Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry
Universidad Pedagógica Nacional
- Autores:
-
Goyeneche Orozco, Paula Nathalia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/12162
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12162
- Palabra clave:
- Reflexión
Investigación social
Habilidades escritas
Interacción en el aula
Reflection
Social inquiry
Writing skills
Classroom interaction
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry Reflexión Investigación social Habilidades escritas Interacción en el aula Reflection Social inquiry Writing skills Classroom interaction |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
| title_full |
Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Promoting EFL Writing Skills and Classroom Interaction through Social Inquiry |
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Goyeneche Orozco, Paula Nathalia |
| dc.contributor.advisor.spa.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.spa.fl_str_mv |
Goyeneche Orozco, Paula Nathalia |
| dc.subject.spa.fl_str_mv |
Reflexión Investigación social Habilidades escritas Interacción en el aula |
| topic |
Reflexión Investigación social Habilidades escritas Interacción en el aula Reflection Social inquiry Writing skills Classroom interaction |
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Reflection Social inquiry Writing skills Classroom interaction |
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Universidad Pedagógica Nacional |
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Aitken, G., & Sinnema, C. (2008). Effective pedagogy in social sciences. Tikanga ā iwi: Best evidence synthesis iteration (BES). Retrieved from Education counts: https://www.educationcounts.govt.nz/publications/series/2515/35263 Baez S, García A and Ibáñez A. (2018). How Does Social Context Influence Our Brain and Behavior?. Retrieved from: https://kids.frontiersin.org/article/10.3389/frym.2018.00003 Barton, D., Hamilton, M., Roz, I. (2000). Situated Literacies. London and New York: Routledge Taylor and Francis Group. Bilton, L., Sivasubramaniam, S. (2009). An inquiry into expressive writing: a classroom-based study. Abu Dhabi: Language Teaching Research #13; pp. 301–320 Burns, A. (1999) Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press. Burns, A. (2009). Action research in second language teacher education. United Kingdom: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge. New York: Cambridge University Press. Cajiao, F. (2005). Instrumentos para escribir el mundo. Teoría y Práctica. Bogotá: Editorial Palabra Magisterio. Carretero, M. (1993). Biblioteca Nacional de Maestros. Retrieved from: Constructivismo y educación: http://www.bnm.me.gov.ar/cgibin/wxis.exe/opac/?IsisScript=opac/opac. xis&dbn= BINAM&tb=aut&src=link&query=CARRETERO,%20MARIO &cantidad=&formato=&salal Chandra, R. (2015) Collaborative learning for Educational achievement. Retrieved from: https://www.researchgate.net/publication/313889863_Collaborative_Learning_for_Educatio nal_Achievement Creswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. (3rd ed.) Sage. Darling-Hammond, L. et Al. (2020) Implications for educational practice of the science of learning and development. Applied Developmental Science, 24:2, 97-140, DOI: 10.1080/10888691.2018.1537791 Denzin, N. K., and Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. The sage handbook of qualitative research (4th ed., 1-19). Thousand oaks, CA: sage. Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press. Fielding, M., Bragg, S. (2003) Students as Researchers. Making a Difference. United Kingdom: Pearson publishing. Frydrychova, B. (2013) The importance of writing. Paripex, Indian Journal of Research. Retrieved from: https://www.researchgate.net/publication/274925223_The_Importance_of_Writing Glaser, B., Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Mill Valley, CA: Sociology Press. Harmer, J. (2004). How to teach writing. England: Pearson Education Limited. Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd. Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in Qualitative Educational Research. Journal of College Science Teaching, (42-47). Kiewra, K., Colliot, T., and Lo, J. (2018) Note this: How to improve student note taking. Retrieved from: https://www.researchgate.net/publication/330599365_Note_This_How_to_Improve_Student_Note_Ta king/citation/download Lewin, K. (1973). Action research and minority problems. Journal of Social Issues 2, (34-46). Liu, P. (2006). Code Switching and code mixing. Germany: Grin Verlag Lomas, C., Osorio A., Tusón, A. (1997). Ciencias del lenguaje, competencia comunicativa y enseñanza de la lengua. Barcelona: Editorial Paidós. Lomas, C. (1999). Cómo enseñar a hacer cosas con las palabras. Teoría y práctica de la educación lingüística. España: Paidós. Lozano, M., Gutiérrez, H. (2009). Empapelaos Liceo. Bogotá D, C. Secretaria de Educación. Recovered from: http://enpapelaosliceo.blogspot.com/2009/11/una-historia-que-no -se-ha-escrito.html Maley, A. (2009). Creative writing for language learners (and teachers). Retrieved from: http://www.teachingenglish.org.uk/think/articles/creative-writing-language- Mezirow, J. (1990). Fostering Critical Reflection in Adulthood, Chapter 1. J. Mezirow and Associates. pp. 1- 20. Miller, C. (2007). Action Research: Making Sense of Data. Online article retrieved from: www.coe.fau.edu/sfcel/sensdata.htm Murchison, J. (2010). Ethnography Essentials: Designing, Conducting, and Presenting your Research. San Francisco: Wiley. Navarro, M. (2007). El cambio cognitivo en el niño de aprendizaje lento: una mirada desde la teoría de la modificabilidad estructural cognitiva. Bogotá: Cooperativa Editorial Magisterio. Navarro, M. (2007). El cambio cognitivo en el niño de aprendizaje lento: una mirada desde la teoría de la modificabilidad estructural cognitiva. Bogotá: Cooperativa Editorial Magisterio. Parada, G. (2014). La enseñanza de la historia urbana y barrial: El caso del barrio San José de Bogotá. Bogotá: Civilizar. Pike, K. (1967). Language in Relation to a Unified Theory of the Structure of Human Behavior. Paris: The Hague. Ríos, F. (2017). IED Liceo Femenino Mercedes Nariño Plan De Movilidad Escolar Cooperación Técnica – Dirección De Bienestar Estudiantil. Bogotá D, C, Recovered from: http://repositoriosed.educacionbogota.edu.co/jspui/bitstream/123456789/9791/1/PME%20Li ceo%20Femenino%20Mercedes%20Nari%EF%BF%BDo.pdf Rymes, B. (2018). Classroom interaction and the role of teacher in classroom interaction. Retrieved from: https://www.kenyaplex.com/resources/2426-classroom-interaction-and-the-role-of- teacher-in-classroom-interaction.aspx Rinnet, C., Kobayashi, H. (2009). Situated writing practices in foreign language settings: the role of previous experience and instruction. In Manchón, R. Writing in foreign language contexts. Learning, teaching and research. Great Britain: MPG Books group. Seidman, I. (2005). Interviewing as Qualitative Research. A Guide for Researchers in Education and the Social Sciences. New York: Teachers College Press. Strauss, A., and J. Corbin. (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. London: Sage. Spencer, J. (2018). An essay on the need for a modern approach to personal and social choice. Online article retrieved from: https://www.academia.edu/37953136/VALUES.pdf Thuan, L. T., & Nhu, N. T. (2010). Theoretical Review on Oral Interaction in EFL. Studies in literature and language. Canadá: CSCANADA Vaughn, E., Obenchain, K. (2015) Fourth Graders Confront an Injustice: The Anti-Bullying Campaign—A Social Action Inquiry Project. Indiana, USA: Routledge Taylor and Francis Group. Wood, B. (2013) What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. Retrieved from: https://www.nzcer.org.nz/nzcerpress/set/articles/what-social-inquiry-crafting-questions-lead- deeper-knowledge-about-society-a |
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Montaño Moreno, JohannaGoyeneche Orozco, Paula NathaliaBogotá20192020-08-07T17:44:03Z2020-08-07T17:44:03Z2020http://hdl.handle.net/20.500.12209/12162instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Submitted by Paula Nathalia Goyeneche Orozco (del_pgoyenecheo670@pedagogica.edu.co) on 2020-08-04T18:12:51Z No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) Promoting EFL writing through social inquiry.pdf: 1980230 bytes, checksum: f32a0e74c3ecb54b639d349d998a1f5b (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-04T18:35:21Z (GMT) No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) Promoting EFL writing through social inquiry.pdf: 1980230 bytes, checksum: f32a0e74c3ecb54b639d349d998a1f5b (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: Eliminar de los anexos el consentimiento informado firmado por el representante o tutor de los participantes, ya que contiene datos sensibles como firmas, números de documentos, se recomienda dejar estos consentimientos en un anexo aparte como la licencia con el fin de ocultarlos al momento de publicar su trabajo on 2020-08-06T02:29:31Z (GMT)Submitted by Paula Nathalia Goyeneche Orozco (del_pgoyenecheo670@pedagogica.edu.co) on 2020-08-07T00:11:44Z No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) EFL writing skills through social inquiry.pdf: 1908134 bytes, checksum: 23a749c68082e08a1e0620f4c199eccc (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-07T02:30:02Z (GMT) No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) EFL writing skills through social inquiry.pdf: 1908134 bytes, checksum: 23a749c68082e08a1e0620f4c199eccc (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-07T17:44:03Z (GMT) No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) EFL writing skills through social inquiry.pdf: 1908134 bytes, checksum: 23a749c68082e08a1e0620f4c199eccc (MD5)Made available in DSpace on 2020-08-07T17:44:03Z (GMT). No. of bitstreams: 2 Goyeneche_Paula_Licencia de uso.pdf: 123908 bytes, checksum: 635c5f072b4c3bb4c4ee07dec3fee01b (MD5) EFL writing skills through social inquiry.pdf: 1908134 bytes, checksum: 23a749c68082e08a1e0620f4c199eccc (MD5) Previous issue date: 2020Universidad Pedagógica NacionalIED Liceo Femenino Mercedes NariñoLicenciado en Español y Lenguas ExtranjerasTesis de pregradoThe present proposal aims at describing the way in which EFL students’ reflections on their local problems influence the classroom interaction when using a social inquiry project, and how those reflections shape their writing skills. This study was carried out in a public school of Bogotá with eighth grader students and relies under the principles of social inquiry-based learning. The idea of implementing this research methodology has to do with the need of looking beyond the traditional strategies and rather recognize and understand how students are active learners who negotiate their interests and needs and contribute their own learning processes. And on the other hand, that students are capable of carrying out processes of inquiry on their own, thinking about the near contexts that day by day are affecting them. These processes enable students to think critically and to propose alternatives and solutions throughout reflections on the reality that surrounds them, shaping at the same time their writing skills and influencing classroom interaction.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalReflexiónInvestigación socialHabilidades escritasInteracción en el aulaReflectionSocial inquiryWriting skillsClassroom interactionPromoting EFL Writing Skills and Classroom Interaction through Social Inquiryinfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAitken, G., & Sinnema, C. (2008). Effective pedagogy in social sciences. Tikanga ā iwi: Best evidence synthesis iteration (BES). Retrieved from Education counts: https://www.educationcounts.govt.nz/publications/series/2515/35263Baez S, García A and Ibáñez A. (2018). How Does Social Context Influence Our Brain and Behavior?. Retrieved from: https://kids.frontiersin.org/article/10.3389/frym.2018.00003Barton, D., Hamilton, M., Roz, I. (2000). Situated Literacies. London and New York: Routledge Taylor and Francis Group.Bilton, L., Sivasubramaniam, S. (2009). An inquiry into expressive writing: a classroom-based study. Abu Dhabi: Language Teaching Research #13; pp. 301–320Burns, A. (1999) Collaborative Action Research for English Language Teachers. United Kingdom: Cambridge University Press.Burns, A. (2009). Action research in second language teacher education. United Kingdom: Cambridge University Press.Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge. New York: Cambridge University Press.Cajiao, F. (2005). Instrumentos para escribir el mundo. Teoría y Práctica. Bogotá: Editorial Palabra Magisterio.Carretero, M. (1993). Biblioteca Nacional de Maestros. Retrieved from: Constructivismo y educación: http://www.bnm.me.gov.ar/cgibin/wxis.exe/opac/?IsisScript=opac/opac. xis&dbn= BINAM&tb=aut&src=link&query=CARRETERO,%20MARIO &cantidad=&formato=&salalChandra, R. (2015) Collaborative learning for Educational achievement. Retrieved from: https://www.researchgate.net/publication/313889863_Collaborative_Learning_for_Educatio nal_AchievementCreswell, J. W. (2013). Qualitative inquiry and research design. Choosing among five approaches. (3rd ed.) Sage.Darling-Hammond, L. et Al. (2020) Implications for educational practice of the science of learning and development. Applied Developmental Science, 24:2, 97-140, DOI: 10.1080/10888691.2018.1537791Denzin, N. K., and Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. The sage handbook of qualitative research (4th ed., 1-19). Thousand oaks, CA: sage.Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press.Fielding, M., Bragg, S. (2003) Students as Researchers. Making a Difference. United Kingdom: Pearson publishing.Frydrychova, B. (2013) The importance of writing. Paripex, Indian Journal of Research. Retrieved from: https://www.researchgate.net/publication/274925223_The_Importance_of_WritingGlaser, B., Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Mill Valley, CA: Sociology Press.Harmer, J. (2004). How to teach writing. England: Pearson Education Limited.Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd.Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in Qualitative Educational Research. Journal of College Science Teaching, (42-47).Kiewra, K., Colliot, T., and Lo, J. (2018) Note this: How to improve student note taking. Retrieved from: https://www.researchgate.net/publication/330599365_Note_This_How_to_Improve_Student_Note_Ta king/citation/downloadLewin, K. (1973). Action research and minority problems. Journal of Social Issues 2, (34-46).Liu, P. (2006). Code Switching and code mixing. Germany: Grin VerlagLomas, C., Osorio A., Tusón, A. (1997). Ciencias del lenguaje, competencia comunicativa y enseñanza de la lengua. Barcelona: Editorial Paidós.Lomas, C. (1999). Cómo enseñar a hacer cosas con las palabras. Teoría y práctica de la educación lingüística. España: Paidós.Lozano, M., Gutiérrez, H. (2009). Empapelaos Liceo. Bogotá D, C. Secretaria de Educación. Recovered from: http://enpapelaosliceo.blogspot.com/2009/11/una-historia-que-no -se-ha-escrito.htmlMaley, A. (2009). Creative writing for language learners (and teachers). Retrieved from: http://www.teachingenglish.org.uk/think/articles/creative-writing-language-Mezirow, J. (1990). Fostering Critical Reflection in Adulthood, Chapter 1. J. Mezirow and Associates. pp. 1- 20.Miller, C. (2007). Action Research: Making Sense of Data. Online article retrieved from: www.coe.fau.edu/sfcel/sensdata.htmMurchison, J. (2010). Ethnography Essentials: Designing, Conducting, and Presenting your Research. San Francisco: Wiley.Navarro, M. (2007). El cambio cognitivo en el niño de aprendizaje lento: una mirada desde la teoría de la modificabilidad estructural cognitiva. Bogotá: Cooperativa Editorial Magisterio.Navarro, M. (2007). El cambio cognitivo en el niño de aprendizaje lento: una mirada desde la teoría de la modificabilidad estructural cognitiva. Bogotá: Cooperativa Editorial Magisterio.Parada, G. (2014). La enseñanza de la historia urbana y barrial: El caso del barrio San José de Bogotá. Bogotá: Civilizar.Pike, K. (1967). Language in Relation to a Unified Theory of the Structure of Human Behavior. Paris: The Hague.Ríos, F. (2017). IED Liceo Femenino Mercedes Nariño Plan De Movilidad Escolar Cooperación Técnica – Dirección De Bienestar Estudiantil. Bogotá D, C, Recovered from: http://repositoriosed.educacionbogota.edu.co/jspui/bitstream/123456789/9791/1/PME%20Li ceo%20Femenino%20Mercedes%20Nari%EF%BF%BDo.pdfRymes, B. (2018). Classroom interaction and the role of teacher in classroom interaction. Retrieved from: https://www.kenyaplex.com/resources/2426-classroom-interaction-and-the-role-of- teacher-in-classroom-interaction.aspxRinnet, C., Kobayashi, H. (2009). Situated writing practices in foreign language settings: the role of previous experience and instruction. In Manchón, R. Writing in foreign language contexts. Learning, teaching and research. Great Britain: MPG Books group.Seidman, I. (2005). Interviewing as Qualitative Research. A Guide for Researchers in Education and the Social Sciences. New York: Teachers College Press.Strauss, A., and J. Corbin. (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. London: Sage.Spencer, J. (2018). An essay on the need for a modern approach to personal and social choice. Online article retrieved from: https://www.academia.edu/37953136/VALUES.pdfThuan, L. T., & Nhu, N. T. (2010). Theoretical Review on Oral Interaction in EFL. Studies in literature and language. Canadá: CSCANADAVaughn, E., Obenchain, K. (2015) Fourth Graders Confront an Injustice: The Anti-Bullying Campaign—A Social Action Inquiry Project. Indiana, USA: Routledge Taylor and Francis Group. Wood, B. (2013) What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. 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