La herramienta web 2.0 blog académico como recurso didáctico de apoyo en el aprendizaje cooperativo de escritura en estudiantes de nivel A1 del centro de idiomas de la Facultad de Ciencias Políticas y Administrativas, Escuela de Ingeniería Comercial de la Universidad Nacional de Chimborazo. Período 2015.
The main objective of the research was to Apply Web 2.0 tools as a teaching resource support to enhance cooperative learning, English writing regarding punctuation; use of tenses, use of singular and plural forms and spelling, and language level and general and specific language level of the student...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Ecuador |
| Institución: | Universidad Nacional de Chimborazo |
| Repositorio: | Repositorio Universidad Nacional de Chimborazo |
| Idioma: | español |
| OAI Identifier: | oai:localhost:51000/3107 |
| Acceso en línea: | http://dspace.unach.edu.ec/handle/51000/3107 |
| Access Level: | acceso abierto |
| Palabra clave: | Web 2.0 Blog Académico Recurso Didáctico Escritura de inglés |
| Sumario: | The main objective of the research was to Apply Web 2.0 tools as a teaching resource support to enhance cooperative learning, English writing regarding punctuation; use of tenses, use of singular and plural forms and spelling, and language level and general and specific language level of the students at A1 Level Language Center of the School of Political and Administrative Sciences, School of Commercial Engineering National University of Chimborazo through academic blog. un-quantitative qualitative, explanatory and correlation with field design and cross-sectional study was conducted. We worked with a sample of 48 students, 24 of a parallel as experimental group and 24 students from a parallel control group. The information was obtained through surveys and test application and also through the writing of the autobiography of students. The results indicate that there is statistically significant difference (p = 0.019 *) between the averages compared to pretest posttest in the experimental group. (P = 0.00 **) between the experimental and control regarding the appreciation they have on the advantages of cooperative learning groups when the Web 2.0 tool used academic Blog. (P = 0.00 **) between the group using academic blog, compared with the control group that did not use it. Students in the experimental group achieved better scores averages heading. (P = 0.00 **) between the experimental and control groups in terms of English writing group, assessed by the number of words that students write in his autobiography. (P = 0.03 *) between the averages of the groups in the posttest, the general and specific language will be improved. Academic Blog utilization had a positive impact on improving all aspects evaluated both cooperative learning and writing in English and the level of general and specific language and linguistic. |
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