Self-regulation to foster vocabulary learning in an EFL classroom.
This qualitative action research aimed to describe the role of self-regulation in the EFL vocabulary learning of first-grade students at Gonzalo Arango public school. The problem was identified through observations and a diagnostic class, revealing that low vocabulary learning and a lack of self-reg...
- Autores:
-
Ramirez Contreras, Andrea Natalia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/20459
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/20459
- Palabra clave:
- Autorregulación
Aprendizaje autorregulado
Aprendizaje de vocabulario
Inglés como lengua extranjera
Alumnos de educación primaria
Self-regulation
Vocabulary learning
EFL
Young learners
Self-regulated learning
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Self-regulation to foster vocabulary learning in an EFL classroom. |
| title |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| spellingShingle |
Self-regulation to foster vocabulary learning in an EFL classroom. Autorregulación Aprendizaje autorregulado Aprendizaje de vocabulario Inglés como lengua extranjera Alumnos de educación primaria Self-regulation Vocabulary learning EFL Young learners Self-regulated learning |
| title_short |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| title_full |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| title_fullStr |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| title_full_unstemmed |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| title_sort |
Self-regulation to foster vocabulary learning in an EFL classroom. |
| dc.creator.fl_str_mv |
Ramirez Contreras, Andrea Natalia |
| dc.contributor.advisor.spa.fl_str_mv |
Hernández Saavedra, Sergio Francisco |
| dc.contributor.author.none.fl_str_mv |
Ramirez Contreras, Andrea Natalia |
| dc.subject.spa.fl_str_mv |
Autorregulación Aprendizaje autorregulado Aprendizaje de vocabulario Inglés como lengua extranjera Alumnos de educación primaria |
| topic |
Autorregulación Aprendizaje autorregulado Aprendizaje de vocabulario Inglés como lengua extranjera Alumnos de educación primaria Self-regulation Vocabulary learning EFL Young learners Self-regulated learning |
| dc.subject.keywords.eng.fl_str_mv |
Self-regulation Vocabulary learning EFL Young learners Self-regulated learning |
| description |
This qualitative action research aimed to describe the role of self-regulation in the EFL vocabulary learning of first-grade students at Gonzalo Arango public school. The problem was identified through observations and a diagnostic class, revealing that low vocabulary learning and a lack of self-regulation in managing challenging emotions and behaviors were interdependent problems among the young learners. Therefore, this research employed the theoretical constructs of self-regulated learning and EFL vocabulary learning to explore how these problems could be addressed through a pedagogical intervention based on the constructivist pedagogical model. The intervention included seven SRL strategies adapted to the population to enhance their receptive vocabulary learning. Data collected through five instruments were analyzed, demonstrating that the students’ EFL learning process significantly benefited from the fostering role of self-regulation. |
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2024 |
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2024-12-12T21:19:30Z |
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2024-12-12T21:19:30Z |
| dc.date.issued.none.fl_str_mv |
2024 |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://hdl.handle.net/20.500.12209/20459 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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eng |
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eng |
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Araya Pérez, D., Peña Pincheira, R., Rodríguez Arenas, N., Spate Briones, S. & Vergara Chávez, K. (2013). Learning strategies and self-regulation in vocabulary acquisition: a research project about EFL learners study experience and achievement. https://repositorio.uchile.cl/handle/2250/112733 Barbosa Romero, D. A., Galeano Gómez, G. A., Gómez Quiceno, H. G., & Martínez Arango, J. D. (2019). Communicative and collaborative activities based on lexical competence to increase learners’ self-confidence in EFL contexts. Universidad El Bosque. https://repositorio.unbosque.edu.co/server/api/core/bitstreams/f289d5e5-3ff9-42db-a385- 876effb88c69/content Bisquerra, R. (2004). Metodología de la investigación educativa. La Muralla. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge. Cacciattolo, M. (2015). Ethical considerations in research. In M. Vicars, S. Steinberg, T. McKenna, & M. Cacciattolo (Eds.), The praxis of English language teaching and learning (PELT): Critical new literacies. SensePublishers. https://doi.org/10.1007/978-94-6300-112-0_4 Calderón, O. (2017). Second grader's vocabulary ability within interactive stories. http://hdl.handle.net/20.500.12209/3172 Corbin, J., & Strauss, A. (2015). Basics of qualitative research (4th ed.). Sage Publications. Cordova Lima, T. (2008). Teaching English language vocabulary through communicative games to 5-year-old children of the Centro de Orientación Femenino of La Paz City. Universidad Mayor de San Andrés. http://repositorio.umsa.bo/xmlui/handle/123456789/15987 Cormane, S. E. (2021). Vocabulary Learning through Activities Framed within Multimodality. http://hdl.handle.net/20.500.12209/13422 Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage. Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed.). Open University Press. https://www.researchgate.net/file.PostFileLoader.html?id=582a0dbf217e20276533f5a5&assetKe y=AS:428404664213506@1479151039119 Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1–32). Sage Publications. Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). Cambridge University Press. https://doi.org/10.1017/CBO9781139152198.015 Easton, L. B. (2009). Protocols for professional learning. Association for Supervision and Curriculum Development. Ferreira, P.D., & Veiga, A.M. (2012). Teaching Practices that Foster Self-regulated Learning: a case study. Educational Research eJournal. DOI:10.5838/erej.2012.11.01 Field, J. (2009). Listening in the Language Classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511575945 Flick, U. (2004). A Companion to Qualitative Research. Sage Publications. Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press. https://doi.org/10.3998/mpub.23925 Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspective, and practice. Teachers College Press. Galletta, A., & Cross, W. E. (2013). Mastering the Semi-Structured Interview and Beyond: From Research Design to Analysis and Publication. NYU Press. http://www.jstor.org/stable/j.ctt9qgh5x Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. Routledge. https://blog.ufes.br/kyriafinardi/files/2017/10/Situated-Language-And-Learning.-A-Critique-ofTraditional-Schooling-2004.pdf IED Gonzalo Arango. (2005). PEI: Horizonte institucional. Bogotá. Retrieved from https://www.redacademica.edu.co/colegios/colegio-gonzalo-arango-ied IED Gonzalo Arango (2014). Students Evaluation Institutional System. Bogotá. Retrieved from https://www.redacademica.edu.co/colegios/colegio-gonzalo-arango-ied Kaufman, D. (2004). Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics, 24, 303–319. https://doi.org/10.1017/S0267190504000121 Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474. https://doi.org/10.1080/09650790903093284 Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press. León, C.A. (2016). English Language Learning Agency Performance of Second Graders in a public school. http://hdl.handle.net/11349/4325 Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. Lodico, M. G., Spaulding, D. T., & Voegtle, K. J. (2010). Methods in educational research: From theory to practice. John Wiley & Sons. McKay, P. (2005). Assessing young language learners. Cambridge University Press. https://doi.org/10.1017/CBO9780511733093 McNiff, J. (2013). Action research: Principles and practice (3rd ed.). Routledge. https://doi.org/10.4324/9780203112755 Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Bogotá: Ministerio de Educación Nacional. https://santillanaplus.com.co/pdf/estandares-basicos-de-competencias.pdf Ministerio de Educación Nacional. (2016). Derechos básicos de aprendizaje de inglés. Ministerio de Educación Nacional. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://doi.org/10.1017/CBO9781139524759 Padial-Ruz, R., Rejón-Utrabo, M. C., Chacón-Borrego, F., & González-Valero, G. (2022). Review of interventions in physical activity for the improvement of executive functions and academic performance in kindergarten. Apunts Educación Física y Deportes, 149, 22–35. https://doi.org/10.5672/apunts.2014-0983.es.(2022/3).149.03 Páez, A. A. (2017). Social affective strategies in EFL self-confidence. http://hdl.handle.net/20.500.12209/10029 Paris, S. G., & Paris, A. H. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4 Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative Health Research, 28(3), 381–388. https://doi.org/10.1177/1049732317697102 Phillips, D. K., & Carr, K. (2010). Becoming a teacher through action research: Process, context, and self-study (2nd ed.). Routledge. https://doi.org/10.4324/9780203861776 Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press. Rost, M., & Candlin, C. N. (2013). Listening in language learning (1st ed.; originally published 1991). Routledge. https://doi.org/10.4324/9781315846699 Schcolnik, M., Kol, S., & Abarbanel, J. (2006). Constructivism in theory and in practice. English Teaching Forum, 44(4), 12–20. https://eric.ed.gov/?id=EJ1107896 Seal, B. (1991). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 296-311). Newbury House. Thornbury, S. (2002). How to teach vocabulary. Pearson Education VanPatten, B. (2017). While we’re on the topic: BVP on language, acquisition, and classroom practice. The American Council on the Teaching of Foreign Languages. Viveros Viveros, T., Mahecha Escobar, J. C., & Conejo Carrasco, F. (2022). Self-regulation in learning, motivation and learning environments: Great challenges for learning the English language. https://doi.org/10.26620/uniminuto/978-958-763-582-9.cap.6 Vohs, K. D., & Baumeister, R. F. (Eds.). (2011). Handbook of self-regulation: Research, theory, and applications (2nd ed.). The Guilford Press. Wilkins, D. A. (1972). Linguistics in language teaching. Cambridge University Press. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. https://doi.org/10.3102/00028312023004614 Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909 Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group. Zhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Asian Social Science, 6(10), 14-19. https://doi.org/10.5539/ass.v6n10p14 |
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Hernández Saavedra, Sergio FranciscoRamirez Contreras, Andrea NataliaBogotá2024-12-12T21:19:30Z2024-12-12T21:19:30Z2024http://hdl.handle.net/20.500.12209/20459instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This qualitative action research aimed to describe the role of self-regulation in the EFL vocabulary learning of first-grade students at Gonzalo Arango public school. The problem was identified through observations and a diagnostic class, revealing that low vocabulary learning and a lack of self-regulation in managing challenging emotions and behaviors were interdependent problems among the young learners. Therefore, this research employed the theoretical constructs of self-regulated learning and EFL vocabulary learning to explore how these problems could be addressed through a pedagogical intervention based on the constructivist pedagogical model. The intervention included seven SRL strategies adapted to the population to enhance their receptive vocabulary learning. Data collected through five instruments were analyzed, demonstrating that the students’ EFL learning process significantly benefited from the fostering role of self-regulation.Submitted by Andrea Natalia Ramirez Contreras (anramirezc@upn.edu.co) on 2024-12-01T17:02:58Z No. of bitstreams: 3 Self regulation to Foster Vocabulary Learning in an EFL Classroom.pdf: 3986730 bytes, checksum: d0cd2750d177124e1afb4217e3419fe4 (MD5) Licencia de uso.pdf: 698222 bytes, checksum: 59548a0fe44ee7e2ddf00a6abae90c64 (MD5) Autorizaciones de datos.pdf: 1589109 bytes, checksum: 00f600b398de98a509487cea4ef67460 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:28:47Z (GMT) No. of bitstreams: 3 Self regulation to Foster Vocabulary Learning in an EFL Classroom.pdf: 3986730 bytes, checksum: d0cd2750d177124e1afb4217e3419fe4 (MD5) Licencia de uso.pdf: 698222 bytes, checksum: 59548a0fe44ee7e2ddf00a6abae90c64 (MD5) Autorizaciones de datos.pdf: 1589109 bytes, checksum: 00f600b398de98a509487cea4ef67460 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T21:19:30Z (GMT) No. of bitstreams: 3 Self regulation to Foster Vocabulary Learning in an EFL Classroom.pdf: 3986730 bytes, checksum: d0cd2750d177124e1afb4217e3419fe4 (MD5) Licencia de uso.pdf: 698222 bytes, checksum: 59548a0fe44ee7e2ddf00a6abae90c64 (MD5) Autorizaciones de datos.pdf: 1589109 bytes, checksum: 00f600b398de98a509487cea4ef67460 (MD5)Made available in DSpace on 2024-12-12T21:19:30Z (GMT). No. of bitstreams: 3 Self regulation to Foster Vocabulary Learning in an EFL Classroom.pdf: 3986730 bytes, checksum: d0cd2750d177124e1afb4217e3419fe4 (MD5) Licencia de uso.pdf: 698222 bytes, checksum: 59548a0fe44ee7e2ddf00a6abae90c64 (MD5) Autorizaciones de datos.pdf: 1589109 bytes, checksum: 00f600b398de98a509487cea4ef67460 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEsta investigación-acción cualitativa tuvo como objetivo describir el papel de la autorregulación en el aprendizaje de vocabulario en inglés como lengua extranjera de los estudiantes de primer grado del colegio público Gonzalo Arango. El problema fue identificado a través de observaciones y una clase diagnóstica, revelando que el bajo aprendizaje de vocabulario y la falta de autorregulación para manejar emociones y comportamientos eran problemas interdependientes entre los estudiantes. Por lo tanto, esta investigación empleó los constructos teóricos de aprendizaje autorregulado y aprendizaje de vocabulario de inglés como lengua extranjera para explorar cómo podrían abordarse estos problemas mediante una intervención pedagógica basada en el modelo pedagógico constructivista. La intervención incluyó siete estrategias de aprendizaje autorregulado, adaptadas a la población, para mejorar su aprendizaje de vocabulario receptivo. Los datos recopilados a través de cinco instrumentos fueron analizados, demostrando que el proceso de aprendizaje de inglés como lengua extranjera de los estudiantes se benefició significativamente del rol promotor de la autorregulación.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutorregulaciónAprendizaje autorreguladoAprendizaje de vocabularioInglés como lengua extranjeraAlumnos de educación primariaSelf-regulationVocabulary learningEFLYoung learnersSelf-regulated learningSelf-regulation to foster vocabulary learning in an EFL classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAraya Pérez, D., Peña Pincheira, R., Rodríguez Arenas, N., Spate Briones, S. & Vergara Chávez, K. (2013). Learning strategies and self-regulation in vocabulary acquisition: a research project about EFL learners study experience and achievement. https://repositorio.uchile.cl/handle/2250/112733Barbosa Romero, D. A., Galeano Gómez, G. A., Gómez Quiceno, H. G., & Martínez Arango, J. D. (2019). Communicative and collaborative activities based on lexical competence to increase learners’ self-confidence in EFL contexts. Universidad El Bosque. https://repositorio.unbosque.edu.co/server/api/core/bitstreams/f289d5e5-3ff9-42db-a385- 876effb88c69/contentBisquerra, R. (2004). Metodología de la investigación educativa. La Muralla.Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.Cacciattolo, M. (2015). Ethical considerations in research. In M. Vicars, S. Steinberg, T. McKenna, & M. Cacciattolo (Eds.), The praxis of English language teaching and learning (PELT): Critical new literacies. SensePublishers. https://doi.org/10.1007/978-94-6300-112-0_4Calderón, O. (2017). Second grader's vocabulary ability within interactive stories. http://hdl.handle.net/20.500.12209/3172Corbin, J., & Strauss, A. (2015). Basics of qualitative research (4th ed.). Sage Publications.Cordova Lima, T. (2008). Teaching English language vocabulary through communicative games to 5-year-old children of the Centro de Orientación Femenino of La Paz City. Universidad Mayor de San Andrés. http://repositorio.umsa.bo/xmlui/handle/123456789/15987Cormane, S. E. (2021). Vocabulary Learning through Activities Framed within Multimodality. http://hdl.handle.net/20.500.12209/13422Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed.). Open University Press. https://www.researchgate.net/file.PostFileLoader.html?id=582a0dbf217e20276533f5a5&assetKe y=AS:428404664213506@1479151039119Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1–32). Sage Publications.Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). Cambridge University Press. https://doi.org/10.1017/CBO9781139152198.015Easton, L. B. (2009). Protocols for professional learning. Association for Supervision and Curriculum Development.Ferreira, P.D., & Veiga, A.M. (2012). Teaching Practices that Foster Self-regulated Learning: a case study. Educational Research eJournal. DOI:10.5838/erej.2012.11.01Field, J. (2009). Listening in the Language Classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511575945Flick, U. (2004). A Companion to Qualitative Research. Sage Publications.Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press. https://doi.org/10.3998/mpub.23925Fosnot, C. T. (Ed.). (1996). Constructivism: Theory, perspective, and practice. Teachers College Press.Galletta, A., & Cross, W. E. (2013). Mastering the Semi-Structured Interview and Beyond: From Research Design to Analysis and Publication. NYU Press. http://www.jstor.org/stable/j.ctt9qgh5xGee, J. P. (2004). Situated language and learning: A critique of traditional schooling. Routledge. https://blog.ufes.br/kyriafinardi/files/2017/10/Situated-Language-And-Learning.-A-Critique-ofTraditional-Schooling-2004.pdfIED Gonzalo Arango. (2005). PEI: Horizonte institucional. Bogotá. 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