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

67 Páginas.

Autores:: Jaramillo Jaramillo, Lina Marcela
Castrillón Díaz, Lía Trinidad
López Caro, Luis Bayardo

Tipo de recurso:

Fecha de publicación:: 2013

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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dc.title.es_CO.fl_str_mv	Teaching Learners to set smart goals to increase their self-efficacy
title	Teaching Learners to set smart goals to increase their self-efficacy
spellingShingle	Teaching Learners to set smart goals to increase their self-efficacy Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido Aprendizaje supervisado (aprendizaje automático) - Investigaciones Autoeducación - Investigaciones Métodos de estudio - Investigaciones Segundas lenguas - Enseñanza - Investigaciones Ingles -- Enseñanza
title_short	Teaching Learners to set smart goals to increase their self-efficacy
title_full	Teaching Learners to set smart goals to increase their self-efficacy
title_fullStr	Teaching Learners to set smart goals to increase their self-efficacy
title_full_unstemmed	Teaching Learners to set smart goals to increase their self-efficacy
title_sort	Teaching Learners to set smart goals to increase their self-efficacy
dc.creator.fl_str_mv	Jaramillo Jaramillo, Lina Marcela Castrillón Díaz, Lía Trinidad López Caro, Luis Bayardo
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	Rubin, Joan
dc.contributor.author.none.fl_str_mv	Jaramillo Jaramillo, Lina Marcela Castrillón Díaz, Lía Trinidad López Caro, Luis Bayardo
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.subject.es_CO.fl_str_mv	Aprendizaje supervisado (aprendizaje automático) - Investigaciones Autoeducación - Investigaciones Métodos de estudio - Investigaciones Segundas lenguas - Enseñanza - Investigaciones
topic	Aprendizaje supervisado (aprendizaje automático) - Investigaciones Autoeducación - Investigaciones Métodos de estudio - Investigaciones Segundas lenguas - Enseñanza - Investigaciones Ingles -- Enseñanza
dc.subject.none.fl_str_mv	Ingles -- Enseñanza
description	67 Páginas.
publishDate	2013
dc.date.accessioned.none.fl_str_mv	2013-08-23T16:41:21Z
dc.date.available.none.fl_str_mv	2013-08-23T16:41:21Z
dc.date.created.none.fl_str_mv	2013
dc.date.issued.none.fl_str_mv	2013-08-23
dc.type.none.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	Aliegro, J. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. University of Pittsburg (Online document). Retrieved from http://challenger.library.pitt.edu/ETD/available/etd-12012006- 121145/unrestricted/Coronado-AliegroJ2_etd2006.pdf Appelbaum, S. & Hare (1996). Self-efficacy as a mediator on goal setting and performance. Retrieved from http://www.appelbaumconsultants.com/articles/1994-96/SelfEfficacy.pdf Babaee, N. (2012). Motivation in learning English as a second language. Canadian Journal for New Scholars in Education, volume 4. Retrieved from www.cjnsercjce.ca/ojs2/index.php/cjnse/article/download/170/154 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall. Bork J. (2008) Effects of Goal setting on Academic Achievement. University of Wisconsin- La crosse. Onalaska IV Learning Community Brysman, A. & Burgues, R. (1999). Qualitative research. Vol. 4. In Hollstein, B. (n.d.). Qualitative approaches. Sage Handbook of Social Network Analysis. London, New Delhi. Carrera, R.; Gibbons L.; Hsieh A. & Prachachalerm, P. (2009). The effectiveness of goal setting in high school versus adult ESL levels. California State University, San Bernardino. Retrieved from http: //www.emurillo.org/Classes/Class2/documents/Goalsetting.doc Cheung, E. (2004). Goal setting as motivational tool in student's self-regulated learning. [Online document]. Educational Research Quarterly, 27(3), 3-9. Retrieved November 2, 2005, from EBSCO host database. Cunningham, J., Krull, C., Land, N., & Russell, S. (2000). Motivating students to be self-reflective learners through goal-setting and self-evaluation [Online document]. Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281–318. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=b1fb1c72-bb91-4e4c-925b- 7cb49bca8746%40sessionmgr13&vid=9&hid=2 Erez, M. & Kanfer, F. (1983). The role of goal acceptance in goal setting and task performance. Academy of Management Review, Vol. 8, N. 3, 454-463. Flavell, J. (1970). Developmental studies of mediated memory. In: W. Reese & L. Lipsitt (eds). Advances in child development and behavior. New York: Academic Press. Flavell, J. (1976). Metacognitive aspects of problem solving. In: L. Resnick (ed.). The nature of intelligence. p. 231-235. Hillsdale: Lawrence Erlbaum. Flavell, J. (1979). Metacognition and cognitive monitoring. In: American Psychologist 34: p. 906- 911 Hacker, D., J, Dunlosky & A, Graesser (1998). Metacognition in Educational theory and practice. Mahwah: Lawrence Erlbaum. Hafsteinsson, L. (2002). The interacting effect of self-efficacy and performance goal orientation on goal orientation on goal setting performance: the positive side of performance goal orientation. Retrieved from http://scholar.lib.vt.edu/theses/available/etd- 03242002221743/unrestricted/ETDMastersThesis.pdf Hall, J. (2012). The importance of Goal setting in the world of Sustainability. Retrieved from http://www.energyadvantage.com/blog/2012/08/the-importance-of-goal-setting-in-the-world-ofsustainability/ Hsu, Y. (2011). The effects of goal participation on College students' self-efficacy and task performance in an English oral training class. Department of applied foreign languages Chaoyang University of Technology. Retrieved from http://ir.lib.cyut.edu.tw:8080/bitstream/310901800/12223/1/6.pdf Locke, E., & Latham, P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268. doi: 10.1111/j.1467-8721.2006.00449.x Locke, E., Saari, L., Shaw, K., & Latham, G. (1981). Goal setting and task performance: 1969- 1980. Psychol. Bull. 90:125-52,1981. Retrieved from http://garfield.library.upenn.edu/classics1992/A1992JE41500001.pdf Lockyer, S. (2004). Coding Qualitative Data. In The Sage Encyclopedia of Social Science Research Methods. Retrieved from http://srmo.sagepub.com/view/the-sage-encyclopediaof-social-science-research-methods/n130.xml Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. Leslie, C. (2011). Action research in the classroom: Motivating teenager learners. Retrieved from http://www.fcsh.unl.pt/docentes/cceia/images/stories/PDF/tefl3/c_leslie.pdf McLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it?. Australian Journal of Early Childhood, 22(2), 6-11. Ministerio de Educación Nacional. (2005). Colombia Bilingüe. [Online Magazine]. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative Morisano, D., Hirsh J., Peterson, J., Phil, R. & Shore, B. (2010). Setting, elaborating and reflecting on personal goals improve academic performance. Journal of applied psychology. Vol 95, n. 2, 255-265. Retrieved from http://www.selfauthoring.com/JAPcomplete.pdf Schunk, D. (1990). Goal setting and self efficacy during self regulated learning. Retrieved from http://libres.uncg.edu/ir/uncg/f/D_Schunk_Goal_1990.pdf Schunk, D. & Swartz, C. (1993). Goals and progress feedback: Effects on self–efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354 Shin, S. (2002). Children’s self-efficacy beliefs, goal setting behaviors, and self-regulated learning. Retrieved from https://docs.google.com/document/d/1z_HvKPAtbGvRQE86Tn6olbwXqA0IbD0rXR0RHI Ch134/preview?hl=en# Smith, D., & Nelson, R. (1997). Goal, setting, self-monitoring, and self-evaluation for students with disabilities. In M. Agran (Ed.), Student-directed learning Teaching self-determination skills (pp. 80-110). Pacific Grove, CA: Brookes/Cole. In Copeland R, & Hughes C. Effects of Goal Setting on Task Performance of Persons with Mental Retardation. Retrieved from http://www.edst.purdue.edu/zentall/courses/mild%20characteristics%20ppts/linked%20doc s/effects%20of%20goal%20setting%20on%20task%20performance%20of%20persons%20 with%20mr.pdf Srichnayachon, N. (2009). Goal setting for learning Language of EFL students. The VIII Worldwide Forum on Education and Culture. Rome, Italy 3-4. December 2009. Retrieved from http://www.eric.ed.gov/PDFS/ED512562.pdf Stipek, D. (2002). Effective classroom practice: Goals. Retrieved from http://www.education.com/reference/article/effective-classroom-practice-goals/ Thamraksa, C. (1997) Metacognition: A key to Success for EFL learners. Retrieve from http://www.bu.ac.th/knowledgecenter/epaper/jan_june2005/chutima.pdf
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identifier_str_mv	Aliegro, J. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. University of Pittsburg (Online document). Retrieved from http://challenger.library.pitt.edu/ETD/available/etd-12012006- 121145/unrestricted/Coronado-AliegroJ2_etd2006.pdf Appelbaum, S. & Hare (1996). Self-efficacy as a mediator on goal setting and performance. Retrieved from http://www.appelbaumconsultants.com/articles/1994-96/SelfEfficacy.pdf Babaee, N. (2012). Motivation in learning English as a second language. Canadian Journal for New Scholars in Education, volume 4. Retrieved from www.cjnsercjce.ca/ojs2/index.php/cjnse/article/download/170/154 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall. Bork J. (2008) Effects of Goal setting on Academic Achievement. University of Wisconsin- La crosse. Onalaska IV Learning Community Brysman, A. & Burgues, R. (1999). Qualitative research. Vol. 4. In Hollstein, B. (n.d.). Qualitative approaches. Sage Handbook of Social Network Analysis. London, New Delhi. Carrera, R.; Gibbons L.; Hsieh A. & Prachachalerm, P. (2009). The effectiveness of goal setting in high school versus adult ESL levels. California State University, San Bernardino. Retrieved from http: //www.emurillo.org/Classes/Class2/documents/Goalsetting.doc Cheung, E. (2004). Goal setting as motivational tool in student's self-regulated learning. [Online document]. Educational Research Quarterly, 27(3), 3-9. Retrieved November 2, 2005, from EBSCO host database. Cunningham, J., Krull, C., Land, N., & Russell, S. (2000). Motivating students to be self-reflective learners through goal-setting and self-evaluation [Online document]. Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281–318. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=b1fb1c72-bb91-4e4c-925b- 7cb49bca8746%40sessionmgr13&vid=9&hid=2 Erez, M. & Kanfer, F. (1983). The role of goal acceptance in goal setting and task performance. Academy of Management Review, Vol. 8, N. 3, 454-463. Flavell, J. (1970). Developmental studies of mediated memory. In: W. Reese & L. Lipsitt (eds). Advances in child development and behavior. New York: Academic Press. Flavell, J. (1976). Metacognitive aspects of problem solving. In: L. Resnick (ed.). The nature of intelligence. p. 231-235. Hillsdale: Lawrence Erlbaum. Flavell, J. (1979). Metacognition and cognitive monitoring. In: American Psychologist 34: p. 906- 911 Hacker, D., J, Dunlosky & A, Graesser (1998). Metacognition in Educational theory and practice. Mahwah: Lawrence Erlbaum. Hafsteinsson, L. (2002). The interacting effect of self-efficacy and performance goal orientation on goal orientation on goal setting performance: the positive side of performance goal orientation. Retrieved from http://scholar.lib.vt.edu/theses/available/etd- 03242002221743/unrestricted/ETDMastersThesis.pdf Hall, J. (2012). The importance of Goal setting in the world of Sustainability. Retrieved from http://www.energyadvantage.com/blog/2012/08/the-importance-of-goal-setting-in-the-world-ofsustainability/ Hsu, Y. (2011). The effects of goal participation on College students' self-efficacy and task performance in an English oral training class. Department of applied foreign languages Chaoyang University of Technology. Retrieved from http://ir.lib.cyut.edu.tw:8080/bitstream/310901800/12223/1/6.pdf Locke, E., & Latham, P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268. doi: 10.1111/j.1467-8721.2006.00449.x Locke, E., Saari, L., Shaw, K., & Latham, G. (1981). Goal setting and task performance: 1969- 1980. Psychol. Bull. 90:125-52,1981. Retrieved from http://garfield.library.upenn.edu/classics1992/A1992JE41500001.pdf Lockyer, S. (2004). Coding Qualitative Data. In The Sage Encyclopedia of Social Science Research Methods. Retrieved from http://srmo.sagepub.com/view/the-sage-encyclopediaof-social-science-research-methods/n130.xml Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. Leslie, C. (2011). Action research in the classroom: Motivating teenager learners. Retrieved from http://www.fcsh.unl.pt/docentes/cceia/images/stories/PDF/tefl3/c_leslie.pdf McLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it?. Australian Journal of Early Childhood, 22(2), 6-11. Ministerio de Educación Nacional. (2005). Colombia Bilingüe. [Online Magazine]. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.html Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative Morisano, D., Hirsh J., Peterson, J., Phil, R. & Shore, B. (2010). Setting, elaborating and reflecting on personal goals improve academic performance. Journal of applied psychology. Vol 95, n. 2, 255-265. Retrieved from http://www.selfauthoring.com/JAPcomplete.pdf Schunk, D. (1990). Goal setting and self efficacy during self regulated learning. Retrieved from http://libres.uncg.edu/ir/uncg/f/D_Schunk_Goal_1990.pdf Schunk, D. & Swartz, C. (1993). Goals and progress feedback: Effects on self–efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354 Shin, S. (2002). Children’s self-efficacy beliefs, goal setting behaviors, and self-regulated learning. Retrieved from https://docs.google.com/document/d/1z_HvKPAtbGvRQE86Tn6olbwXqA0IbD0rXR0RHI Ch134/preview?hl=en# Smith, D., & Nelson, R. (1997). Goal, setting, self-monitoring, and self-evaluation for students with disabilities. In M. Agran (Ed.), Student-directed learning Teaching self-determination skills (pp. 80-110). Pacific Grove, CA: Brookes/Cole. In Copeland R, & Hughes C. Effects of Goal Setting on Task Performance of Persons with Mental Retardation. Retrieved from http://www.edst.purdue.edu/zentall/courses/mild%20characteristics%20ppts/linked%20doc s/effects%20of%20goal%20setting%20on%20task%20performance%20of%20persons%20 with%20mr.pdf Srichnayachon, N. (2009). Goal setting for learning Language of EFL students. The VIII Worldwide Forum on Education and Culture. Rome, Italy 3-4. December 2009. Retrieved from http://www.eric.ed.gov/PDFS/ED512562.pdf Stipek, D. (2002). Effective classroom practice: Goals. Retrieved from http://www.education.com/reference/article/effective-classroom-practice-goals/ Thamraksa, C. (1997) Metacognition: A key to Success for EFL learners. Retrieve from http://www.bu.ac.th/knowledgecenter/epaper/jan_june2005/chutima.pdf 160280 TE06058
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spelling	Rubin, JoanJaramillo Jaramillo, Lina MarcelaCastrillón Díaz, Lía TrinidadLópez Caro, Luis BayardoMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido2013-08-23T16:41:21Z2013-08-23T16:41:21Z20132013-08-23Aliegro, J. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. University of Pittsburg (Online document). Retrieved from http://challenger.library.pitt.edu/ETD/available/etd-12012006- 121145/unrestricted/Coronado-AliegroJ2_etd2006.pdfAppelbaum, S. & Hare (1996). Self-efficacy as a mediator on goal setting and performance. Retrieved from http://www.appelbaumconsultants.com/articles/1994-96/SelfEfficacy.pdfBabaee, N. (2012). Motivation in learning English as a second language. Canadian Journal for New Scholars in Education, volume 4. Retrieved from www.cjnsercjce.ca/ojs2/index.php/cjnse/article/download/170/154Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall.Bork J. (2008) Effects of Goal setting on Academic Achievement. University of Wisconsin- La crosse. Onalaska IV Learning CommunityBrysman, A. & Burgues, R. (1999). Qualitative research. Vol. 4. In Hollstein, B. (n.d.). Qualitative approaches. Sage Handbook of Social Network Analysis. London, New Delhi.Carrera, R.; Gibbons L.; Hsieh A. & Prachachalerm, P. (2009). The effectiveness of goal setting in high school versus adult ESL levels. California State University, San Bernardino. Retrieved from http: //www.emurillo.org/Classes/Class2/documents/Goalsetting.docCheung, E. (2004). Goal setting as motivational tool in student's self-regulated learning. [Online document]. Educational Research Quarterly, 27(3), 3-9. Retrieved November 2, 2005, from EBSCO host database.Cunningham, J., Krull, C., Land, N., & Russell, S. (2000). Motivating students to be self-reflective learners through goal-setting and self-evaluation [Online document].Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281–318. Retrieved from http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=b1fb1c72-bb91-4e4c-925b- 7cb49bca8746%40sessionmgr13&vid=9&hid=2Erez, M. & Kanfer, F. (1983). The role of goal acceptance in goal setting and task performance. Academy of Management Review, Vol. 8, N. 3, 454-463.Flavell, J. (1970). Developmental studies of mediated memory. In: W. Reese & L. Lipsitt (eds). Advances in child development and behavior. New York: Academic Press.Flavell, J. (1976). Metacognitive aspects of problem solving. In: L. Resnick (ed.). The nature of intelligence. p. 231-235. Hillsdale: Lawrence Erlbaum.Flavell, J. (1979). Metacognition and cognitive monitoring. In: American Psychologist 34: p. 906- 911Hacker, D., J, Dunlosky & A, Graesser (1998). Metacognition in Educational theory and practice. Mahwah: Lawrence Erlbaum.Hafsteinsson, L. (2002). The interacting effect of self-efficacy and performance goal orientation on goal orientation on goal setting performance: the positive side of performance goal orientation. Retrieved from http://scholar.lib.vt.edu/theses/available/etd- 03242002221743/unrestricted/ETDMastersThesis.pdfHall, J. (2012). The importance of Goal setting in the world of Sustainability. Retrieved from http://www.energyadvantage.com/blog/2012/08/the-importance-of-goal-setting-in-the-world-ofsustainability/Hsu, Y. (2011). The effects of goal participation on College students' self-efficacy and task performance in an English oral training class. Department of applied foreign languages Chaoyang University of Technology. Retrieved from http://ir.lib.cyut.edu.tw:8080/bitstream/310901800/12223/1/6.pdfLocke, E., & Latham, P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268. doi: 10.1111/j.1467-8721.2006.00449.xLocke, E., Saari, L., Shaw, K., & Latham, G. (1981). Goal setting and task performance: 1969- 1980. Psychol. Bull. 90:125-52,1981. Retrieved from http://garfield.library.upenn.edu/classics1992/A1992JE41500001.pdfLockyer, S. (2004). Coding Qualitative Data. In The Sage Encyclopedia of Social Science Research Methods. Retrieved from http://srmo.sagepub.com/view/the-sage-encyclopediaof-social-science-research-methods/n130.xmlKuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.Leslie, C. (2011). Action research in the classroom: Motivating teenager learners. Retrieved from http://www.fcsh.unl.pt/docentes/cceia/images/stories/PDF/tefl3/c_leslie.pdfMcLeod, L. (1997). Young children and metacognition: Do we know what they know they know? And if so, what do we do about it?. Australian Journal of Early Childhood, 22(2), 6-11.Ministerio de Educación Nacional. (2005). Colombia Bilingüe. [Online Magazine]. Retrieved from http://www.mineducacion.gov.co/1621/article-97495.htmlMishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrativeMorisano, D., Hirsh J., Peterson, J., Phil, R. & Shore, B. (2010). Setting, elaborating and reflecting on personal goals improve academic performance. Journal of applied psychology. Vol 95, n. 2, 255-265. Retrieved from http://www.selfauthoring.com/JAPcomplete.pdfSchunk, D. (1990). Goal setting and self efficacy during self regulated learning. Retrieved from http://libres.uncg.edu/ir/uncg/f/D_Schunk_Goal_1990.pdfSchunk, D. & Swartz, C. (1993). Goals and progress feedback: Effects on self–efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354Shin, S. (2002). Children’s self-efficacy beliefs, goal setting behaviors, and self-regulated learning. Retrieved from https://docs.google.com/document/d/1z_HvKPAtbGvRQE86Tn6olbwXqA0IbD0rXR0RHI Ch134/preview?hl=en#Smith, D., & Nelson, R. (1997). Goal, setting, self-monitoring, and self-evaluation for students with disabilities. In M. Agran (Ed.), Student-directed learning Teaching self-determination skills (pp. 80-110). Pacific Grove, CA: Brookes/Cole. In Copeland R, & Hughes C. Effects of Goal Setting on Task Performance of Persons with Mental Retardation. Retrieved from http://www.edst.purdue.edu/zentall/courses/mild%20characteristics%20ppts/linked%20doc s/effects%20of%20goal%20setting%20on%20task%20performance%20of%20persons%20 with%20mr.pdfSrichnayachon, N. (2009). Goal setting for learning Language of EFL students. The VIII Worldwide Forum on Education and Culture. Rome, Italy 3-4. December 2009. Retrieved from http://www.eric.ed.gov/PDFS/ED512562.pdfStipek, D. (2002). Effective classroom practice: Goals. Retrieved from http://www.education.com/reference/article/effective-classroom-practice-goals/Thamraksa, C. (1997) Metacognition: A key to Success for EFL learners. Retrieve from http://www.bu.ac.th/knowledgecenter/epaper/jan_june2005/chutima.pdfhttp://hdl.handle.net/10818/8239160280TE0605867 Páginas.Esta investigación se realizó con tres grupos diferentes de alumnos, veinticinco (25) estudiantes de cuarto grado, diecinueve (19) estudiantes de noveno grado y treinta (30) estudiantes de undécimo grado, quienes estudiaron en un ambiente de aprendizaje presencial, en una escuela privada y dos escuelas públicas en diferentes escenarios de Colombia. El objetivo de esta investigación fue analizar sí al enseñar a los estudiantes a fijar metas específicas, medibles, alcanzables, relevantes y oportunas aumentaría su autoeficacia. Dada la carencia de autoeficacia en los estudiantes al interactuar, esta investigación ofrece una nueva alternativa pedagógica a través de la implementación de dos estrategias de aprendizaje: establecimiento de metas y el análisis de tareas en conversaciones cortas. Estas estrategias jugaron un rol significativo en la interacción de los estudiantes y lideraron el incremento de su autoeficacia y motivación para aprender una segunda lengua. Los resultados indicaron que aprendiendo a fijar metas específicas, medibles, alcanzables, relevantes y oportunas afectó positivamente la autoeficacia de los alumnos. Los estudiantes desarrollaron conocimiento del proceso de aprendizaje de la lengua a través del uso de la estructura de diálogos (saludos, conversaciones interesantes, temas de interés y cierres) interactuando no sólo dentro del aula de clase sino también fuera de ella. Adicionalmente, los estudiantes respondieron de forma muy positiva al aprendizaje auto dirigido.spaUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas ExtranjerasUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaAprendizaje supervisado (aprendizaje automático) - InvestigacionesAutoeducación - InvestigacionesMétodos de estudio - InvestigacionesSegundas lenguas - Enseñanza - InvestigacionesIngles -- EnseñanzaTeaching Learners to set smart goals to increase their self-efficacymasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/8239/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Lía Trinidad Castrillón Díaz (Carta).pdfLía Trinidad Castrillón Díaz (Carta).pdfapplication/pdf201342https://intellectum.unisabana.edu.co/bitstream/10818/8239/5/L%c3%ada%20Trinidad%20Castrill%c3%b3n%20D%c3%adaz%20%28Carta%29.pdfbb8dbfe294526a8038a432dd5175d3dcMD55ORIGINALJaramillo Lina.pdfJaramillo Lina.pdfVer documento en PDFapplication/pdf1327349https://intellectum.unisabana.edu.co/bitstream/10818/8239/3/Jaramillo%20Lina.pdfd50bb24a799c8f740b4d57c520ffe4acMD53TEXTJaramillo Lina.pdf.txtJaramillo Lina.pdf.txtExtracted Texttext/plain68https://intellectum.unisabana.edu.co/bitstream/10818/8239/4/Jaramillo%20Lina.pdf.txt7fff9e44159a78eac7871fc9f6ce8ce3MD5410818/8239oai:intellectum.unisabana.edu.co:10818/82392019-09-16 17:09:55.209Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

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

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