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http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4788| Título : | The Influence of Self-Assessment in Improving Writing Skills in Pre-A1 Learners |
| Autor: | Cortaza Viteri, Johanna Valeria |
| Tutor(es): | Ramírez Ávila, María Rossana |
| Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis: | mramirez@casagrande.edu.ec |
| Palabras clave : | TESIS DE MAESTRÍA;WRITING SELF-ASSESSMENT;BACKWARDS DESIGN |
| Ciudad: | Guayaquil |
| Fecha de publicación : | feb-2024 |
| Editorial: | Universidad Casa Grande. Departamento de Posgrado |
| Citación : | Cortaza Viteri, Johanna Valeria. (2024). The Influence of Self-Assessment in Improving Writing Skills in Pre-A1 Learners. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 24 p. |
| Codigo Interno : | Tesis;4834 |
| Resumen : | A challenging part of children’s literacy acquisition is writing. Moreover, writing is the primary mean to evaluate students and through which they demonstrate academic knowledge in school. Oliver et al. (2007) showed in their research that almost 20% of children fail to reach the appropriate level of writing according to National Curriculum assessments in the US and UK. Taking that into account, writing is a difficult skill even in children’s first language. The process of writing in an L2 involves an interplay between learners’ first language and the target language. Therefore, while students write in their second language, they transform concepts and experiences learned into written communication in the target language (Huh et al., 2020). When writing in L2, students tend to translate ideas and experiences from L1 to L2, making sure that they use the right words and phrases. EFL educators should design writing tasks that encourage students from an early age to practice the process of writing. Some research has found that students have to construct and analyze particular linguistic forms to improve their language skills. Kos (2023) reported that children from 7 to 11 are in the middle of cognitive and metalinguistic development which helps them understand specific language aspects in their L2. |
| URI - Direccion electronica alterna: | http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4788 |
| Tipo: | masterThesis |
| Paginas: | 24 p. |
| Grado Academico: | Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés |
| Aparece en las colecciones: | Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Tesis4834CORi.pdf | 588.17 kB | Adobe PDF | Visualizar/Abrir | |
| Tesis4834CLA.pdf | 128.51 kB | Adobe PDF | Visualizar/Abrir |
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