• Repositorio Institucional Universidad de Pamplona
  • Trabajos de pregrado y especialización
  • Facultad de Ciencias de la Educación
  • Licenciatura Lenguas Extranjeras
    • Por favor, use este identificador para citar o enlazar este ítem: http://repositoriodspace.unipamplona.edu.co/jspui/handle/20.500.12744/1918
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    Campo DC Valor Lengua/Idioma
    dc.contributor.authorSuarez Carvajal, Jeniffer Elizabeth.-
    dc.date.accessioned2022-06-14T21:56:27Z-
    dc.date.available2018-03-01-
    dc.date.available2022-06-14T21:56:27Z-
    dc.date.issued2018-
    dc.identifier.citationSuarez Carvajal, J. E. (2017). Implementing fairy tales as a tool to enhance creative writing in seventh graders at escuela Normal Superior in Pamplona, Colombia: an action research [Trabajo de Grado Pregrado, Universidad de Pamplona]. Repositorio Hulago Universidad de Pamplona. http://repositoriodspace.unipamplona.edu.co/jspui/handle/20.500.12744/1918es_CO
    dc.identifier.urihttp://repositoriodspace.unipamplona.edu.co/jspui/handle/20.500.12744/1918-
    dc.descriptionThis action research was conducted in order to evaluate how the use fairy tale reading can improve students’ English creative writing skills. A sample of 10 students from seventh grade of the Escuela Normal Superior de Pamplona supports this research. The researcher took a ten week program that implied a set of activities based on communicative approaches which focused on the process rather than the product. The students learned English by interacting communicatively and purposefully while engaged in meaningful activities. Tasks are either those that the students need to achieve in real life, or those that have a pedagogical purpose specific to the classroom. Data was collected through classroom observations, students’ artifacts and semi-structure interviews, and then analyzed.To interpret and analyzed data was coded and categorized in three main categories.The findings of the present study revealed that the use of authentic material such as, fairy tales or children’s’ literature in an interactive and communicative context contributes to the development of written production and comprehension as well promotes students’ confidence by providing them with plenty of opportunities to use the target language in the classroom without being constantly afraid of making mistakes when writing.es_CO
    dc.description.abstractLa autora no proporciona la información sobre este ítemes_CO
    dc.format.extent139es_CO
    dc.format.mimetypeapplication/pdfes_CO
    dc.language.isoeses_CO
    dc.publisherUniversidad de Pamplona – Facultad de Educaciónes_CO
    dc.subjectLa autora no proporciona la información sobre este ítem.es_CO
    dc.titleImplementing fairy tales as a tool to enhance creative writing in seventh graders at escuela Normal Superior in Pamplona, Colombia: an action research.es_CO
    dc.typehttp://purl.org/coar/resource_type/c_7a1fes_CO
    dc.date.accepted2017-12-01-
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    dc.relation.referencesMinisterio de educación nacional [MEN], (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Bogotá: Imprenta Nacionales_CO
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    dc.relation.referencesRaimes A. (1983) Techniques in teaching writing.Oxford University Presses_CO
    dc.relation.referencesReid, S. (2002). Book Bridges for ESL Students.Using Young Adult and Children’s Literature to Teach ESL.USA: Scarecrow Presses_CO
    dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2es_CO
    dc.type.coarversionhttp://purl.org/coar/resource_type/c_2df8fbb1es_CO
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