Análisis de los factores socioculturales del profesor que se asocian a la brecha digital y sus creencias sobre el uso de las tecnologías en el aula de clase

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dc.contributor.advisorGonzález Reyes Ronald Andrésspa
dc.contributor.authorDávila Rubio Carlos Albertospa
dc.date.accessioned2024-07-04T21:03:51Z
dc.date.available2024-07-04T21:03:51Z
dc.date.issued2024-06-19spa
dc.description.abstractEste estudio explora las estrategias de aprendizaje empleadas por estudiantes de secundaria al aprender inglés como lengua extranjera y examina la influencia del género, el grado académico, el dominio percibido del inglés y la competencia comunicativa en el uso de estas estrategias. Mediante un diseño de métodos mixtos explicativo secuencial, el estudio contó con 416 estudiantes y nueve profesores para los dos primeros objetivos, y 123 estudiantes de undécimo grado para el tercer objetivo.
dc.description.abstractThis study explores the language learning strategies (LLS) employed by Colombian high school students learning English as a foreign language (EFL). It examines the influence of gender, grade level, and perceived proficiency on strategy use. It also investigates the relationship between LLS and communicative competence in English. Using an explanatory sequential mixed methods design, the study involved 416 high schoolers and nine teachers for the first two objectives, and 123 eleventh graders for the third objective. Data from a survey and semi-structured interviews revealed that students and teachers favor social and metacognitive strategies, while affective strategies were the least utilized. While minimal gender differences were found, grade level and perceived proficiency significantly influenced strategy selection. Additionally, in the case of eleventh graders, their selection of LLS was contrasted with their results in the SABER 11 test, allowing the identification of a moderate positive correlation between their overall use of LLS and their communicative competence in English, with cognitive and metacognitive strategies showing the strongest correlations.
dc.description.degreelevelDoctorado
dc.description.degreelevelDoctoradospa
dc.description.degreenameDoctor(a) en Educaciónspa
dc.description.degreetypeInvestigaciónspa
dc.description.notesPresencialspa
dc.identifier.urihttps://repositorio.uan.edu.co/handle/123456789/9880
dc.language.isoengspa
dc.publisherUniversidad Antonio Nariñospa
dc.publisher.campusBogotá - Surspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programDoctorado en Educación
dc.rightsAcceso abierto
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subjectBrecha digital, factores socioculturales, capital social, cultural, digital.
dc.subject.keywordDigital divide
dc.subject.keywordsociocultural factors
dc.subject.keywordsocial capital
dc.subject.keywordcultural capital
dc.subject.keyworddigital capital
dc.titleAnálisis de los factores socioculturales del profesor que se asocian a la brecha digital y sus creencias sobre el uso de las tecnologías en el aula de clase
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.documentEstudio exploratoriospa
dc.type.versionVersión final del autor, Versión aceptada para publicar
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