The role of socio-affective strategies to promote written tasks in an EFL class. The case study of two EFL teachers in a public high school in Penco

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dc.contributor.advisorCorrea Pérez, Roxanna Carolina
dc.contributor.authorJara C., Jaime
dc.contributor.authorMolina A., Constanza
dc.contributor.authorPalma S., José
dc.contributor.authorPeña E., Carla
dc.contributor.authorVidal S., Alison
dc.date.accessioned2018-04-11T17:04:48Z
dc.date.accessioned2023-11-13T20:05:00Z
dc.date.available2018-04-11T17:04:48Z
dc.date.available2023-11-13T20:05:00Z
dc.date.created2018-04-11T17:04:48Z
dc.date.issued2017-06
dc.descriptionResearch Seminar to Obtain the Undergraduate Degree of Bachelor in Education
dc.description.abstractThe main aim of this research is to analyse the use of socio-affective strategies declared by teachers at the moment of promoting written tasks within an EFL lesson. This research pursues the following objectives: firstly, to identify teachers’ opinions about the role of socio-affective strategies in the context of written tasks. Secondly, to describe the socio-affective strategies that teachers promote in an EFL writing class; thirdly, to compare the socio-affective strategies declared as important/useful by teachers and the ones applied in an EFL lessons. The type of study applied in this investigation is a qualitative study, based on the methodology of a case study. The instruments used for this research in order to collect the data were a checklist based on an observation of an EFL class and an interview applied to the teachers of English, those instruments were applied in a public institution located in Penco. Finally, the research showed that teachers use socio-affective strategies within the classroom, but they are not taught systematically, and they are promoted without consciousness.
dc.identifierhttp://repositoriodigital.ucsc.cl/handle/25022009/1291
dc.identifier.urihttps://tesis.ucsc.cl/handle/25022009/3121
dc.languageen
dc.publisherUniversidad Católica de la Santísima Concepción
dc.subjectFacultad de Educación
dc.subjectPedagogía en Educación Mendia en Inglés
dc.titleThe role of socio-affective strategies to promote written tasks in an EFL class. The case study of two EFL teachers in a public high school in Penco
dc.typeThesis
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