Blended learning in english language teaching
Monga Armas, Ana Lisbeth
Blended learning in english language teaching Ana Lisbeth, Monga Armas - 54 páginas ; 30 cm
Incluye CD-Rom y Anexos
Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Rosero, Jorge ; Dir.
1.General information. 2. Problem statement. 3. Objectives. 4. Activities and task system in relation to the objectives proposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12. Appendices..
LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
The post-pandemic is a relevant issue within educational changes. Teachers and students had to combine teaching and learning modalities. Blended learning was considered as a methodology that supports these educational processes. That is why the objective of the research was to describe teachers´ perceptions of blended learning to teach English in the post-pandemic period. This research project used a descriptive qualitative method. The data was collected through an open interview. Main finding to two English teachers from the Isidro Ayora School. The main findings showed that there is no difference in teachers´ experiences with blended learning according to the educational level of the student. Blended learning in the pandemic was a change faced by teachers when teaching. Blended learning after the pandemic, was a transition and combination of methodologies for the adaptation of resources and blended learning strategies for teaching English had as strategies and activities supported by the use of technological resources to improve students´ skills. In conclusion, blended learning in the post-pandemic period leads to the implementation of activities and strategies that support face-to-face through the use of technological tools.
EDUCACIÓN INGLÉS
ENSEÑANZA-LÍNEA
ENSEÑANZA-APRENDIZAJE.
PROYECTO 370 M743bl
Blended learning in english language teaching Ana Lisbeth, Monga Armas - 54 páginas ; 30 cm
Incluye CD-Rom y Anexos
Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Rosero, Jorge ; Dir.
1.General information. 2. Problem statement. 3. Objectives. 4. Activities and task system in relation to the objectives proposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12. Appendices..
LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
The post-pandemic is a relevant issue within educational changes. Teachers and students had to combine teaching and learning modalities. Blended learning was considered as a methodology that supports these educational processes. That is why the objective of the research was to describe teachers´ perceptions of blended learning to teach English in the post-pandemic period. This research project used a descriptive qualitative method. The data was collected through an open interview. Main finding to two English teachers from the Isidro Ayora School. The main findings showed that there is no difference in teachers´ experiences with blended learning according to the educational level of the student. Blended learning in the pandemic was a change faced by teachers when teaching. Blended learning after the pandemic, was a transition and combination of methodologies for the adaptation of resources and blended learning strategies for teaching English had as strategies and activities supported by the use of technological resources to improve students´ skills. In conclusion, blended learning in the post-pandemic period leads to the implementation of activities and strategies that support face-to-face through the use of technological tools.
EDUCACIÓN INGLÉS
ENSEÑANZA-LÍNEA
ENSEÑANZA-APRENDIZAJE.
PROYECTO 370 M743bl