Developing Critical Thinking on Teenagers. A Challenge for English Teachers in High School

dc.contributor.advisorLopez Urbina, Johanna Patricia
dc.contributor.authorDíaz Amaya, Claudia Maritza
dc.contributor.corporatenameUniversidad Santo Tomásspa
dc.contributor.googlescholarhttps://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJspa
dc.contributor.orcidhttps://orcid.org/0000-0002-1293-8042spa
dc.coverage.campusCRAI-USTA Bogotáspa
dc.date.accessioned2024-07-10T15:16:42Z
dc.date.available2024-07-10T15:16:42Z
dc.date.issued2024-05-31
dc.descriptionEl actual proyecto implicó la revisión e implementación de metodologías para fomentar habilidades de pensamiento crítico en adolescentes que asisten a un colegio privado de Bogotá. Este proyecto es un proyecto de investigación-acción que aborda su enfoque sobre la enseñanza y el aprendizaje del inglés como lengua extranjera; Enfocándonos en prácticas innovadoras en la enseñanza del inglés. El estudio se centró en estudiantes de 11º grado y comenzó con la observación de la clase, donde fue posible identificar el problema relacionado con el desarrollo de pensamiento crítico y las habilidades de lectura para ayudar a mejorar esas deficiencias, se utilizaron datos de pruebas, encuestas, ejercicios de lectura y diarios no solo para identificar deficiencias en el desarrollo del pensamiento crítico, particularmente en inferencias y suposiciones, pero en la mejora de aquellos aspectos que podrían ayudar en el contexto del desarrollo de habilidades de pensamiento crítico, como la lectura y las habilidades lingüísticas entre los estudiantes. Si bien las inferencias plantearon el mayor desafío, hubo avances notables en los supuestos y en la selección de opciones. El uso de lecturas extensas y materiales auténticos facilitó el desarrollo de habilidades de pensamiento crítico, ayudando en la selección de materiales y habilidades de enseñanza. Estos hallazgos enfatizan la necesidad de esfuerzos continuos en la capacitación docente para apoyar este proceso. Palabras clave: lectura extensiva, materiales auténticos, pensamiento crítico, EFL, inferencias.spa
dc.description.abstractThe current project involved the review and implementation of methodologies for fostering critical thinking skills in adolescents attending a private school in Bogota. This project is an action research project its approach on teaching and learning of English as a foreign language; focusing in Innovative practices in English teaching. The study focused on 11th grade students, started with class observation where was possible to identify the problem around critical thinking and reading skills in order to help to improve those deficiencies utilized data from tests, surveys, reading exercises, and journals to not only identify deficiencies in critical thinking development, particularly in inferences and assumptions but in enhance of those aspects that could help in the background of developing critical thinking skills, such as reading and linguistic abilities among the students. While inferences posed the greatest challenge, there was notable progress in assumptions and in the selection of options. The use of extensive reading and authentic materials facilitated the development of critical thinking skills, aiding in material selection and teaching skills These findings emphasize the need for ongoing efforts in teacher training to support this process. Keywords: authentic material, critical thinking, EFL, extensive reading, inferences.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Matematicasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationDíaz Amaya, C. M. (2024). Developing Critical Thinking on Teenagers. A Challenge for English Teachers in High School. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/56109
dc.language.isospaspa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Matematicasspa
dc.relation.referencesAtkinson, J. D. (2017). Qualitative Methods. In Journey into Social Activism: Qualitative Approaches (pp. 65–98). Fordham University Press. http://www.jstor.org/stable/j.ctt1hfr0rk.6spa
dc.relation.referencesAyalew, T., Bernahu, S., & Mulugeta, T. (2022). Investigating effects of integrated reading And writing skills instruction on enhancing student’s critical thinking skills in EFL Classroom. Theory and Practice of Second Language Acquisition, 8(1), 105-127. https://doi.org/10.31261/TAPSLA.11514spa
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dc.relation.referencesChen, I-Chen. (2018). Incorporating task-based learning in an extensive reading programme ELT Journal, 72, 405-41. https://doi.org/10.1093/elt/ccyoo8.spa
dc.relation.referencesCorrea, P. (2019). Design of a pedagogical proposal to promote the reading comprehension. By using metacognitive strategies in tenth grade students at gimnasio Jaibaná school In Piedecuesta, Santander Colombia (thesis). Repository.usta.edu.co.spa
dc.relation.referencesFacione, , P. A. (2023). Critical Thinking: What It Is and Why It Counts. Insight Assessment.spa
dc.relation.referencesHenry, A., Korp, H., Sundqvist, P., & Thorsen, C. (2018). Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters. TESOL Quarterly, 52(2), 247–273. http://www.jstor.org/stable/44986991spa
dc.relation.referencesHorvátová, B., & Nad’ova,L. (2020). Developing critical thinking in reading comprehension Of texts for specific purposes at all levels of Bloom’s taxonomy. The Journal of Teaching English for Specific and Academic Purposes, 9(1), 1-16. https://doi.org/10.22190/JTESAP2101001Hspa
dc.relation.referencesHromova, N., Kryvych,M., Chernihivska,N., Vinnytska,T., &Bloshchynskyi,I. (2021) Forming critical reading skills in a low-intermediate class of English. World Journal of English Language, 12(1), 74-82. https://doi.org/10.5430/wjel.v12n1p74 Introduction or post, copy, - sage publications inc. (n.d.). Retrieved May 22, 2022, from https://us.sagepub.com/sites/default/files/upm-assets/79658_book_item_79658.pdfspa
dc.relation.referencesKung, F. (2019, January). Teaching second language reading comprehension: The effects of classroom materials and reading strategy use. DOI10.1080/17501229.2017.1364252spa
dc.relation.referencesLombardi, L., Mednick, F. J., De Backer, F., & Lombaerts, K. (2022). International Journal of Instruction, 15, 1–16. https://doi.org/10.12973/ijispa
dc.relation.referencesLun Lin, W., &Lng Shih,Y. (2021). Developmental trends of different creative potentials in Relation to adolescents’ critical thinking abilities. Thinking Skills and Creativity, 43, 1-13. https://doi.org/10.16/j.tsc.2021.100979spa
dc.relation.referencesMolina, L. (2018). The impact of Strategy-based workshops on tenth graders reading Comprehension (tesis). Bdigital. Uexternado, Bogotá.spa
dc.relation.referencesMuttalib, A. (2020). Using critical thinking method to improve student’s reading comprehension in narrative text (thesis). Makassar.2020.spa
dc.relation.referencesOner, D., & Gunal, Y. (2021, May). (PDF) Critical Thinking for Teachers - researchgate.net. Retrieved June 5, 2022, from https://www.researchgate.net/publication/351487185_Critical_Thinking_for_Teachersspa
dc.relation.referencesSuk, N. (2017). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73–89. http://www.jstor.org/stable/26622579.spa
dc.relation.referencesYi. (2016, May 20). Critical thinking. Oficina Internacional de Educación. Retrieved June 5, 2022, from http://www.ibe.unesco.org/es/node/12078spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subject.keywordAuthentic Materials,spa
dc.subject.keywordCritical Thinkingspa
dc.subject.keywordEFLspa
dc.subject.keywordExtensive Readingspa
dc.subject.keywordInferencesspa
dc.subject.lembLenguas Extrajeras inglésspa
dc.subject.lembAdolescentesspa
dc.subject.lembAprendizaje-inglésspa
dc.subject.proposalLectura Extensivaspa
dc.subject.proposalMateriales Auténticosspa
dc.subject.proposalPensamiento Críticospa
dc.subject.proposalEFLspa
dc.subject.proposalInferenciasspa
dc.titleDeveloping Critical Thinking on Teenagers. A Challenge for English Teachers in High Schoolspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTrabajo de gradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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