Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions
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Redalyc
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Asociación Colombiana de Profesores de Inglés
2019
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| _version_ | 1876466792525725696 |
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| author | Imelda Zorro Rojas |
| author_facet | Imelda Zorro Rojas |
| contents | Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions Imelda Zorro Rojas Educación self Autonomy regulation scaffolding foreign language Students' engagement and determination require the use of self-regulated learning strategies to facilitate adequate preparation. This article reports a research study that looks into how eight instructors, who were trained to promote self-regulation, interact with 18 students of a Bachelor of Arts program in English language teaching in Bogotá. The problem was the prevalence of an instructional model of reproduction of knowledge in the English language classes taken by the 18 students. The pedagogical intervention introduces dialogic tutoring. The instructors' voices, in the role of tutors, and the students' voices, as tutees, were collected in 40 videos, a questionnaire, and a focus group. Grounded theory allowed transposing the identification of patterns, code tagging, and code grouping into concepts. This process generated four principles that worked positively in the promotion of self-regulation in this socially and culturally diverse sample of instructors and students, namely: (1) addressing needs, interests and beliefs; (2) setting goals; (3) scaffolding learning; (4) providing quality feedback. 2019 artículo científico 0120-5927 https://www.redalyc.org/articulo.oa?id=499462160004 https://www.redalyc.org/journal/4994/499462160004/ https://www.redalyc.org/journal/4994/499462160004/html/ https://www.redalyc.org/journal/4994/499462160004/499462160004.epub https://www.redalyc.org/journal/4994/499462160004/movil 10.19183/how.26.2.502 en http://www.redalyc.org/revista.oa?id=4994 HOW application/pdf Asociación Colombiana de Profesores de Inglés HOW (Colombia) Num.2 Vol.26 |
| format | Artículo científico |
| id | redalyc_499462160004 |
| institution | Redalyc |
| language | en |
| publishDate | 2019 |
| publisher | Asociación Colombiana de Profesores de Inglés |
| spellingShingle | Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions Imelda Zorro Rojas Educación self Autonomy regulation scaffolding foreign language Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions Imelda Zorro Rojas Educación self Autonomy regulation scaffolding foreign language Students' engagement and determination require the use of self-regulated learning strategies to facilitate adequate preparation. This article reports a research study that looks into how eight instructors, who were trained to promote self-regulation, interact with 18 students of a Bachelor of Arts program in English language teaching in Bogotá. The problem was the prevalence of an instructional model of reproduction of knowledge in the English language classes taken by the 18 students. The pedagogical intervention introduces dialogic tutoring. The instructors' voices, in the role of tutors, and the students' voices, as tutees, were collected in 40 videos, a questionnaire, and a focus group. Grounded theory allowed transposing the identification of patterns, code tagging, and code grouping into concepts. This process generated four principles that worked positively in the promotion of self-regulation in this socially and culturally diverse sample of instructors and students, namely: (1) addressing needs, interests and beliefs; (2) setting goals; (3) scaffolding learning; (4) providing quality feedback. 2019 artículo científico 0120-5927 https://www.redalyc.org/articulo.oa?id=499462160004 https://www.redalyc.org/journal/4994/499462160004/ https://www.redalyc.org/journal/4994/499462160004/html/ https://www.redalyc.org/journal/4994/499462160004/499462160004.epub https://www.redalyc.org/journal/4994/499462160004/movil 10.19183/how.26.2.502 en http://www.redalyc.org/revista.oa?id=4994 HOW application/pdf Asociación Colombiana de Profesores de Inglés HOW (Colombia) Num.2 Vol.26 |
| title | Principles of Self-Regulation in EFL mediated by Dialogic Tutoring Sessions |
| topic | Educación self Autonomy regulation scaffolding foreign language |
| url | https://www.redalyc.org/articulo.oa?id=499462160004 https://www.redalyc.org/journal/4994/499462160004/ https://www.redalyc.org/journal/4994/499462160004/html/ https://www.redalyc.org/journal/4994/499462160004/499462160004.epub https://www.redalyc.org/journal/4994/499462160004/movil |