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Exploring oral proficiency development through the flipped classroom approach

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dc.contributor.advisor Limones Borbor, Julieta Verónica
dc.contributor.author Guale Del Pezo, Karen Nallely
dc.contributor.author Zamora Triviño, Bertha Carelys
dc.date.accessioned 2024-08-27T20:54:08Z
dc.date.available 2024-08-27T20:54:08Z
dc.date.issued 2024-08-27
dc.identifier.citation Guale Del Pezo Karen Nallely; Zamora Triviño, Bertha Carelys (2024). Exploring oral proficiency development through the flipped classroom approach. La Libertad UPSE, Matriz. Facultad de Ciencias de la Educación e Idiomas. 44p. es
dc.identifier.other UPSE-TPI-2024-0036
dc.identifier.uri https://repositorio.upse.edu.ec/handle/46000/12071
dc.description.abstract In English language learning, it is always looking to develop pronunciation, fluency, and communication in the target language. For this reason, this thesis aimed to explore the flipped classroom method in the development of oral proficiency, as well as to know the advantages and disadvantages of the flipped classroom, which are the most used strategies to achieve the development of oral proficiency, and especially to know the perceptions of teachers and students towards this method. Through qualitative research and data collection through interviews and questionnaires, this research was able to obtain favorable results that complement the objectives. This research concluded that teachers and students have a positive perception regarding this method. These results will help to increase the existing information about the development of oral proficiency and the flipped classroom method. es
dc.language.iso eng es
dc.publisher La Libertad, Universidad Estatal Península de Santa Elena, 2024 es
dc.rights openAccess es
dc.rights Atribución-NoComercial-SinDerivadas 3.0 Ecuador *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ *
dc.subject ORAL PROFICIENCY es
dc.subject FLIPPED CLASSROOM es
dc.subject MOTIVATION es
dc.subject DEVELOPMENT es
dc.title Exploring oral proficiency development through the flipped classroom approach es
dc.type bachelorThesis es
dc.pages 44 p. es


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