dc.contributorDel Pozo Díaz, Natasha Cecibel
dc.creatorMejía Ortega, María Gabriela
dc.date2017-06-01T22:11:29Z
dc.date2017-06-01T22:11:29Z
dc.date2017-03-17
dc.date.accessioned2023-08-11T16:35:17Z
dc.date.available2023-08-11T16:35:17Z
dc.identifierhttp://repositorio.ucsg.edu.ec/handle/3317/8257
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8232633
dc.descriptionThe main goal of this research project is to analyze how a teacher-centered class hinders interactive communication of second grade students of Colegio Americano de Guayaquil. The specific objectives are to explain the effects teacher-centered education has on students’ learning process, to determine what kind of instruction boots interactive communication in the classroom, and to decide which methods and techniques enhance interaction among students. The research methods used in this case study were a mix of qualitative and quantitative approaches. The data collection was made with a survey to know about students’ learning experiences, and through observation of their communicative abilities recorded in a rubric. Thanks to the information gathered, it can be concluded that a teac her-centered class negatively affects interactive communication of students since such approach does not utilize practices and procedures that promote real interaction among students.
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad Católica de Santiago de Guayaquil
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectINTERACTIVE COMMUNICATION
dc.subjectTEACHING METHODOLOGY
dc.subjectTEACHER-CENTERED
dc.subjectSECOND LANGUAGE LEARNING
dc.titleAnalysis of how a teacher-centered class hinders Interactive communication of second grade students of Colegio Americano de Guayaquil.
dc.typeinfo:eu-repo/semantics/bachelorThesis


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