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The impact of dialogue Journals on student´s writing

dc.contributor.advisorGallego Castaño, Liliana del Pilar
dc.contributor.authorMurillo Zabala, Yina Carolina
dc.date.accessioned2021-07-06T21:28:06Z
dc.date.available2021-07-06T21:28:06Z
dc.date.issued2021-07-07
dc.identifier.urihttps://repositorio.ucaldas.edu.co/handle/ucaldas/16854
dc.descriptionIlustraciones, gráficasspa
dc.description.abstracteng: The purpose of this research was to measure the impact of dialogue journals on student’s writing. To achieve that goal, seventh graders between twelve and fourteen years old at San Rafael School in Valencia- Córdoba, learners were monitored in an EFL setting in order to determine how their writing abilities improved. Several strategies were implemented in class through writing activities led by a dialogue journal. This study was implemented at different stages: the diagnosis stage based on data collected from three instruments (survey, a test, and an interview) ; the action stage carried out through a series of class workshops; and the evaluation stage also based on three data-collection instruments incorporating (a teachers' diary, an outsider observation and a self-reflection questionnaire). The findings reported the usefulness of dialogue journals in the EFL classroom as a means to improve writing performance, vocabulary, and attitude of the participants. In conclusion, being conscious of the importance of using dialogue journals in classes, which demonstrate to be an efficient tool for learners to strengthen writing, learn vocabulary and increase confidence while writing, and at the same time, encouraging teachers know, analyze, use and implement new aspects when teaching children and teenagers how to write for communicate.eng
dc.description.abstractspa: El propósito de esta investigación fue medir el impacto de los diarios de diálogo en la escritura de los estudiantes. Para lograr ese objetivo, los estudiantes de séptimo grado entre doce y catorce años de la escuela San Rafael en Valencia-Córdoba, fueron monitoreados en un entorno de inglés como lengua extranjera para determinar cómo mejoraron sus habilidades de escritura. Se implementaron varias estrategias en clase a través de actividades de escritura dirigidas por un diario de diálogo. Este estudio se implementó en diferentes etapas: etapa de diagnóstico a partir de datos recolectados de tres instrumentos (encuesta, prueba y entrevista); la etapa de acción realizada a través de una serie de talleres de clase; y la etapa de evaluación también se basa en la incorporación de tres instrumentos de recolección de datos (un diario del maestro, una observación externa y un cuestionario de autorreflexión). Los hallazgos informaron la utilidad de los diarios de diálogo en el aula de inglés como lengua extranjera como un medio para mejorar el rendimiento de la escritura, el vocabulario y la actitud de los participantes. En conclusión, ser consciente de la importancia de utilizar diarios de diálogo en las clases, los cuales demuestran ser una herramienta eficaz para que los alumnos fortalezcan la escritura, aprendan vocabulario y aumenten la confianza en la escritura, y al mismo tiempo, incentivar a los profesores a conocer, analizar, utilizar y implementar nuevos aspectos a la hora de enseñar a los niños y adolescentes a escribir para comunicarse.eng
dc.description.tableofcontentsAbstract/ Introduction / 3 Justification / 3.1 Context of research/ 3.2 Description of the problem/ 3.3 Research question/ 4 Objectives/ 4.1 Research objectives / 5 General research/ 5.1 Specific research/ 5.2 Pedagogical objectives: / 5.2.1 General pedagogical objective/ 5.2.2 Specific pedagogical/ 6 Theoretical Framework / 6.1 What is a dialogue journal? / 6.2 The importance of vocabulary in writing / 6.3 Grammar in writing / 6.4 The spelling of words/ 6.5 Diminishing dependence in L1 learners/ 6.6 Writing content strategy / 6.7 Studies about the impact of dialogue journals on student’s writing/ 7 Methodology / 7.1 Type of study/ 7.2 Participants/ 7.3 Data collection and instruments / 7.4 Researcher journal / 7.5 Outsider observation/ 7.6 Self-reflection questionnaire/ 8 Research stages / 8.1 Diagnostic stage/ Dialogue journals on students writing/ 8.2 Action Stage / 8.3 Evaluation stage/ 8.4 Workshop 3: Jobs and occupations / 9 Findings/...90 10 Conclusions and pedagogical implications / recommendation/ 11 References / 12 Annexes.eng
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.titleThe impact of dialogue Journals on student´s writingeng
dc.typeTrabajo de grado - Maestríaspa
dc.description.degreelevelMaestríaspa
dc.identifier.instnameUniversidad de Caldasspa
dc.identifier.reponameRepositorio institucional Universidad de Caldasspa
dc.identifier.repourlhttps://repositorio.ucaldas.edu.co/spa
dc.publisher.facultyFacultad de Artes y Humanidadesspa
dc.publisher.placeMonteríaspa
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dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
dc.subject.lembLenguaje
dc.subject.lembProfesores
dc.subject.lembEnseñanza
dc.subject.proposalDialogue journalseng
dc.subject.proposalStudents' writingeng
dc.subject.proposalWriting abilitieseng
dc.subject.proposalLearners confidenceeng
dc.subject.proposalWriting contenteng
dc.subject.proposalLearn vocabularyeng
dc.subject.proposalIncrease confidenceeng
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
oaire.accessrightshttp://purl.org/coar/access_right/c_14cbspa
dc.description.degreenameMagister en Didáctica del Inglés - Manizalesspa
dc.publisher.programMaestría en Didáctica del Inglés - Manizalesspa


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