000			nam a22 7a 4500
999			_c49954 _d49954
005			20241205084902.0
008			241127e2024 ck |||fsm||| 00| 0 spa d
040			_aCO-NeUS _bspa _erda
041			_aspa
100	1		_9159870 _aCoronado Charry, Jasmín _eaut
245	1	0	_aEmotional exploration: _bA journey into learners' emotions and perspectives on emotion management - developed with sixth graders at a public institution / _cJasmin Coronado Charry; Director de Tesis Adriana Marcela Sánchez Beltrán; Asesor de Tesis Javier Anibal Moreno Mojica, Lilian Cecilia Zambrano Castillo
256			_aDatos electrónicos (1 archivos:5114 MG)
264	1		_aNeiva: _bUniversidad Surcolombiana; _c2024
300			_a1 CD-ROM (119 páginas); _bdiagramas, fotografías, tablas o cuadros; _c12 cm
336			_2rdacontent _atxt _btxt
337			_2rdamedia _ac _bcd
338			_2rdacarrier _acd _bcd
347			_2rda _atxt _bpdf
502			_aTesis _bMagister en Didáctica del Inglés _cUniversidad Surcolombiana. Facultad de Educación. Maestría en Didáctica del Inglés _d2024
505			_aIntroduction -- Chapter 1: description of the project, statement of the problem, research question, objetives, general objetives, specific objetives, rationale, literature review -- Chapter 2: theorical freamework -- Chapter 3: research design, type of study, context, participants, data collection instruments, instructional design, pedagogical intervention -- Chapter 4, data anylisis and findings, findings -- Chapter 5: conclusions and implications
520			_a"Taking into consideration the terrain that emotional intelligence has gained in the academic field, this study presents an exploration to the students’ perspectives on the impact of implementing a series emotional regulation strategy (ERS) in the learning English process. This qualitative action research was developed at a rural public school of Nátaga, Huila with sixth graders. The goal was to analyze students’ emotional management while learning English through a series of emotional regulation strategies. Data were collected through field notes, artifacts obtained during the pedagogical interventions and a focus group. The findings show that students guided by a process aligned to the Bloom's taxonomy, moving from activating and acquiring knowledge on emotions to applying ERS when they found it necessary, are able to grow emotionally. The results also confirm the existence of negative and positive emotions in the English learning process. Finally, findings shed light on the impact emotional education has on students' lives, giving them tools to regulate themselves in different contexts, such as the educational and familiar context. These findings have important implications for educational practice, as they highlight the need for greater emphasis on emotional education in the classroom."
700	1		_9159872 _aSánchez Beltran, Adriana Marcela _edrt
700	1		_9159873 _aMoreno Mojica, Javier Anibal _eths
700	1		_991568 _aZambrano Castillo, Lilian Cecilia, _eths
082	0	4	_221 _aTh MDI 081
650		0	_9159949 _aEducación _xDidáctica del Inglés
942			_2Local _cCD _hTh MDI 081 _kTh