Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality

Motivation plays an important in role in education. Based on the ten macro-strategies proposed by Dörnyei and Csizér (1998), this article analyzes the motivation conditions in a foreign language reading comprehension course using both a web-based modality and a face-to-face modality. A case study wa...

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Autores:
Lopera Medina, Sergio
Tipo de recurso:
Article of journal
Fecha de publicación:
2014
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/71854
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/71854
http://bdigital.unal.edu.co/36326/
http://bdigital.unal.edu.co/36326/2/
Palabra clave:
Comparison
face-to-face modality
foreign language reading
motivation
web-based modality
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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oai_identifier_str oai:repositorio.unal.edu.co:unal/71854
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network_name_str Universidad Nacional de Colombia
repository_id_str
dc.title.spa.fl_str_mv Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
title Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
spellingShingle Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
Comparison
face-to-face modality
foreign language reading
motivation
web-based modality
title_short Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
title_full Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
title_fullStr Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
title_full_unstemmed Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
title_sort Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality
dc.creator.fl_str_mv Lopera Medina, Sergio
dc.contributor.author.spa.fl_str_mv Lopera Medina, Sergio
dc.subject.proposal.spa.fl_str_mv Comparison
face-to-face modality
foreign language reading
motivation
web-based modality
topic Comparison
face-to-face modality
foreign language reading
motivation
web-based modality
description Motivation plays an important in role in education. Based on the ten macro-strategies proposed by Dörnyei and Csizér (1998), this article analyzes the motivation conditions in a foreign language reading comprehension course using both a web-based modality and a face-to-face modality. A case study was implemented as the primary research method, and five instruments were used to gather data: observations, a teacher’s diary, focus groups, questionnaires, and in-depth interviews. The use of teaching aids, mastery gains in reading, proper presentation of tasks, and lack of humor were among the similarities found in the courses. In contrast, constant motivation, technical support, interactions among students, anxiety, and a high number of exercises constituted some of the differences between the modalities.La motivación juega un papel importante en la educación. Basados en las diez macro-estrategias propuestas por Dörnyei y Csizér, este artículo analiza las condiciones de motivación en un curso de comprensión de lectura en lengua extranjera ofrecido en las modalidades a distancia en la web y presencial. Se implementó un estudio de caso como método de investigación y se utilizaron cinco instrumentos para recoger la información: observaciones, diario del profesor, grupos focales, cuestionarios y entrevistas a profundidad. El uso de ayudas de enseñanza, la mejora en la lectura, la presentación adecuada de las actividades y la carencia de humor son algunas de las similitudes encontradas en estos dos cursos. En contraste, una motivación más individual y positiva, la interacción entre los estudiantes, la ansiedad y la cantidad de ejercicios se constituyen en algunas diferencias entre las dos modalidades.
publishDate 2014
dc.date.issued.spa.fl_str_mv 2014-04-29
dc.date.accessioned.spa.fl_str_mv 2019-07-03T14:41:25Z
dc.date.available.spa.fl_str_mv 2019-07-03T14:41:25Z
dc.type.spa.fl_str_mv Artículo de revista
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http://bdigital.unal.edu.co/36326/
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PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Lopera Medina, Sergio (2014) Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality. PROFILE Issues in Teachers' Professional Development; Vol. 16, núm. 1 (2014): PROFILE Journal Vol. 16 No. 1: Issues in Teachers' Professional Development; 89-104 PROFILE Issues in Teachers' Professional Development; Vol. 16, núm. 1 (2014): PROFILE Journal .
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
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