Self-regulation strategies and writing skills in english: A classroom project of primary school
Main Article Content
Keywords
Self-regulation, writing, skill, motivation, learning strategies, tasks
Abstract
This article arises as a reflection of the research named “self-regulation strategies in English writing: A classroom project to improve the fifth grader students’ performance of Institución educative Fe y Alegría of Bello Antioquia.” Written in the environment of the Virtual and Distance Master’s Degree in Education of Corporación Universitaria Minuto de Dios. The objective of this study was to analyze the self-regulation strategies that influences in the learning process of the fifth grade students of the public institution on the writing skills performance in English. For this, individual interviews were conducted to every single fifth grade student in order to inquire about the steps implemented at the moment of constructing the written productions in English, as so as the learning styles implemented to develop those activities. Likewise, a documentary analysis was implemented with the idea of establishing links between what the students know and the way in which they acquire a new knowledge. Furthermore, to evidence the usage and control of learning strategies in every single tasks from the English class. This research was developed under the qualitative approach based on the inductive method. As information synthesization method, excel and google forms were used. Those tools let the later analysis of the different data collection instruments.
Like main findings, this study reveals that the students support their English class texts on the view that is provided by a reviewer like an adult, a tutor, or their parents. This, due to those reviewers give security on the work done. Furthermore, for the students to generate attitudes that allow to improve self-regulation in their process, it’s mandatory to establish study habits. Among the found in this study, it is evidenced that students prefer to do exercises proposed in silent and quiet studying environments, since this way their academic results are optimized.
References
Diego, M. C. G., Castañeda, E., & Morales, J. M. M. (2018). Experiencia de innovación en el aula desde la autorregulación y los estilos de aprendizaje. Tendencias pedagógicas, (31), 137-148.
Dulzaides Iglesias, M. E., & Molina Gómez, A. M. (2004). Análisis documental y de información: dos componentes de un mismo proceso. Acimed, 12(2), 1-1.
Hernández Sampieri, R., FERNÁNDEZ COLLADO, C., & BAPTISTA LUCIO, P. (2014). Metodología de la Investigación. Sexta Edición.
Mcgrawhill.
Pinto, N. S., Martínez, A. I. M., & Jiménez- Taracido, L. (2016). Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria. Psicologia Escolar e Educacional, 20(3), 447-456.
Rodríguez Sabiote, C., Herrera Torres, L., & Lorenzo Quiles, O. (2005). Teoría y práctica del análisis de datos cualitativos. Proceso general y criterios de calidad.
Román, Ó. C., & Gaitero, Ó. G. (2017). El aprendizaje autorregulado y las estrategias de aprendizaje. Tendencias pedagógicas, (30), 117-130.
Sáiz-Manzanares, M. C., & Pérez, M. I. P. (2016). Autorregulación y mejora del autoconocimiento en resolución de problemas. Psicología desde el Caribe, 33(1), 14-30.
Seder, A. C., & Villalonga, H. B. (2016). Importancia de los hábitos de estudio en el rendimiento académico del adolescente: diferencias por género. Educatio Siglo XXI, 34(1 Marzo), 157-172.
Torrano, F., Fuentes, J. L., & Soria, M. (2017). Aprendizaje autorregulado: estado de la cuestión y retos psicopedagógicos. Perfiles educativos, 39(156), 160-173.
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Andrés Felipe Mena Montoya , Minuto de Dios University Corporation -UNIMINUTO, Colombia
Master in Communication-Education in the Interactive Media line from the Francisco José de Caldas District University and a Bachelor of Modern Languages from the same university. Teacher-researcher with experience in the development of communicative and educommunicative pedagogical projects.
Lina Janeth Zapata Cano, Minuto de Dios University Corporation, Colombia
Candidate for a master's degree in education at the Minuto de Dios University Corporation and a BA in English from the Luis Amigó Catholic University.
Adriana Castro-Camelo , Minuto de Dios University Corporation, Colombia
Candidate for a master's degree in education at the Minuto de Dios University Corporation and a BA in English from the Luis Amigó Catholic University.
Francisco Conejo Carrasco, Minuto de Dios University Corporation, Colombia
Doctorate University of Valladolid, in Curricular Design