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dc.contributor.advisorYanilis Romerospa
dc.contributor.authorMuñoz Peinado, Ronny Samir
dc.date.accessioned2020-12-04T14:57:05Z
dc.date.available2020-12-04T14:57:05Z
dc.date.issued2020-12-02
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3751
dc.description.abstractThis paper describes the internship, which was carried out at the educational institution Victoria Manzur, located south of Monteria city. It was carried out with the 11th graders of this place in a the completely virtual way during an academic semester, throughout this process three main steps were developed, the first one was to diagnose the level of literacy that the students had at the beginning of the process, the second one was working with them using the Reading to learn approach to improve their levels of literacy, the third one, was to find results that showed a significant change in the literacy of 11th-grade students. This process faced many pitfalls, especially because this internship was developed virtually in an unexpected way due to the COVID-19 pandemic, which caused the students to start classes with little technological tools to work comfortably and learn in a better way. Regardless of the difficulties, all these events were part great experiences that enriched the teaching experience, which will be immensely valuable for future projects. Working with youngsters in a new reality for teachers promotes reflection about how challenging can be fulfilling the goal of teaching a foreign language such as English when teaching virtually.spa
dc.description.tableofcontentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Page 7spa
dc.description.tableofcontentsChapter I: Pedagogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... Page 9spa
dc.description.tableofcontentsChapter II: Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... Page 13spa
dc.description.tableofcontentsChapter III: Results…………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ..........Page 20spa
dc.description.tableofcontentsChapter IV: Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Page 25spa
dc.description.tableofcontentsChapter V: Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . ....Page 27spa
dc.description.tableofcontentsReferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . .. Page 29spa
dc.description.tableofcontentsAppendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ....... . Page 31spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.titleEnhancing writing skills in 11th graders using R2l and gamificationspa
dc.typeTrabajo de grado - Pregradospa
dcterms.referencesAmong, D. (2013). Enhancing students writing skills through the genre approach. International Journal of English and Literature, 4(5), 242-248.spa
dcterms.referencesShum, M. S. K., Shi, D., & Tai, C. P. (2016). The effectiveness of using ‘reading to learn, learning to write ‘pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong. International Journal of Language Studies, 10(3).spa
dcterms.referencesHuang, X. H., Shum, M. S. K., Tai, C. P., & Shi, D. (2019). Using Reading to Learn Pedagogy to Improve Chinese Writing among Ethnic Minority Students in Hongspa
dcterms.referencesHalliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective.spa
dcterms.referencesNunan, (2003). Practical english language teaching. Singapore: Mcgraw Hill Company.spa
dcterms.referencesHounhanou, A. V. (2018). Evaluating Benin EFL Learners Writing Composition during Final Exam. International journal of linguistics, literature and culture, 4(2), 9-spa
dcterms.referencesRose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School.spa
dcterms.referencesRose, D. (2006). Learning to read: Reading to learn. Handout, University of Sydney, 2-3.spa
dcterms.referencesRose, D. (2008). Teaching reading and writing to Aboriginal children. Teaching and learning in Indigenous education, 55-83.spa
dcterms.referencesRivard, L. O. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31(9), 969-983spa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dc.subject.keywordsenhancingspa
dc.subject.keywordsmeaningfulspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa


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