 175- 195). Mahwah, NJ: Erlbaum. Gutierrez, D. (2005). Developing Oral Skills throughCommunicative and Interactive Tasks. Profile: Issues in Teachers' Professional Development. Profile Issues in Teachers’ Professional Development, 6(1), 83-96. Retrieved from http://redalyc.uaemex.mx/redalyc/pdf/1692/169213801008.pdf Han, Z. (2004). Fossilization in adult second language acquisition. New York, NY: Cromwell Press Ltd. Harmer, J. (2007). The practice of english language teaching. (7th ed.). England, Pearson Longman. Hatch, E. (1992). Discourse and language education. Cambridge, MA: Cambridge University Press. Hubbard, P. (2004). Learner training for effective use of call. In Fotos, S., & Browne, C. M. (Eds.). New perspectives on CALL for second language classrooms. (pp. 45- 68). Mahwah, NJ: Earlbaum Huynh, H. (2003). Getting students actively involved using the mistake buster technique. The Internet TESL Journal, 9(11). Retrieved from http://iteslj.org/Techniques/HuynhMistakeBuster.html. James, C. (1998). Errors in language learning and use. England, Addison Wesley Longman. Kern, R. (1996). Computer mediated communication. In Warschauer, M. (ed.). Telecollaboration of foreign language learning. (pp. 105- 120). Honolulu, HI: Second Language Teaching & Curriculum Center. Khalsa, D., Maloney-Krischman, D., & Payton, J. (2007). Theory and research: Interaction via computers. In Egbert, J., Hanson-Smith, E.(Eds.). CALL environments: Research, practice and critical issues. (pp. 19-28). Alexandria, VA: Tesol. Klink, P. (1987). Corrections in bilingual student talk. Education Resources Information Center. Retrieved from http://www.eric.ed.gov/PDFS/ED282441.pdf. Krashen, S. (1982). Principles and practice in second language acquisition. England: Pergamon Press. Krashen, S. (1990). Principles and practice in second language acquisition. England: Prentice Hall International. Krashen, S. (2003). Explorations in Language Acquisition and Use. Alexandria, VA: Heinemann. Learning Times (n.d) What is a voice discussion board? Retrieved June 15, 2010 from http://www.learningtimes.net/library/descriptions/voiceboard.html Lee, J., & Van Patten, B. (1995). Making communicative language teaching happen. Alexandria, VA: McGraw-Hill Liu, J. (2009). Self-repair in oral production by intermediate Chinese learners of English. Tesl-ej, 13(1). Retrieved from http://tesl-ej.org/ej49/a1.pdf McDonald, K. (2008). Fostering departmental communication and collaboration with online discussion forums. The JALT CALL Journal, 4(2); pp. 17-28 retrieved from http://jaltcall.org/journal/articles/4_2_McDonald.pdf Maeroff, G. (2004). A classroom of one: How online learning is changing our schools and colleges. Alexandria, VA: Palgrave Macmillan. Mansourian, Y. (2008). Keeping a learning diary to enhance researchers’ understanding of and users’ skills in web searching. www.emeraldinsight.com 0024.2535htm, 57(9), pp 690- 699. Retrieved from http://search.proquest.com/docview/218318204/fulltextPDF/12FCC4BB13D756F34C2/1?a ccountid=45375 Mertler, C. A (2009). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage. Ministerio de Educacion Nacional. (2010). Estadisticas del sector educativo: Estadisticas sectoriales educación basica y media. Retrieved on September 22, 2010 from http://menweb.mineducacion.gov.co/seguimiento/estadisticas/principal.php?consulta=mat_t otal&nivel=2 Nation, I. S. P., & Newtown, J. (2009). Teaching esl/efl listening and speaking. New York, NY: Routledge. Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. New York, NY: Routledge. Odlin, T. (1994). Perspectives on pedagogical grammar. Cambridge, MA: Cambridge University Press. O’Dowd, R., & Ware, D.P. (2008). Peer feedback on language form in telecollaboration. Language learning and technology. 12(1), pp. 43- 63. Retrieved from http://llt.msu.edu/vol12num1/wareodowd/default.html. Omaggio, A. (1993). Teaching language in context. Boston, MA: Heinle & Heinle. O’Malley, J. M., & Chamot, A.U (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. White Plains, NY: Thomson Heinle. Opp-Beckman, L., & Kieffer, C. (2004). A collaborative model for online instruction in the teaching of language and culture. In Fotos, S., & Browne, C. M. (Eds.). New perspectives on CALL for second language classrooms. (pp.225- 252). Mahwah, NJ: Earlbaum. Peña, M., & Onatra. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Profile Issues in Teachers' Professional Development. 11(2), pp. 11- 22. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11438/12090 Pine, G. J. (2008). Teacher action research: Building knowledge democracies. Thousand Oaks, CA: Sage. Piskurich, G. (2002). AMA handbook for e-learning effective design, implementation and technology solutions. New York, NY: Amacon. Platt, J., Richards, J., & Weber, H. (1985). Longman dictionary of applied linguistics. England: Longman. Purpura, J. E. (2004). Assessing grammar. Cambridge, MA: Cambridge University Press. Richards, J. C., & Rodgers, T.S. (2001). Approaches and methods in language learning. Cambridge, MA: Cambridge University Press. Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Ascd. Sagor, R. (2005). The action research guidebook: A four step process for educators and school teams. Thousand Oaks, CA. Corwin Press Saint-Leger, D. S. (2009). Self-assessment of speaking skills and participation in foreign a foreign language class. Foreign Language Annals, 42(11); pp 158- 172. Retrived from http://search.proquest.com/docview/216013591/fulltextPDF/12FCC42B8043327A6B4/1?a ccountid=45375 Saslow, J., & Ascher, A. (2006). Top Notch 2. New York, NY: Pearson Longman. Schrum, L., & Solomon, G. (2007). Web 2.0 new tools new schools. Washinton, DC: Iste. Scrivener, J. (2004). (2nd ed.). Learning teaching. Oxford: Macmillan. Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. New York, NY:Newbury House. Segalowitz, N. (2003). Automaticity and second languages. In Doughty, C. J. & Long. M. H. (Eds). The handbook of second language acquisition. (pp. 382- 408). Boston, MA: Blackwell Publishing Ltd. Servetti, S. (2010). Cooperative learning as a correction and grammar revision technique: Communicative exchanges, self-correction rates and scores.US-China Education Review. 7(4), pp. 12- 22. Retrieved from http://www.teacher.org.cn/doc/uceud201004/ucedu20100402.pdf Smith, N. (2004). Chomsky: Ideas and ideals. Cambridge, MA: Cambridge University Press. Swain, M. (2005). The output hypothesis: Theory and research. In Henikel, E. (ed.) Handbook of research in second language teaching and learning. (pp. 471- 484). Mahwah, NJ: Earbaum. Swchienhorst, K. (2003). Neither here nor there? Learner autonomy and intercultural factors in call environments. In Palfreyman, D., & Smith, R. C. (Eds.) Learner autonomy across cultures: Language education perspectives. (pp. 164- 182). New York, NY: Plagrave MacMillan. Thornbury, S. (1999). How to teach grammar. England, Pearson Longman. Thornbury, S. (2005), How to teach speaking. England: Pearson Longman. Valcarcel Craig, D. (2009). Action research essentials. San Francisco, CA: Jossey-Bass. Vytgotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wallace, M. J. (1998). Action research for language teachers. Cambridge, MA: Cambridge University Press Willis, J. (1996). A framework for task-based learning. England: Longman. 151973 TE00210
url	http://hdl.handle.net/10818/1730
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dc.publisher.none.fl_str_mv	Universidad de La Sabana
dc.publisher.program.none.fl_str_mv	Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
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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San Francisco, CA: Jossey-Bass.Vytgotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Wallace, M. J. (1998). Action research for language teachers. Cambridge, MA: Cambridge University PressWillis, J. (1996). A framework for task-based learning. England: Longman.http://hdl.handle.net/10818/1730151973TE00210137 Páginas.El proyecto de investigación acción fue realizado con seis estudiantes adultos de ingles de nivel pre-intermedio durante un periodo de tres meses cuyo propósito fue el de ayudar a los alumnos a mejorar su precisión gramatical en el pasado simple por medio de auto corrección. El medio que se utilizo para implementar las estrategias se hizo a través de un foro de discusión virtual. Al término de estas ellos escuchaban los diálogos de sus compañeros para hacer comentarios respecto a la precisión gramatical en el pasado simple. La investigación fue particularmente útil en cuanto a la implementación de Tecnologías de la Información y la Comunicación (TICs) en el contexto de ingles como lengua extranjera (EFL).engUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés-Enseñanza-InvestigacionesInnovaciones educativasThe use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learnersmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2ORIGINALJorge Humberto Ojeda Merchan.pdfJorge Humberto Ojeda Merchan.pdfVer documento en PDFapplication/pdf769397https://intellectum.unisabana.edu.co/bitstream/10818/1730/1/Jorge%20Humberto%20Ojeda%20Merchan.pdf1020ea203aeb909d9fe6b91953ab07e0MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/1730/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52TEXTJorge Humberto Ojeda Merchan.pdf.txtJorge Humberto Ojeda Merchan.pdf.txtExtracted Texttext/plain229284https://intellectum.unisabana.edu.co/bitstream/10818/1730/3/Jorge%20Humberto%20Ojeda%20Merchan.pdf.txt27c4e5c0946548187fa62c16a426e028MD5310818/1730oai:intellectum.unisabana.edu.co:10818/17302019-12-11 15:16:45.806Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

The use of voice message boards to improve accuracy in the simple past tense through awareness-raising in A2 adult English learners

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