Examinando por Autor "Lorduy Arellano, Danilza"
Mostrando 1 - 14 de 14
Resultados por página
Opciones de ordenación
Publicación Acceso abierto Informe del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2008-2(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2009-1(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2010-1(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe General del Proceso de la Práctica Pedagógica en el Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-Inglés(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe General del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2011-2(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe General del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2012-1(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Informe General del Proceso de la Práctica Pedagógica en El Programa de Licenciatura en Educación Básica con Énfasis en Humanidades-inglés 2012-2(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto Publicación Acceso abierto Publicación Acceso abierto Informe General del Proceso de la Práctica Pedagógica en la Facultad de Educación y Ciencias Humanas(2016-09-02) Lorduy Arellano, DanilzaPublicación Acceso abierto A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom(2020-05-10) Navarro Rodríguez, Paola Saray; Lorduy Arellano, DanilzaProject-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improvePublicación Acceso abierto TEACHING PRACTICUM II II-May 14 2016(2016-09-05) Lorduy Arellano, DanilzaPublicación Acceso abierto TEACHING PRACTICUM II-May 14 2016(2016-09-05) Lorduy Arellano, DanilzaPublicación Acceso abierto Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study(Universidad de Córdoba, 2019-12-20) Caro Lora, John Jairo; Peinado Agresott, Libardo Andrés; Lorduy Arellano, DanilzaListening is undoubtedly a fundamental language skill to develop when learning a foreign language due to its constant use by the L2 learner. However, in classrooms students feel frustrated because the listening activities designed for its development are not understandable for them and become reluctant to work in classes on this skill; as a result, most students usually find EFL learning uninteresting or boring. The purpose of this exploratory case study was to explore which aspect of the listening skill students developed the most when implementing MALL (Mobile-Assisted Language Learning) and what were their perceptions towards the use of smartphones in EFL lessons. In order to meet that end, this study employed a diagnostic and final test, listening tasks, students’ diaries and a questionnaire to answer which listening skill aspect students develop the most and their perceptions towards MALL. Coding and descriptive analysis helped to analyze the data gathered. The findings of this study suggest that MALL is an efficient strategy to develop listening skills in the L2, especially concerning the identifying expressions and set of utterances that act to create meaning aspect. Additionally, MALL can also be used as a different strategy to learn a foreign language in an interesting and dynamic way.