Implementing a collaborative writing workshop using Google Docs in a bilingual high school
La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Est...
- Autores:
-
Gómez Correa, Juan Bernardo
Muñoz Morales, Kevin
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14744
- Acceso en línea:
- https://hdl.handle.net/11059/14744
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::371 - Escuelas y actividades; educación especial
Enseñanza de la escritura
Educación bilingüe
Herramientas digitales en la educación
Academic Writing
Language Teaching
Teaching Methods
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
| id |
UTP2_a1e19c3ecf4a6711fe4e14a04a0584ab |
|---|---|
| oai_identifier_str |
oai:repositorio.utp.edu.co:11059/14744 |
| network_acronym_str |
UTP2 |
| network_name_str |
Repositorio Institucional UTP |
| repository_id_str |
|
| dc.title.eng.fl_str_mv |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| title |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| spellingShingle |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school 370 - Educación::371 - Escuelas y actividades; educación especial Enseñanza de la escritura Educación bilingüe Herramientas digitales en la educación Academic Writing Language Teaching Teaching Methods |
| title_short |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| title_full |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| title_fullStr |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| title_full_unstemmed |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| title_sort |
Implementing a collaborative writing workshop using Google Docs in a bilingual high school |
| dc.creator.fl_str_mv |
Gómez Correa, Juan Bernardo Muñoz Morales, Kevin |
| dc.contributor.advisor.none.fl_str_mv |
Arcila Ramírez, Sebastian |
| dc.contributor.author.none.fl_str_mv |
Gómez Correa, Juan Bernardo Muñoz Morales, Kevin |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::371 - Escuelas y actividades; educación especial |
| topic |
370 - Educación::371 - Escuelas y actividades; educación especial Enseñanza de la escritura Educación bilingüe Herramientas digitales en la educación Academic Writing Language Teaching Teaching Methods |
| dc.subject.lemb.none.fl_str_mv |
Enseñanza de la escritura Educación bilingüe Herramientas digitales en la educación |
| dc.subject.proposal.eng.fl_str_mv |
Academic Writing Language Teaching Teaching Methods |
| description |
La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura. Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura. |
| publishDate |
2023 |
| dc.date.accessioned.none.fl_str_mv |
2023-07-19T21:32:56Z |
| dc.date.available.none.fl_str_mv |
2023-07-19T21:32:56Z |
| dc.date.issued.none.fl_str_mv |
2023 |
| dc.type.none.fl_str_mv |
Trabajo de grado - Pregrado |
| dc.type.version.none.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
| dc.type.coar.none.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
| dc.type.content.none.fl_str_mv |
Text |
| dc.type.driver.none.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
| format |
http://purl.org/coar/resource_type/c_7a1f |
| status_str |
acceptedVersion |
| dc.identifier.uri.none.fl_str_mv |
https://hdl.handle.net/11059/14744 |
| dc.identifier.instname.none.fl_str_mv |
Universidad Tecnológica de Pereira |
| dc.identifier.reponame.none.fl_str_mv |
Repositorio Institucional Universidad Tecnológica de Pereira |
| dc.identifier.repourl.none.fl_str_mv |
https://repositorio.utp.edu.co/home |
| url |
https://hdl.handle.net/11059/14744 https://repositorio.utp.edu.co/home |
| identifier_str_mv |
Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira |
| dc.language.iso.none.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.none.fl_str_mv |
Abrams, Zs. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22–42. https://doi.org/10125/44681 Amalia, H., Abdullah, F., & Fatimah, A.S. (2021). The title of your paper: Capitalize the first letter only. Journal of Language and Linguistic Studies, 17(Special Issue 2), 794-810. Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Journal of Educational Technology & Society, 19(1), 292–307. http://www.jstor.org/stable/jeductechsoci.19.1.292 Aslan, A. (2021). The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study. Journal of Pedagogical Research, 5(2), 72-87. http://dx.doi.org/10.33902/JPR.2021269326 Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111-118. Barrot, J. & Gabinete, M. (2019). Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners. In P. Jordens & R. Leah (Eds.), International review of applied linguistics in language teaching (pp. 1-24). DeGruyter Mouton. Benavides, J. E. (2021). Level of English in Colombian higher education: A decade of stagnation. Profile: Issues in Teachers’ Professional Development, 23(1), 57-73. https://doi.org/10.15446/profile.v23n1.83135 Bhowmik, S. (2021). Writing instruction in an EFL context: Learning to write or writing to learn language? Belta Journal, 5(1), 31. https://doi.org/10.36832/beltaj.2021.0501.03 Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79–99. http://llt.msu.edu/issues/february2016/bikowskivithanage.pdf Bueno, M., & Martínez, P. (2017). Collaborative writing in the EFL secondary education classroom: Comparing triad, pair and individual work. Filología y Didáctica de la Lengua, 17, 254–275. Berge, K. L., Evensen, L. S., & Thygesen, R. (2016). The wheel of writing: A model of the writing domain for the teaching and assessing of writing as a key competency. The Curriculum Journal, 27(2), 172–189. http://doi.org/10.1080/09585176.2015.1129980 Byrne, D. (1988). Teaching writing skills (2nd ed.). Harlow: Longman. Calzada, A., & García, M. P. (2020). Child learners’ reflections about EFL grammar in a collaborative writing task: When form is not at odds with communication. Language Awareness, 30(1), 1–16. https://doi.org/10.1080/09658416.2020.1751178 Caviedes, L., Meza, A., & Rodríguez, I. (2016). Collaborative work and language learners’ identities when editing academic texts. HOW Journal, 23(2), 58-74. https://doi.org/10.19183/how.23.2.267 Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82(1), 83-96. https://doi.org/10.1016/j.system.2019.03.005 Chen, C. M., & Kuo, C. H. (2019). An optimized group formation scheme to promote collaborative problem-based learning. Computers & Education, 133(1), 94-115. https://doi.org/10.1016/j.compedu.2019.01.011 Chen (2021). Research on the effect of peer feedback training in English writing teaching: A case study of students in business English major. English language teaching, 14(6), 12- 17. http://doi.org/10.5539/elt.v14n6p12 Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823 Coffey, K. M., Gelms, B., Johnson, C. C., & McKee, H. A. (2017). Consulting with collaborative writing teams. The Writing Center Journal, 36(1), 147–182. http://www.jstor.org/stable/44252641 Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press. http://assets.cambridge.org/052180/3136/sample/0521803136WS.pdf Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. http://doi.org/10.1016/j.jslw.2011.12.002 Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41, 365–378. Dyment, J. E., & O’Connell, T. (2011). Assessing the quality of reflection in student journals: a review of the research. Teaching in Higher Education, 16(1), 81-97. Eshghinejad, S. (2016). Retracted Article: EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), Article 1236434. https://doi.org/10.1080/2331186x.2016.1236434 Estrada & Flórez (2015). Development of the writing skill in children through dialogue journals [Bachelor’s thesis, Universidad Tecnológica de Pereira Repository]. https://repositorio.utp.edu.co/server/api/core/bitstreams/de7df09f-e267-42ea-8866- f4402a5217a5/content Fathi J., Saharkhiz A., Mohamadi P. (2021). The effect of collaborative writing using Google Docs on EFL learners’ writing performance and writing self-regulation. LRR. 12(5), 333- 359. http://lrr.modares.ac.ir/article-14-46326-fa.html Finefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers' practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education, 106, 103436. https://doi.org/10.1016/J.TATE.2021.103436 Frykedal, K. F., & Chiriac, E. H. (2011). Assessment of students’ learning when working in groups. Educational Research, 53(3), 331–345. https://doi.org/10.1080/00131881.2011.598661 Garcia, I., & Pena, M. (2011). Machine translation-assisted language learning: Writing for beginners. Computer Assisted Language Learning, 24(5): 471‒487. https://doi.org/10.1080/09588221.2011.582687 Ginting, S. (2018). Lexical complexity on descriptive writing of Indonesian male and female EFL learners. International Journal of English Linguistics, 8(3), 297-302. http://doi.org/10.5539/ijel.v8n3p297 Gómez, J. (2011). Teaching EFL academic writing in Colombia: Reflections in contrastive rhetoric. Profile: Issues in Teachers’ Professional Development, 13(1), 205-213. https://www.redalyc.org/articulo.oa?id=169222417013 González, B., & Vega, V. (2010). Prácticas de lectura y escritura en cinco asignaturas de diferentes programas de la Universidad Sergio Arboleda. Revista Civilizar, 10(18), 101– 103, [Translated]. https://doi.org/10.22518/16578953.11 https://revistas.usergioarboleda.edu.co/index.php/ccsh/article/view/11/10 González, Y., Saenz, L., Bermeo, J., & Castañeda, A. (2013). The role of collaborative work in the development of elementary students’ writing skills. Profile Issues in Teachers` Professional Development, 15(1), 11-25. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902013000100002&lng=en&tlng=en. Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. https://doi.org/10.1080/00461520.2018.1481406 Guapacha, D., Usuga, R., & Villegas, M. (2015). Implementing creative writing through cooperative learning activities [Bachelor thesis, Universidad Tecnológica de Pereira]. Repositorio Institucional Biblioteca Jorge Roa Martínez. https://repositorio.utp.edu.co/items/98f586de-e79f-46d8-8643-732880aad133 Harmer, J. (2007). The practice of English language teaching (4th edition.). Longman. Hashmi, N. (2016). Implementing multi-media as a pedagogical tool in an EFL classroom: Benefits and barriers. Journal of Arts and Humanities, 5(9), 13-22. Hilton, S., & Phillips, F. (2010). Instructor-assigned and student-selected groups: A view from inside. Issues in Accounting Education, 25(1), 15-33. Instituto Colombiano para la Evaluación de la Educación (ICFES) (2022). Informe nacional de resultados del examen Saber 11° 2021. https://www.icfes.gov.co/documents/39286/21440788/Informe_nacional_de_resultados+ Saber11_2022.pdf/e9e9a44d-764c-a928-3f8f-ed3e016fc3b6?t=1675269735465 Harmer, J. (2007). The practice of English language teaching (4th edition.). Longman. Institutional Educational Project (2018). Institución Educativa Bilingüe Alfonso Jaramillo Gutiérrez. Irvin, L. L. (2010). What is “academic” writing? In C. Lowe & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 3-17). West Lafayette, IN: Parlor Press. Jayanthi, N. S., & Kumar, R. V. (2016). Use of ICT in English language teaching and learning. Journal of English Language Teaching and Learning, 3(2), 34-38. Edwards, R., & I’Anson, J. (2009). Using artifacts and qualitative methodology to explore pharmacy students’ learning practices. American Journal of Pharmaceutical Education, 84(1), 7082. Latif, M. (2012). Writing fluency and how can it be validly measured. Applied Linguistics, 34(1), 99-105. Lee, S.-M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157-175. Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904. 10.1080/09588221.2018.1465981 Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), p. 302. http://doi.org/10.4304/jltr.4.2.301-309 Marulanda, N., & Martínez, J. M. (2019). Supporting English language learners’ academic writing development through a systematized assistance model. Lenguaje, 47(2), 453-478. http://doi.org/10.25100/lenguaje.v47i2.7702 Maryam, K., Ahmad, H., Elham, H., & Nasrin, K. (2013). The use of ICT and technology in language teaching and learning. Applied Science Report, 2(2), 46- 48. Matsuda, P., & Silva, T. (2020). Writing. In N. Schmitt & M. Rodgers (Eds.), An introduction to applied linguistics (3rd ed., p. 281). Routledge. https://www.routledge.com/An Introduction-to-Applied-Linguistics/Schmitt-Rodgers/p/book/9781138290 Membership, policy, and professional development for educators - ASCD Ministerio de Educación Nacional [MEN]. (2006). Estándares básicos de competencias en lengua extranjera: Inglés. Formar en lenguas extranjeras: el reto. http://www.colombiaaprende.edu.co/html/mediateca/1607/articles-115375_archivo.pdf Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed., p. 162). San Francisco: Jossey-Bass. Moreno, J., Ovalle, D. A., & Vicari, R. M. (2012). A genetic algorithm approach for group formation in collaborative learning considering multiple student characteristics. Computers & Education, 58(1), 560-569. https://doi.org/10.1016/j.compedu.2011.09.011 Murray, D. (1972). Teach writing as a process not product (Republished). New England Association of Teachers of English, 1(1), 11-14. Newton, J., Ferris, D., Goh, C., Grabe, W., Stoller, F., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts. Routledge. Oshima, A., Hogue, A. (2007). Introduction to academic writing, Third Edition, Pearson Longman, p.3. Pardo, M., Caicedo, R., & Suárez, L. (2016). The learning of English as foreign language through cooperative learning in a public elementary school in Pereira [Bachelor thesis, Universidad Tecnológica de Pereira]. Repositorio Institucional Biblioteca Jorge Roa Martínez. https://repositorio.utp.edu.co/items/37f3afc4-e186-4ec8-add3-136e6556acfb Pardo-Ballester, C., & Carrillo, A. (2015). L2 collaborative e-writing. Procedia. Social and Behavioral Sciences, 228, 601-607. Pham, H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. Sage Open, 11(1), 8. https://doi.org/10.1177/2158244021998363 Proske, A. (2010). Stepwise computer-based scaffolding for academic writing: How it affects writing activities, performance, and motivation. In N. L. Mertens (Ed.), Writing: Processes, Tools and Techniques (pp. 19-38). New York: Nova Science. Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press. Rauf, A., & Saeed, M. (2021). Effect of reconstruction activities on English writing skills: Mechanical accuracy I (punctuations) and mechanical accuracy II (spellings). Journal of Education and Educational Development, 8(163). https://doi.org/10.22555/joeed.v8i1.383 Reynolds, D. (2005). Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19–45. Rezeki, Y.S., & Rahmani, F. E. (2021). The implementation of collaborative writing technique to improve students’ writing performance and soft skill. VELES: Voices of English Language Education Society, 5(2), 81–94. http://doi.org/10.29408/veles.v5i2.3614 Robayo, A., & Hernandez, L. (2013). Collaborative writing to enhance academic writing development through project work. HOW Journal, 20(1), 130-148. https://www.howjournalcolombia.org/index.php/how/article/view/27 Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: Heinemann Setiawan, F. & Taiman, T. (2021). Cohesion and coherence in written texts of health medical laboratory students. Indonesian EFL Journal, 7(1), 59-68 Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847699954 Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40–59. https://doi.org/10.1017/S0261444818000320 Strang, K. D. (2015). Effectiveness of instructor-led collaborative learning in the classroom. Journal of Applied Research in Higher Education, 7(2): 134-145. Sumarsih, M., & Sanjaya, D. (2013). Tips as an effective technique to enhance the students’ achievement on writing descriptive text. English Language Teaching, 6(12), 106-115. https://doi.org/10.5539/elt.v6n12p106 Tomcho, T. J., & Foels, R. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39(3), 159-169. https://doi.org/10.1177/0098628312450414 Trentin, G. (2009). Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25, 43–55. Trostle, J. (2015). Cooperative in-class writing with Google Docs. In J. Dougherty & T. O’Donnell (Eds.), Web Writing: Why and How for Liberal Arts Teaching and Learning (pp. 55–62). University of Michigan Press. https://doi.org/10.2307/j.ctv65sxgk.10 Tsai, S. (2019). Using Google translate in EFL drafts: A preliminary investigation. Computer Assisted Language Learning, 1-17. https://doi.org/10.1080/09588221. 2018.1527361 Tursunboevna, N. Z. (2022). Various types of assessment in language teaching and learning. Eurasian Journal of Social Sciences, Philosophy and Culture, 2(3), 140-145. https://doi.org/10.5281/zenodo.6378822 Ubilla, L., Gómez, L., & Sáez, K. (2017). Escritura colaborativa de textos argumentativos en inglés usando Google Drive. Estudios Pedagógicos, 43(1), 331-348 Ubilla, L., Gómez, L., Sáez, K., Etchegaray, P. (2020). Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self assessment. Íkala, Revista de Lenguaje y Cultura, 25(2), 307-327. https://doi.org/10.17533/udea.ikala.v25n02a10 University of Utah. (n.d.). Using Artifacts: Learning Portfolio Resources. The University of Utah. https://utah.instructure.com/courses/202492/pages/using-artifacts Wardlow, L., & Harm, E. (2015). Using appropriate digital tools to overcome barriers to collaborative learning in classrooms. Educational Technology, 55(3), 32–35. http://www.jstor.org/stable/44430370 Wiliam, D. (2018). Feedback: At the heart of – but definitely not all of – formative assessment. In A. Lipnevic, & J. Smith (Eds.), The Cambridge handbook of instructional feedback, 1(1), 3-28. Cambridge University Press. https://doi.org/10.1017/9781316832134 Wolfe-Quintero, K., S. Inagaki, and H. Y. Kim. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity. University of Hawaii Press. Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1–12. https://doi:10.1016/j.system.2018.04.009 |
| dc.rights.license.none.fl_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
| dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.coar.none.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.none.fl_str_mv |
81 Páginas |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad Tecnológica de Pereira |
| dc.publisher.program.none.fl_str_mv |
Licenciatura en Bilingüismo con Énfasis en Inglés |
| dc.publisher.faculty.none.fl_str_mv |
Facultad de Bellas Artes y Humanidades |
| publisher.none.fl_str_mv |
Universidad Tecnológica de Pereira |
| institution |
Universidad Tecnológica de Pereira |
| bitstream.url.fl_str_mv |
https://dspace7-utp.metabuscador.org/bitstreams/5e13828c-40c4-4e5f-a019-c450b8b918ac/download https://dspace7-utp.metabuscador.org/bitstreams/d872b28f-3118-4037-be83-3eee9e498d58/download https://dspace7-utp.metabuscador.org/bitstreams/3006bb68-ab7f-4faa-bbe0-68fe90df6f09/download https://dspace7-utp.metabuscador.org/bitstreams/c09fc7e4-50bd-4b84-9622-c190a11b1d9e/download |
| bitstream.checksum.fl_str_mv |
672a6480976493fbaa487ae68958f959 2f9959eaf5b71fae44bbf9ec84150c7a 8d5e304db8fccf8aab608d1058a2c482 4ce66541c75e80d379190113b0859b90 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio de la Universidad Tecnológica de Pereira |
| repository.mail.fl_str_mv |
bdigital@metabiblioteca.com |
| _version_ |
1814021996333236224 |
| spelling |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessArcila Ramírez, SebastianGómez Correa, Juan BernardoMuñoz Morales, Kevin2023-07-19T21:32:56Z2023-07-19T21:32:56Z2023https://hdl.handle.net/11059/14744Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeLa escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura. Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura.Collaborative writing has been extensively researched due to its effects on the development of students’ writing skills. Nonetheless, there are few studies in Colombia on its implementation using online word-processing applications such as Google Docs. This platform in particular contains features that can be used to facilitate collaborative writing in language classrooms. The present classroom project aimed at using Google Docs to improve students’ writing performance in English at a bilingual public institution in Pereira, Colombia. Thus, collaborative writing was used as the teaching methodology with eleventh-grade students to implement a ten-lesson workshop for the composition of descriptive texts. Data was collected through instruments such as teacher journals, class observations, students’ artifacts, and a student perception survey. The findings showed the development of learners’ writing proficiency in English and also provided insights into the usage of this approach to teaching compositional skills. Furthermore, the teacher-practitioners who conducted the execution process of this classroom project enhanced their teaching skills when it came to promoting writing abilities. In addition, students perceived Google Docs as a manageable tool to use in their learning process. Finally, the results obtained displayed improvements in students' writing and interpersonal skills, illustrating the relevance and effectiveness of using innovative technologies and teaching methods in writing.Table of contents Justification................................................................................................................................... 10 Objectives ..................................................................................................................................... 14 Teaching Objectives................................................................................................................. 14 General Objective................................................................................................................ 14 Specific Teaching Objectives.............................................................................................. 15 Learning Objectives................................................................................................................. 15 General Learning Objective ................................................................................................ 15 Specific Learning Objectives .............................................................................................. 15 Theoretical Framework................................................................................................................. 15 Literature Review..................................................................................................................... 16 Conceptual Framework ............................................................................................................ 19 Writing................................................................................................................................. 19 Elements of Writing........................................................................................................ 20 Writing Fluency. ............................................................................................................. 20 Academic Writing ............................................................................................................... 21 Descriptive Writing ............................................................................................................. 22 Writing in EFL .................................................................................................................... 22 Teaching Writing................................................................................................................. 23 Teaching Writing Stages................................................................................................. 23 Approaches to Teaching Writing to English Language Learners................................... 24 Assessment in Writing......................................................................................................... 25 Collaborative Learning........................................................................................................ 26 Collaborative Writing.......................................................................................................... 26 Implementing Collaborative Writing.............................................................................. 27 Stages for Implementing Collaborative Writing............................................................. 27 Interaction in Collaborative Writing............................................................................... 28 The Use of Online Learning Tools...................................................................................... 29 Google Docs........................................................................................................................ 29 Implementing Collaborative Writing Using Google Docs.................................................. 30 Methodology................................................................................................................................. 31 Context ..................................................................................................................................... 31 Setting ...................................................................................................................................... 32 Participants............................................................................................................................... 32 Students’ Profile .................................................................................................................. 32 Practitioners......................................................................................................................... 33 Instructional Design ................................................................................................................. 33 Methodological Approach................................................................................................... 33 Implementation.................................................................................................................... 34 Assessment and Reflection.................................................................................................. 36 Data Collection Instruments..................................................................................................... 37 Teachers’ Journals............................................................................................................... 37 Class Observations .............................................................................................................. 37 Students’ Artifacts............................................................................................................... 38 Student Perception Survey .................................................................................................. 38 Results........................................................................................................................................... 39 Linguistic Outcomes ................................................................................................................ 39 Enhanced Writing Competence through Collaborative Writing ......................................... 39 Work Division and Interaction ............................................................................................ 44 Peer Feedback and Metalinguistic Awareness Enhancement ............................................. 45 Students' Responses ................................................................................................................. 48 Interpersonal Skills and Teamwork..................................................................................... 48 Students' Attitudes Toward Collaboration .......................................................................... 49 Students’ Attitudes Towards the Use of Google Docs for Collaborative Writing .............. 52 Professional Growth................................................................................................................. 54 Lesson Planning and Execution........................................................................................... 54 Assessment .......................................................................................................................... 55 Use of Translators and Bilingual Dictionaries .................................................................... 57 Conclusion .................................................................................................................................... 58 Limitations.................................................................................................................................... 59 Pedagogical Implications.............................................................................................................. 60 References..................................................................................................................................... 61 Appendices.................................................................................................................................... 72 Appendix A .............................................................................................................................. 72 Appendix B .............................................................................................................................. 74 Appendix C .............................................................................................................................. 75 Appendix D .............................................................................................................................. 78 Appendix E............................................................................................................................... 79PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés81 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y Humanidades370 - Educación::371 - Escuelas y actividades; educación especialEnseñanza de la escrituraEducación bilingüeHerramientas digitales en la educaciónAcademic WritingLanguage TeachingTeaching MethodsImplementing a collaborative writing workshop using Google Docs in a bilingual high schoolTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAbrams, Zs. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22–42. https://doi.org/10125/44681Amalia, H., Abdullah, F., & Fatimah, A.S. (2021). The title of your paper: Capitalize the first letter only. Journal of Language and Linguistic Studies, 17(Special Issue 2), 794-810.Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Journal of Educational Technology & Society, 19(1), 292–307. http://www.jstor.org/stable/jeductechsoci.19.1.292Aslan, A. (2021). The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study. Journal of Pedagogical Research, 5(2), 72-87. http://dx.doi.org/10.33902/JPR.2021269326Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111-118.Barrot, J. & Gabinete, M. (2019). Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners. In P. Jordens & R. Leah (Eds.), International review of applied linguistics in language teaching (pp. 1-24). DeGruyter Mouton.Benavides, J. E. (2021). Level of English in Colombian higher education: A decade of stagnation. Profile: Issues in Teachers’ Professional Development, 23(1), 57-73. https://doi.org/10.15446/profile.v23n1.83135Bhowmik, S. (2021). Writing instruction in an EFL context: Learning to write or writing to learn language? Belta Journal, 5(1), 31. https://doi.org/10.36832/beltaj.2021.0501.03Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79–99. http://llt.msu.edu/issues/february2016/bikowskivithanage.pdfBueno, M., & Martínez, P. (2017). Collaborative writing in the EFL secondary education classroom: Comparing triad, pair and individual work. Filología y Didáctica de la Lengua, 17, 254–275.Berge, K. L., Evensen, L. S., & Thygesen, R. (2016). The wheel of writing: A model of the writing domain for the teaching and assessing of writing as a key competency. The Curriculum Journal, 27(2), 172–189. http://doi.org/10.1080/09585176.2015.1129980Byrne, D. (1988). Teaching writing skills (2nd ed.). Harlow: Longman.Calzada, A., & García, M. P. (2020). Child learners’ reflections about EFL grammar in a collaborative writing task: When form is not at odds with communication. Language Awareness, 30(1), 1–16. https://doi.org/10.1080/09658416.2020.1751178Caviedes, L., Meza, A., & Rodríguez, I. (2016). Collaborative work and language learners’ identities when editing academic texts. HOW Journal, 23(2), 58-74. https://doi.org/10.19183/how.23.2.267Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82(1), 83-96. https://doi.org/10.1016/j.system.2019.03.005Chen, C. M., & Kuo, C. H. (2019). An optimized group formation scheme to promote collaborative problem-based learning. Computers & Education, 133(1), 94-115. https://doi.org/10.1016/j.compedu.2019.01.011Chen (2021). Research on the effect of peer feedback training in English writing teaching: A case study of students in business English major. English language teaching, 14(6), 12- 17. http://doi.org/10.5539/elt.v14n6p12Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823Coffey, K. M., Gelms, B., Johnson, C. C., & McKee, H. A. (2017). Consulting with collaborative writing teams. The Writing Center Journal, 36(1), 147–182. http://www.jstor.org/stable/44252641Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press. http://assets.cambridge.org/052180/3136/sample/0521803136WS.pdfDobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. http://doi.org/10.1016/j.jslw.2011.12.002Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41, 365–378.Dyment, J. E., & O’Connell, T. (2011). Assessing the quality of reflection in student journals: a review of the research. Teaching in Higher Education, 16(1), 81-97.Eshghinejad, S. (2016). Retracted Article: EFL students’ attitudes toward learning English language: The case study of Kashan University students. Cogent Education, 3(1), Article 1236434. https://doi.org/10.1080/2331186x.2016.1236434Estrada & Flórez (2015). Development of the writing skill in children through dialogue journals [Bachelor’s thesis, Universidad Tecnológica de Pereira Repository]. https://repositorio.utp.edu.co/server/api/core/bitstreams/de7df09f-e267-42ea-8866- f4402a5217a5/contentFathi J., Saharkhiz A., Mohamadi P. (2021). The effect of collaborative writing using Google Docs on EFL learners’ writing performance and writing self-regulation. LRR. 12(5), 333- 359. http://lrr.modares.ac.ir/article-14-46326-fa.htmlFinefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers' practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education, 106, 103436. https://doi.org/10.1016/J.TATE.2021.103436Frykedal, K. F., & Chiriac, E. H. (2011). Assessment of students’ learning when working in groups. Educational Research, 53(3), 331–345. https://doi.org/10.1080/00131881.2011.598661Garcia, I., & Pena, M. (2011). Machine translation-assisted language learning: Writing for beginners. Computer Assisted Language Learning, 24(5): 471‒487. https://doi.org/10.1080/09588221.2011.582687Ginting, S. (2018). Lexical complexity on descriptive writing of Indonesian male and female EFL learners. International Journal of English Linguistics, 8(3), 297-302. http://doi.org/10.5539/ijel.v8n3p297Gómez, J. (2011). Teaching EFL academic writing in Colombia: Reflections in contrastive rhetoric. Profile: Issues in Teachers’ Professional Development, 13(1), 205-213. https://www.redalyc.org/articulo.oa?id=169222417013González, B., & Vega, V. (2010). Prácticas de lectura y escritura en cinco asignaturas de diferentes programas de la Universidad Sergio Arboleda. Revista Civilizar, 10(18), 101– 103, [Translated]. https://doi.org/10.22518/16578953.11 https://revistas.usergioarboleda.edu.co/index.php/ccsh/article/view/11/10González, Y., Saenz, L., Bermeo, J., & Castañeda, A. (2013). The role of collaborative work in the development of elementary students’ writing skills. Profile Issues in Teachers` Professional Development, 15(1), 11-25. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902013000100002&lng=en&tlng=en.Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258–279. https://doi.org/10.1080/00461520.2018.1481406Guapacha, D., Usuga, R., & Villegas, M. (2015). Implementing creative writing through cooperative learning activities [Bachelor thesis, Universidad Tecnológica de Pereira]. Repositorio Institucional Biblioteca Jorge Roa Martínez. https://repositorio.utp.edu.co/items/98f586de-e79f-46d8-8643-732880aad133Harmer, J. (2007). The practice of English language teaching (4th edition.). Longman.Hashmi, N. (2016). Implementing multi-media as a pedagogical tool in an EFL classroom: Benefits and barriers. Journal of Arts and Humanities, 5(9), 13-22.Hilton, S., & Phillips, F. (2010). Instructor-assigned and student-selected groups: A view from inside. Issues in Accounting Education, 25(1), 15-33.Instituto Colombiano para la Evaluación de la Educación (ICFES) (2022). Informe nacional de resultados del examen Saber 11° 2021. https://www.icfes.gov.co/documents/39286/21440788/Informe_nacional_de_resultados+ Saber11_2022.pdf/e9e9a44d-764c-a928-3f8f-ed3e016fc3b6?t=1675269735465Harmer, J. (2007). The practice of English language teaching (4th edition.). Longman.Institutional Educational Project (2018). Institución Educativa Bilingüe Alfonso Jaramillo Gutiérrez.Irvin, L. L. (2010). What is “academic” writing? In C. Lowe & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 3-17). West Lafayette, IN: Parlor Press.Jayanthi, N. S., & Kumar, R. V. (2016). Use of ICT in English language teaching and learning. Journal of English Language Teaching and Learning, 3(2), 34-38.Edwards, R., & I’Anson, J. (2009). Using artifacts and qualitative methodology to explore pharmacy students’ learning practices. American Journal of Pharmaceutical Education, 84(1), 7082.Latif, M. (2012). Writing fluency and how can it be validly measured. Applied Linguistics, 34(1), 99-105.Lee, S.-M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157-175.Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904. 10.1080/09588221.2018.1465981Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching and Research, 4(2), p. 302. http://doi.org/10.4304/jltr.4.2.301-309Marulanda, N., & Martínez, J. M. (2019). Supporting English language learners’ academic writing development through a systematized assistance model. Lenguaje, 47(2), 453-478. http://doi.org/10.25100/lenguaje.v47i2.7702Maryam, K., Ahmad, H., Elham, H., & Nasrin, K. (2013). The use of ICT and technology in language teaching and learning. Applied Science Report, 2(2), 46- 48.Matsuda, P., & Silva, T. (2020). Writing. In N. Schmitt & M. Rodgers (Eds.), An introduction to applied linguistics (3rd ed., p. 281). Routledge. https://www.routledge.com/An Introduction-to-Applied-Linguistics/Schmitt-Rodgers/p/book/9781138290Membership, policy, and professional development for educators - ASCD Ministerio de Educación Nacional [MEN]. (2006). Estándares básicos de competencias en lengua extranjera: Inglés. Formar en lenguas extranjeras: el reto. http://www.colombiaaprende.edu.co/html/mediateca/1607/articles-115375_archivo.pdfMerriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed., p. 162). San Francisco: Jossey-Bass.Moreno, J., Ovalle, D. A., & Vicari, R. M. (2012). A genetic algorithm approach for group formation in collaborative learning considering multiple student characteristics. Computers & Education, 58(1), 560-569. https://doi.org/10.1016/j.compedu.2011.09.011Murray, D. (1972). Teach writing as a process not product (Republished). New England Association of Teachers of English, 1(1), 11-14.Newton, J., Ferris, D., Goh, C., Grabe, W., Stoller, F., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts. Routledge.Oshima, A., Hogue, A. (2007). Introduction to academic writing, Third Edition, Pearson Longman, p.3.Pardo, M., Caicedo, R., & Suárez, L. (2016). The learning of English as foreign language through cooperative learning in a public elementary school in Pereira [Bachelor thesis, Universidad Tecnológica de Pereira]. Repositorio Institucional Biblioteca Jorge Roa Martínez. https://repositorio.utp.edu.co/items/37f3afc4-e186-4ec8-add3-136e6556acfbPardo-Ballester, C., & Carrillo, A. (2015). L2 collaborative e-writing. Procedia. Social and Behavioral Sciences, 228, 601-607.Pham, H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. Sage Open, 11(1), 8. https://doi.org/10.1177/2158244021998363Proske, A. (2010). Stepwise computer-based scaffolding for academic writing: How it affects writing activities, performance, and motivation. In N. L. Mertens (Ed.), Writing: Processes, Tools and Techniques (pp. 19-38). New York: Nova Science.Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press.Rauf, A., & Saeed, M. (2021). Effect of reconstruction activities on English writing skills: Mechanical accuracy I (punctuations) and mechanical accuracy II (spellings). Journal of Education and Educational Development, 8(163). https://doi.org/10.22555/joeed.v8i1.383Reynolds, D. (2005). Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19–45.Rezeki, Y.S., & Rahmani, F. E. (2021). The implementation of collaborative writing technique to improve students’ writing performance and soft skill. VELES: Voices of English Language Education Society, 5(2), 81–94. http://doi.org/10.29408/veles.v5i2.3614Robayo, A., & Hernandez, L. (2013). Collaborative writing to enhance academic writing development through project work. HOW Journal, 20(1), 130-148. https://www.howjournalcolombia.org/index.php/how/article/view/27Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: HeinemannSetiawan, F. & Taiman, T. (2021). Cohesion and coherence in written texts of health medical laboratory students. Indonesian EFL Journal, 7(1), 59-68Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847699954Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40–59. https://doi.org/10.1017/S0261444818000320Strang, K. D. (2015). Effectiveness of instructor-led collaborative learning in the classroom. Journal of Applied Research in Higher Education, 7(2): 134-145.Sumarsih, M., & Sanjaya, D. (2013). Tips as an effective technique to enhance the students’ achievement on writing descriptive text. English Language Teaching, 6(12), 106-115. https://doi.org/10.5539/elt.v6n12p106Tomcho, T. J., & Foels, R. (2012). Meta-analysis of group learning activities: Empirically based teaching recommendations. Teaching of Psychology, 39(3), 159-169. https://doi.org/10.1177/0098628312450414Trentin, G. (2009). Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25, 43–55.Trostle, J. (2015). Cooperative in-class writing with Google Docs. In J. Dougherty & T. O’Donnell (Eds.), Web Writing: Why and How for Liberal Arts Teaching and Learning (pp. 55–62). University of Michigan Press. https://doi.org/10.2307/j.ctv65sxgk.10Tsai, S. (2019). Using Google translate in EFL drafts: A preliminary investigation. Computer Assisted Language Learning, 1-17. https://doi.org/10.1080/09588221. 2018.1527361Tursunboevna, N. Z. (2022). Various types of assessment in language teaching and learning. Eurasian Journal of Social Sciences, Philosophy and Culture, 2(3), 140-145. https://doi.org/10.5281/zenodo.6378822Ubilla, L., Gómez, L., & Sáez, K. (2017). Escritura colaborativa de textos argumentativos en inglés usando Google Drive. Estudios Pedagógicos, 43(1), 331-348Ubilla, L., Gómez, L., Sáez, K., Etchegaray, P. (2020). Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self assessment. Íkala, Revista de Lenguaje y Cultura, 25(2), 307-327. https://doi.org/10.17533/udea.ikala.v25n02a10University of Utah. (n.d.). Using Artifacts: Learning Portfolio Resources. The University of Utah. https://utah.instructure.com/courses/202492/pages/using-artifactsWardlow, L., & Harm, E. (2015). Using appropriate digital tools to overcome barriers to collaborative learning in classrooms. Educational Technology, 55(3), 32–35. http://www.jstor.org/stable/44430370Wiliam, D. (2018). Feedback: At the heart of – but definitely not all of – formative assessment. In A. Lipnevic, & J. Smith (Eds.), The Cambridge handbook of instructional feedback, 1(1), 3-28. Cambridge University Press. https://doi.org/10.1017/9781316832134Wolfe-Quintero, K., S. Inagaki, and H. Y. Kim. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity. University of Hawaii Press.Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1–12. https://doi:10.1016/j.system.2018.04.009ORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf1179425https://dspace7-utp.metabuscador.org/bitstreams/5e13828c-40c4-4e5f-a019-c450b8b918ac/download672a6480976493fbaa487ae68958f959MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/d872b28f-3118-4037-be83-3eee9e498d58/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain138441https://dspace7-utp.metabuscador.org/bitstreams/3006bb68-ab7f-4faa-bbe0-68fe90df6f09/download8d5e304db8fccf8aab608d1058a2c482MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5497https://dspace7-utp.metabuscador.org/bitstreams/c09fc7e4-50bd-4b84-9622-c190a11b1d9e/download4ce66541c75e80d379190113b0859b90MD5411059/14744oai:dspace7-utp.metabuscador.org:11059/147442023-07-20 03:00:55.002https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.com |