The Internal and External Causes of Students’ Reluctance from the Intensive Advanced English I Courses to Attend Tutoring Sessions with their Teacher and/or Teacher Assistant, Semester II-2018 at the Foreign Language Department, School of Arts and Sciences at the University of El Salvador.
| dc.contributor.advisor | Guzmán Martínez, César Augusto | es |
| dc.contributor.advisor | Contreras Cárcamo, Mauricio Salvador | es |
| dc.contributor.author | Cubias Acajabón, Mónica Beatriz | es |
| dc.contributor.author | Huezo Rivas, Jaime Roberto | es |
| dc.contributor.author | Manzanares Rodríguez, Liliana Beatriz | es |
| dc.date.accessioned | 2024-01-29T20:02:37Z | |
| dc.date.available | 2024-01-29T20:02:37Z | |
| dc.date.issued | 2019-01-01 | |
| dc.description.abstract | In higher education, students attend classes in order to develop new knowledge regarding to the major they are studying. Even though, students acquire new skills in the classroom in many cases, it is not enough to make a progress in their competences; this is the reason why students need additional attention and assessment outside of the classroom. University students learn in a different way. Some of them take a little more time to cope with the content of the subject while others find it more challenging. Whatever the reason is, tutors are important for the development of skills on students because they go beyond the attention given to a student in a regular classroom setting and can reinforce the knowledge already acquired by the students with extra practice and assessment. For this, tutoring sessions have been open for students who need an extra assessment outside the classroom. These sessions are especially addressed to students with low academic performance, or for any student who would like to improve any of the four language micro- skills: pronunciation, vocabulary acquisition or practicing the language in general. For many years, teachers, student associations, and skilled students have always offered tutoring sessions for those participants whose level of language acquisition is slow or any student who wish to get more practice. Nevertheless, there has always been apathy from those students who do not wish to attend such tutoring sessions. Every semester is the same: there are many ads, inviting people to join the tutoring sessions, but only a few are actually interested in attending this reinforcement program. As a research team, we were interested in getting to know the internal and external causes of this reluctance that students have in attending the tutoring sessions offered by the Foreign Language Department (FLD). The current research was focused on students from the Intensive Advanced English I courses, semester II-2018 since these groups should have an extended knowledge about the English language, but at the same time, there may be students that need assessment in order to cope with the advanced content of these courses, but refuse to get an extra help. | es |
| dc.identifier.uri | https://hdl.handle.net/20.500.14492/13647 | |
| dc.language.iso | es_SV | |
| dc.subject | Enseñanzadel idioma inglés | |
| dc.subject.ddc | 420 | |
| dc.title | The Internal and External Causes of Students’ Reluctance from the Intensive Advanced English I Courses to Attend Tutoring Sessions with their Teacher and/or Teacher Assistant, Semester II-2018 at the Foreign Language Department, School of Arts and Sciences at the University of El Salvador. | es |
| dc.type | Thesis |
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