Escritura argumentativa auténtica: exploración de sus efectos sobre el desempeño, la motivación y la calibración metacognitiva.
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Date
2024
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Universidad de Concepción
Abstract
En el presente trabajo de investigación se estudió el desempeño en escritura argumentativa, la motivación y la calibración metacognitiva en 98 estudiantes secundarios del sistema escolar chileno. Para ello, se configuró un grupo de tratamiento que debía escribir un texto argumentativo auténtico sobre los bomberos de su comuna. Este texto se dispuso en un álbum de recuerdos confeccionado y entregado por los mismos individuos. Es decir, que el grupo de tratamiento tenía una audiencia y objetivos reales en el entorno social. En tanto, el grupo de control escribió su texto sin trascender el aula.
El análisis del desempeño se hizo con una rúbrica del texto argumentativo, cuya aplicación dependió de tres expertos. De forma complementaria, se usó el software computacional TRUNAJOD para evaluar la complejidad textual. En cuanto a la motivación, su estudio se basó en un cuestionario respondido por los sujetos en torno a su propio interés y persistencia al escribir; además, se contempló la extensión de los textos en cuestión. La medición de la calibración metacognitiva se efectuó contrastando el juicio metacognitivo con el desempeño real de los sujetos. En estos análisis se utilizó tanto la prueba paramétrica t-Student, como la no paramétrica U de Mann-Whitney en Microsoft Excel y en el software JASP, según fuera la normalidad de los datos.
Los resultados del estudio revelan que las tareas auténticas con repercusión o impacto en la realidad extraescolar permiten aumentar el desempeño en la escritura argumentativa. Del mismo modo, dichas tareas potencian la motivación y reflejan que mientras más alto sea el desempeño, entonces mayor será la calibración metacognitiva.
In the present research work, performance in argumentative writing, motivation and metacognitive calibration were studied in 98 secondary students from the Chilean school system. To do this, an experimental group was configured that had to write an authentic argumentative text about an experimental group was configured that the treatment the firefighters of their commune district. This text was arranged in a memory album made and delivered by the same individuals. That is, the treatment group had a real audience and objectives in the social environment. Meanwhile, the control group wrote their text without going beyond the classroom. The performance analysis was done with a rubric of the argumentative text, whose application depended on three experts. In addition, TRUNAJOD computer software was used to evaluate textual complexity. Regarding motivation, their study was based on a questionnaire answered by the subjects regarding their own interest and persistence in writing; In addition, the length of the texts in question was considered. The measurement of metacognitive calibration was carried out by contrasting the metacognitive judgment with the subjects’ actual performance. Both the Student's t test and the Mann-Whitney U test in the JASP software were used in these analyses. The results of the study indicate that authentic tasks with repercussion or impact on extracurricular reality allow for increased performance in argumentative writing. Likewise, these tasks enhance motivation and reflect that the higher the performance, the greater the metacognitive calibration.
In the present research work, performance in argumentative writing, motivation and metacognitive calibration were studied in 98 secondary students from the Chilean school system. To do this, an experimental group was configured that had to write an authentic argumentative text about an experimental group was configured that the treatment the firefighters of their commune district. This text was arranged in a memory album made and delivered by the same individuals. That is, the treatment group had a real audience and objectives in the social environment. Meanwhile, the control group wrote their text without going beyond the classroom. The performance analysis was done with a rubric of the argumentative text, whose application depended on three experts. In addition, TRUNAJOD computer software was used to evaluate textual complexity. Regarding motivation, their study was based on a questionnaire answered by the subjects regarding their own interest and persistence in writing; In addition, the length of the texts in question was considered. The measurement of metacognitive calibration was carried out by contrasting the metacognitive judgment with the subjects’ actual performance. Both the Student's t test and the Mann-Whitney U test in the JASP software were used in these analyses. The results of the study indicate that authentic tasks with repercussion or impact on extracurricular reality allow for increased performance in argumentative writing. Likewise, these tasks enhance motivation and reflect that the higher the performance, the greater the metacognitive calibration.
Description
Tesis presentada para optar al grado de Magíster en Lingüística Aplicada
Keywords
Argumentación, Estudiantes Educación media, Lingüística aplicada