dc.creatorMurillo Rojas, Adriana
dc.creatorZúñiga Vargas, Juan Pablo
dc.date.accessioned2020-01-11T15:18:15Z
dc.date.accessioned2022-10-19T20:36:15Z
dc.date.available2020-01-11T15:18:15Z
dc.date.available2022-10-19T20:36:15Z
dc.date.created2020-01-11T15:18:15Z
dc.date.issued2017-07-27
dc.identifierMurillo, A. & Zúñiga, J. P. (2017). Implementing collaborative learning to promote inference-making in a reading strategy course in English. Revista de Lenguas Modernas, 26, 319-334. doi: http://dx.doi.org/10.15517/rlm.v0i26.29976
dc.identifier1659-1933
dc.identifierhttp://hdl.handle.net/11056/17174
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4501779
dc.description.abstractThis article reports on the ndings of a research project intended to promote collaborative learning and inference-making among students from majors other than English at the University of Costa Rica. First, a diagnosis was carried out to know the students’ previous knowledge about inferences. Second, a strategy consisting of various stages was implemented for students have a better understanding of inference- making and have collaborative practice to make inferences. The results indicate that many students fail to see the difference between paraphrasing and making inferences even though they can clearly de ne what an inference is. After the implementation of the strategy, most students concurred that they feel more con dent about making inferences in English and saw the value of the instruction given.
dc.languageen_US
dc.publisherUniversidad de Costa Rica
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.subjectinglés
dc.subjectlectura
dc.titleImplementing collaborative learning to promote inference-making in a reading strategy course in English
dc.typehttp://purl.org/coar/resource_type/c_6501


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