A Strategic Plan for Academic Improvement (PEMA). Case Study to Determine the Improvement of Linguistic Competence of Students in the English Major

A Strategic Plan for Academic Improvement (PEMA). Case Study to Determine the Improvement of Linguistic Competence of Students in the English Major

dc.creatorOguilve-Araya, Verónica
dc.date2019-07-06
dc.date.accessioned2023-08-04T14:23:20Z
dc.date.available2023-08-04T14:23:20Z
dc.identifierhttps://revistas.uned.ac.cr/index.php/espiga/article/view/2519
dc.identifier10.22458/re.v18i38.2519
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/7918359
dc.descriptionA Strategic Plan for Academic Improvement (PEMA) was implemented for students to develop their linguistic and academic competence in the English Teaching Major for I and II Cycles at Universidad Estatal a Distancia (UNED). The 24-week personalized online course provided students with extra linguistic practice, focusing on their specific needs. Tutors designed lessons based on the students’ weaknesses, worked on their skills weekly, and gave them feedback after each session. Students created a portfolio with self-assigned exercises and also shared their challenges, feelings and expectations with their teachers. Even when the students’ language development in the 4 macro skills was not linear because of the complexity of language learning, both students and teachers reported that PEMA helped them perform better in different academic tasks.en-US
dc.descriptionA Strategic Plan for Academic Improvement (PEMA) was implemented for students to develop their linguistic and academic competence in the English Teaching Major for I and II Cycles at Universidad Estatal a Distancia (UNED). The 24-week personalized online course provided students with extra linguistic practice, focusing on their specific needs. Tutors designed lessons based on the students’ weaknesses, worked on their skills weekly, and gave them feedback after each session. Students created a portfolio with self-assigned exercises and also shared their challenges, feelings and expectations with their teachers. Even when the students’ language development in the 4 macro skills was not linear because of the complexity of language learning, both students and teachers reported that PEMA helped them perform better in different academic tasks.es-ES
dc.formatapplication/pdf
dc.formattext/html
dc.formatapplication/epub+zip
dc.formataudio/mpeg
dc.languageeng
dc.languagespa
dc.publisherEscuela de Ciencias Sociales y Humanidades, UNEDes-ES
dc.relationhttps://revistas.uned.ac.cr/index.php/espiga/article/view/2519/3200
dc.relationhttps://revistas.uned.ac.cr/index.php/espiga/article/view/2519/3201
dc.relationhttps://revistas.uned.ac.cr/index.php/espiga/article/view/2519/3202
dc.relationhttps://revistas.uned.ac.cr/index.php/espiga/article/view/2519/3203
dc.sourceRevista Espiga; Vol. 18 Núm. 38 (2019): Revista Espiga (Publicación continua); 111-132es-ES
dc.source2215-454X
dc.source1409-4002
dc.subjectSecond Language acquisitiones-ES
dc.subjectEnglish as a Foreign Languagees-ES
dc.subjectDistance educationes-ES
dc.subjectOnline tutoringes-ES
dc.subjectLinguistic competencees-ES
dc.subjectAcademic improvementes-ES
dc.titleA Strategic Plan for Academic Improvement (PEMA). Case Study to Determine the Improvement of Linguistic Competence of Students in the English Majoren-US
dc.titleA Strategic Plan for Academic Improvement (PEMA). Case Study to Determine the Improvement of Linguistic Competence of Students in the English Majores-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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