Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School

Cardona Rojas, Luisa María; Castro Arévalo, Santiago

Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School

dc.contributor.advisor	Ramos Acosta, Lizeth
dc.contributor.author	Cardona Rojas, Luisa María
dc.contributor.author	Castro Arévalo, Santiago
dc.contributor.cvlac	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000869546	spa
dc.contributor.orcid	https://orcid.org/0000-0002-9035-1992	spa
dc.coverage.city	Tuluá	spa
dc.coverage.spatial	Tuluá, Valle del Cauca, Colombia	spa
dc.date.accessioned	2024-07-24T01:43:27Z
dc.date.available	2024-07-24T01:43:27Z
dc.date.issued	2024
dc.description	ilustraciones, gráficos, tablas	spa
dc.description.abstract	Teniendo en cuenta las habilidades de aprendizaje y escritura del inglés en estudiantes de escuelas bilingües de primaria, se pudieron identificar muchas dificultades que giran principalmente en torno a errores ortográficos y la metodología utilizada por los docentes para alumnos con necesidades especiales. Por lo tanto, es necesaria una estrategia efectiva que contribuya al desarrollo y la mejora de la habilidad de escritura para los errores ortográficos para lograr un cambio significativo en el proceso de aprendizaje del estudiante. En este caso, se propuso una técnica importante llamada Estrategias de Andamiaje, que consiste en brindar apoyo al estudiante en relación con sus habilidades y lo que puede, no puede y puede hacer con ayuda, enfocado en la escritura mediante el uso de demostraciones visuales y verbales (modelado) en la materia de inglés. Es por eso que se propuso este estudio titulado “Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School”, con el objetivo de analizar el impacto de una unidad didáctica basada en estrategias de andamiaje para el desarrollo de la escritura en inglés de un estudiante de tercer grado del Liceo Juvenil Bilingüe. Esta investigación se desarrolló con un enfoque cualitativo, adoptando un diseño de estudio de caso único y un alcance descriptivo donde se utilizó como población a un estudiante de 3er grado de una institución privada del municipio de Guadalajara de Buga. Además, se utilizaron cinco instrumentos para medir esta población: una prueba diagnóstica de escritura validada, una secuencia didáctica, diarios de campo descriptivos, una prueba final y una cuadrícula de análisis de datos. Finalmente, los resultados de esta investigación demostraron que las estrategias de andamiaje sirvieron como una estrategia útil, efectiva y positiva en el desarrollo de la habilidad de escritura.	spa
dc.description.abstractenglish	Considering English learning and writing skills at elementary bilingual school students, it was possible to identify many difficulties that revolve around mostly on spelling errors and the methodology used for teachers to students with a special need. Therefore, an insightful strategy that contributes to the development and improvement of the writing skill for spelling errors is necessary to make a meaningful change in student’s learning process. In this case a significant technique called Scaffolding Strategies was proposed, which consist of giving support to the student regarding her abilities and what she can, cannot and can do with help, focused on writing skills by the use of visual and verbal demonstrations (modeling) in the English subject. That is why this study entitled “Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School”, was proposed with the objective of analyzing the impact of a didactic unit based on scaffolding strategies for the development of the English writing skills of a third-grade student at Liceo Juvenil Bilingual School. This research was developed with a qualitative approach, adopting a single case study design and a descriptive scope where a student from the 3rd grade of a private institution in the municipality of Guadalajara de Buga was used as population. Also, five instruments were used to measure this population, a validated writing diagnostic test, a didactic sequence, descriptive field diaries, a final test and a data analysis grid. Finally, the results of this research proved that scaffolding strategies served as an useful, effective and positive strategy in the development of writing skills.	eng
dc.description.degreelevel	Pregrado	spa
dc.description.degreename	Licenciado (a) en Lenguas Extranjeras con énfasis en Inglés	spa
dc.description.tableofcontents	Abstract / Introduction / Chapter I: Problem statement / 1.1. Justification / 1.2. Research question / 1.3. General objective / 1.4. Specific objectives / 1.5. Contextualization / Chapter II: Referential Framework / 2.1. Local studies / 2.2. National studies / 2.3. International studies / 2.4. Theoretical Framework / 2.4.1. An overview of language teaching methodologies throughout history / 2.4.2. Understanding linguistic competence / 2.4.3. Writing skills in language learning / 2.4.4. A distinction between errors and mistakes / 2.4.5. Error analysis in language learning / 2.4.6. How to correct written mistakes? / 2.4.7. Modeling as a scaffolding strategy to support writing skills / 2.4.8. Omission and substitution errors in foreign language written production / CHAPTER III: Methodology / 3.1. Research Approach / 3.2. Research Design and Research Scope / 3.3 Population / 3.4. Instruments / 3.4.1. Data collection instruments / 3.4.2. Data analysis process / CHAPTER IV: Procedure / 4.1. Error analysis of the written production / CHAPTER V: Results / Pre-test results / 5.1. Didactic unit results / 5.2. Post-test results / CHAPTER VI: Discussion / Conclusions / Recommendations / Bibliographical references / Appendix /	spa
dc.format	PDF	spa
dc.format.extent	243 páginas	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	Instname:Unidad Central del Valle del Cauca	spa
dc.identifier.reponame	reponame:Repositorio Institucional Unidad Central del Valle del Cauca	spa
dc.identifier.repourl	repourl:https://repositorio.uceva.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12993/4640
dc.language.iso	eng	spa
dc.publisher.faculty	Facultad de Ciencias de la Educación	spa
dc.publisher.program	Licenciatura en Lenguas Extranjeras con énfasis en Inglés	spa
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dc.rights.license	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)	*
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dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0	*
dc.subject.keywords	Scaffolding strategies (modeling)	eng
dc.subject.keywords	English writing skills development	eng
dc.subject.keywords	Omission	eng
dc.subject.keywords	Substitution	eng
dc.subject.keywords	Didactic unit	eng
dc.subject.proposal	Scaffolding strategies (modeling)	spa
dc.subject.proposal	English writing skills development	spa
dc.subject.proposal	Omission	spa
dc.subject.proposal	Substitution	spa
dc.subject.proposal	Didactic unit	spa
dc.title	Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School	spa
dc.title.titleenglish	Implementation of scaffolding strategies for the development of English writing skills of a third-grade student with omission and substitution at Liceo Juvenil Bilingual School	spa
dc.type	other	spa
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dc.type.content	Text	spa
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dc.type.local	Otras Tipologías Documentales	spa
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dcterms.audience	Público general	spa
dcterms.audience.professionaldevelopment	Pregrado	spa
dcterms.audience.professionaldevelopment	Especialización	spa