The relationship between learning affective strategies and the level of english oral proficiency that students from Intensive Advanced English II have at the Foreign Language Department of the University of El Salvador, semester I-2014.

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dc.contributor.advisorLipe, Balmorees
dc.contributor.authorHenry Adalberto, Castillo Rodases
dc.contributor.authorFigueroa Zelaya, Emily Stefanyes
dc.contributor.authorHernández Sorto, José Wiliames
dc.date.accessioned2024-01-29T17:11:28Z
dc.date.available2024-01-29T17:11:28Z
dc.date.issued2014-08-29
dc.description.abstractThis paper reports on the findings of a study conducted to investigate the relation between the Learning Affective Strategies (LAS) and English Oral Proficiency levels of students from Intensive Advanced English II at the Foreign Language Department (FLD) of the University of El Salvador. The information was gathered through two surveys of personality and the Oral Proficiency Interview (OPI). Furthermore, the information was processed and analyzed with the program SPSS. The research revealed that the students of Intensive Advanced English II at the FLD of the University of El Salvador are not reaching the level of Oral English Proficiency established by the FLD. It was also found that there is no relationship between LAS and English Oral Proficiency. The researchers concluded that the presence or absence of Learning Affective Strategies do not affect the level of oral English proficiency.es
dc.identifier.urihttps://hdl.handle.net/20.500.14492/13323
dc.language.isoes_SV
dc.subjectEnseñanza del idioma inglés
dc.subjectmétodos de enseñanza
dc.subject.ddc430
dc.titleThe relationship between learning affective strategies and the level of english oral proficiency that students from Intensive Advanced English II have at the Foreign Language Department of the University of El Salvador, semester I-2014.es
dc.typeThesis

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