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Factors that contribute to argumentation in culture-based discussions among efl students

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dc.contributor.advisorCalle Díaz, Luzkarimespa
dc.contributor.authorVergara Montes, Pablo
dc.date.accessioned2022-11-19T00:54:49Z
dc.date.available2022-11-19T00:54:49Z
dc.date.issued2022-11-16
dc.description.abstractThis study describes the factors that enhance students’ argumentation when participating in culture-based discussions at an undergraduate EFL British Culture course. The research was conducted in a Foreign Languages Teaching Degree at a university in Northwestern Colombia. The objective was to identify the components that aided participants to build and elaborate arguments in culture-driven discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this research, a qualitative case study design was employed. Findings showed that the factors that facilitated the construction of argumentative processes in culture discussions can potentially be peer scaffolding, previous knowledge, inquiry, activism, and connection to participants’ reality.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroduction ………………………………….1spa
dc.description.tableofcontentsTheoretical Framework ……………………..8spa
dc.description.tableofcontentsConceptual Framework …………………….8spa
dc.description.tableofcontentsCritical Thinking ………………………...8spa
dc.description.tableofcontentsBloom’s Taxonomy ……………………………...9spa
dc.description.tableofcontentsArgumentation.…………………………...………….. 11spa
dc.description.tableofcontentsCulture ………………………………...………14spa
dc.description.tableofcontentsSocratic Questioning …………………..17spa
dc.description.tableofcontentsSpontaneous ……………………………….18spa
dc.description.tableofcontentsExploratory …………………………………………………..19spa
dc.description.tableofcontentsFocused ……...........……………..20spa
dc.description.tableofcontentsLiterature Review ……………………………22spa
dc.description.tableofcontentsCritical reading and literary texts …………………………....23spa
dc.description.tableofcontentsDifferent components of Critical thinking …………..24spa
dc.description.tableofcontentsArgumentation and collaboration ……..26spa
dc.description.tableofcontentsCulture and Critical Thinking...…………28spa
dc.description.tableofcontentsSocratic Questioning and Critical Thinking ………..32spa
dc.description.tableofcontentsMethods ……................……..37spa
dc.description.tableofcontentsResearch design ………………………………………………..37spa
dc.description.tableofcontentsParticipants ………………………...39spa
dc.description.tableofcontentsData Collection ………………..………41spa
dc.description.tableofcontentsAssessment Rubric …………………….42spa
dc.description.tableofcontentsSemi-structrured interviews …….…….43spa
dc.description.tableofcontentsProcedure ………………………….45spa
dc.description.tableofcontentsData Analysis ……………………………47spa
dc.description.tableofcontentsValidity and Reliability ……….……49spa
dc.description.tableofcontentsEthical issues ………………....……...…51spa
dc.description.tableofcontentsFindings……………………………………53spa
dc.description.tableofcontentsAnalysis of student’s performance ..............53spa
dc.description.tableofcontentsFactors that contribute to argumentation …………………..56spa
dc.description.tableofcontentsPeer Scaffolding ………......…................. 56spa
dc.description.tableofcontentsPrevious Knowledge ……….............. 61spa
dc.description.tableofcontentsActivism …...………….......................... 64spa
dc.description.tableofcontentsConnection to Participants’ Reality ……. 66spa
dc.description.tableofcontentsCuriosity and Inquiry ….…............67spa
dc.description.tableofcontentsDiscussion………...…………..……72spa
dc.description.tableofcontentsPeer Scaffolding …………...………..73spa
dc.description.tableofcontentsPrevious Knowledge …………………..….74spa
dc.description.tableofcontentsActivism ………………………………………............75spa
dc.description.tableofcontentsConnection to Participants’ Reality …...…..76spa
dc.description.tableofcontentsCuriosity and Inquiry ……………………………….77spa
dc.description.tableofcontentsGeneral discussion of the findings ………….79spa
dc.description.tableofcontentsLimitations and Areas for Further Research ….………79spa
dc.description.tableofcontentsConclusion….…………………...83spa
dc.description.tableofcontentsReferences ……………………...85spa
dc.description.tableofcontentsAppendix …………………………......94spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6834
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsCritical thinkingeng
dc.subject.keywordsArgumentseng
dc.subject.keywordsCultureeng
dc.subject.keywordsSocratic questioningeng
dc.subject.proposalPensamiento críticospa
dc.subject.proposalArgumentosspa
dc.subject.proposalCulturaspa
dc.subject.proposalCuestionamiento socráticospa
dc.titleFactors that contribute to argumentation in culture-based discussions among efl studentsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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