<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322020000200289</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v25n02a07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autoeficacia para el aprendizaje de la escritura académica en inglés como segunda lengua, mediada por WebQuest-Wiki, en un grupo de docentes de Idiomas en formación en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-Efficacy for Academic Writing Learning in esl Mediated by WebQuest-Wiki in a Group of Pre-Service Language Teachers in Mexico]]></article-title>
<article-title xml:lang="fr"><![CDATA[Auto-efficacité pour l&#8217;apprentissage de l&#8217;écriture académique en anglais langue seconde, médiée par WebQuest-Wiki, parmi un groupe d&#8217;étudiants d&#8217;Enseignement de Langues au Mexique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velasco Zárate]]></surname>
<given-names><![CDATA[Kalinka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza Cano]]></surname>
<given-names><![CDATA[José Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Benito Juárez de Oaxaca Facultad de Idiomas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNAM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>289</fpage>
<lpage>305</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322020000200289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322020000200289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322020000200289&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio indaga sobre la autoeficacia para la escritura académica que un grupo de profesores de idiomas en formación en México tiene ante la escritura colaborativa de un artículo de investigación documental en inglés, mediada por WebQuest-Wiki. En particular se investiga: 1) los niveles de autoeficacia antes y después de la tarea; 2) las fuentes de la autoeficacia que los estudiantes traen a la tarea; 3) la autoeficacia emanada de las acciones y los medios en la tarea. El diseño mixto incluyó el uso del cuestionario &#8220;Percepción de la autoeficacia para la escritura académica en inglés&#8221;, la información de encuadre del curso y un cuestionario que evaluó WebQuest-Wiki. Un T-test (pre-post, sin grupo control) resultó significativo con p&lt; 0,05 para los factores &#8220;autoeficacia para el aprendizaje&#8221;, &#8220;conocimiento local y global del proceso de escritura&#8221; y &#8220;autorregulación metacognitiva&#8221;. En cambio, no se modificaron los factores &#8220;convenciones en la escritura&#8221;, &#8220;generación de ideas&#8221;, &#8220;tiempo/esfuerzo&#8221; y &#8220;respuesta física&#8221;. Las fuentes principales de la autoeficacia alta inicial observada en el uso de &#8220;convenciones en la escritura&#8221; y &#8220;autoeficacia para el aprendizaje&#8221; son las prácticas previas de textos descriptivos y la confianza en obtener logros satisfactorios en su estudio. El proyecto WebQuest-Wiki incrementó la percepción de tener más control sobre la comprensión del contenido de los textos leídos y del uso de estrategias de comprensión de vocabulario, del uso de habilidades específicas de escritura académica para el tipo de texto específico y en ver a sus iguales como modelos de la actividad por realizar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study investigates the self-efficacy for academic writing that a group of pre-service EFL teachers in Mexico presents when faced with the task of collaboratively writing a documentary research paper, mediated by WebQuest-Wiki Project. In particular, the study investigates the following: (a) the self-efficacy levels before and after the task; (b) the source of self-efficacy that students bring to the task; (c) self-efficacy originated from the actions and means in the task. A mixed design involved the use of the academic writing in English self-efficacy perception questionnaire, the information drawn from the diagnostic phase in the course, and a questionnaire that evaluated the WebQuest-Wiki. A T-test (pre-post, no control group) was significant **p&lt; 0.05 for the factors self-efficacy for learning, local and global knowledge of the writing process, and metacognitive self-regulation. By contrast, the factors writing conventions, ideas generation, time/effort and physical response were not significant. The main sources for the initially observed high self-efficacy in the use of writing conventions and self-efficacy for learning, derived from their previous practices in writing descriptive texts, and from their confidence on obtaining satisfactory achievements in their study. The WebQuest-Wiki increased their perception of having more control over the comprehension of content from their readings, over their use of vocabulary comprehension strategies, and over the use of specific academic writing skills. Besides, it allowed the students to consider their peers as models for the activity to be done.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude examine l&#8217;auto-efficacité pour l&#8217;écriture académique, demontré par un groupe d&#8217;étudiants universitaires d&#8217;enseignement de langues au Mexique, au moment d'aborder l&#8217;écriture collaborative d&#8217;un article de recherche documentaire en langue anglaise, menée par WebQuest-Wiki. En particulier la recherche se concentre sur : 1) les niveaux d&#8217;auto-efficacité avant et après la tâche ; 2) les sources de l&#8217;auto-efficacité que les étudiants apportent à la tâche ; 3) l&#8217;auto-efficacité découlée des actions et des moyens dans la tâche. Le design mixte a compris l&#8217;utilisation du questionnaire « perception de l&#8217;auto-efficacité pour l&#8217;écriture académique en anglais », l&#8217;information d&#8217;encadrement du cours et un questionnaire qui a évalué le WebQuest-Wiki. Un T-test (pré-post, sans groupe contrôle) a été significative avec p&lt; 0,05 pour les facteurs « auto-efficacité pour l&#8217;apprentissage », « connaissance locale et globale du processus d&#8217;écriture » et « autorégulation métacognitive ». En revanche, pas de changement dans les facteurs « conventions dans l&#8217;écriture », « génération d&#8217;idées », « temps/effort » et « réponse physique ». Les principales sources de l&#8217;auto-efficacité élevée observée initialement dans l&#8217;utilisation des conventions dans l&#8217;écriture et l&#8217;auto-efficacité pour l&#8217;apprentissage, ce sont les pratiques antérieures des textes descriptifs, et la confiance à l&#8217;obtention du succès dans son étude. Le WebQuest-Wiki a renforcé le sentiment d&#8217;avoir plus de contrôle sur la compréhension du contenu des textes lus et l&#8217;utilisation des stratégies de compréhension du vocabulaire ; l&#8217;utilisation de compétences spécifiques d&#8217;écriture académique pour le type de texte spécifique. En plus, il a permis de considerer leurs pairs comme des modèles de l&#8217;activité à réaliser.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[WebQuest-Wiki]]></kwd>
<kwd lng="es"><![CDATA[docentes de idiomas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de inglés]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[WebQuest-Wiki]]></kwd>
<kwd lng="en"><![CDATA[language teachers]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="fr"><![CDATA[auto-efficacité]]></kwd>
<kwd lng="fr"><![CDATA[écriture scolaire]]></kwd>
<kwd lng="fr"><![CDATA[WebQuest-Wiki]]></kwd>
<kwd lng="fr"><![CDATA[enseignants de langues]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de l&#8217;anglais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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