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Blended learning to enhance vocabulary learning in very young learners.

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dc.contributor.advisor Sandra, Caamaño López
dc.contributor.author Alejandro Bazán, Danexa Maximiliana
dc.date.accessioned 2023-02-13T21:00:39Z
dc.date.available 2023-02-13T21:00:39Z
dc.date.issued 2023-02-13
dc.identifier.citation Alejandro Bazán, Danexa Maximiliana (2023). Blended learning to enhance vocabulary learning in very young learners. La Libertad. UPSE, Matriz. Facultad de Ciencias de La Educación E Idioma. 45p. es
dc.identifier.other UPSE-TPI-2023-0002
dc.identifier.uri https://repositorio.upse.edu.ec/handle/46000/9018
dc.description.abstract This project was created by enhance vocabulary in young learners using blended learning. It is a mixed method where students learn in classroom and practice their prior knowledge in different digital platforms. The objective of this research is analyzing the teacher role in blended learning and the strategies to enhance vocabulary learning of very young learners identifying advantages of blended learning apply for teachers in the third grade of Unidad Educativa Juan Dagoberto Montenegro. The main problem is the lack of use of blended learning to improve their knowledges to obtain data collection, the researcher used qualitative method with a phenomenological study with a data collection of focus group with opened ended questions to students to analyze blended learning and how they enhance vocabulary. The result showed a positive change in which practice in classroom with the teacher and using different digital resources apply blended learning learners can improve the vocabulary skill. es
dc.language.iso eng es
dc.publisher La Libertad: Universidad Estatal Península de Santa Elena, 2023. 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 BLENDED LEARNING es
dc.subject ENHANCE es
dc.subject VOCABULARY es
dc.subject WEBSITES es
dc.title Blended learning to enhance vocabulary learning in very young learners. es
dc.type bachelorThesis es
dc.pages 45 p. es


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