Understanding a teaching practice of English as a foreign language in a blended learning environment

dc.contributorAldana Vargas, María Fernanda
dc.contributorPimienta, Martha
dc.contributorOsorio Gómez, Luz Adriana
dc.creatorCárdenas Sanabria, Andrés Felipe
dc.date.accessioned2018-09-28T10:37:12Z
dc.date.available2018-09-28T10:37:12Z
dc.date.created2018-09-28T10:37:12Z
dc.date.issued2015
dc.identifierhttp://hdl.handle.net/1992/13425
dc.identifierinstname:Universidad de los Andes
dc.identifierreponame:Repositorio Institucional Séneca
dc.identifierrepourl:https://repositorio.uniandes.edu.co/
dc.description.abstractThe purpose of this study is to understand the conditions that enhance English foreign language students' skills when using a blended environment. It explores a three-month journey of a teacher researcher who conducted a mix between an autoethnographic study and a grounded theory with 15 students of an upper intermediate level of English at a language institute in Bogota, Colombia
dc.languageeng
dc.publisherMaestría en Educación
dc.publisherFacultad de Educación
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.sourceinstname:Universidad de los Andes
dc.sourcereponame:Repositorio Institucional Séneca
dc.titleUnderstanding a teaching practice of English as a foreign language in a blended learning environment
dc.typeTrabajo de grado - Maestría


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