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dc.rights.licenseAtribución-NoComercial 4.0 Internacional
dc.contributor.authorRamírez Balderas, Iraís
dc.contributor.authorGuillén Cuamatzi, Patricia María
dc.date.accessioned2019-07-03T03:00:09Z
dc.date.available2019-07-03T03:00:09Z
dc.date.issued2018-07-01
dc.identifierISSN: 2256-5760
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/66858
dc.description.abstractThis paper describes college students’ writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students’ writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous training to allow students to systematize their writing practices.
dc.description.abstractAquí se describe el desarrollo de la escritura de un grupo de universitarios durante un semestre. Se implementaron las estrategias de auto y co-corrección para promover la conciencia del error a través del uso de un código y un registro de error con un grupo de quinto semestre. Los resultados muestran que ambas estrategias beneficiaron las habilidades de escritura de los estudiantes y su conciencia de los errores además del desarrollo de la auto-crítica de su escritura y la responsabilidad por su aprendizaje. Se resalta la importancia de proveer a la escritura un espacio dentro de la clase donde la práctica constante produzca la sistematización de las prácticas de escritura.
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
dc.relationhttps://revistas.unal.edu.co/index.php/profile/article/view/67095
dc.relation.ispartofUniversidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
dc.relation.ispartofPROFILE Issues in Teachers' Professional Development
dc.rightsDerechos reservados - Universidad Nacional de Colombia
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subject.ddc37 Educación / Education
dc.subject.ddc8 Literatura y retórica / Literature
dc.titleSelf and Peer Correction to Improve College Students’ Writing Skills
dc.typeArtículo de revista
dc.type.driverinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.eprintshttp://bdigital.unal.edu.co/67886/
dc.relation.referencesRamírez Balderas, Iraís and Guillén Cuamatzi, Patricia María (2018) Self and Peer Correction to Improve College Students’ Writing Skills. Profile: Issues in Teachers´ Professional Development, 20 (2). pp. 179-194. ISSN 2256-5760
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.subject.proposalPeer correction
dc.subject.proposalself-correction
dc.subject.proposalwriting skills
dc.subject.proposalauto-corrección
dc.subject.proposalco-corrección
dc.subject.proposalhabilidades de escritura
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.contentText
dc.type.redcolhttp://purl.org/redcol/resource_type/ART
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2


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Atribución-NoComercial 4.0 InternacionalThis work is licensed under a Creative Commons Reconocimiento-NoComercial 4.0.This document has been deposited by the author (s) under the following certificate of deposit