The effects of neuroscience strategies in the teaching process of english language on students oral performance from Intensive Intermediate English I from semester II-2017 at Foreign Language Department at University of El Salvador
| dc.contributor.advisor | Guzmán Martínez, Rolando | es |
| dc.contributor.advisor | Cabrera Martínez, Ricardo | es |
| dc.contributor.author | Arévalo de Cruz, Dinora Isabel | es |
| dc.contributor.author | Hernández Vaquerano, Misael Jonathan | es |
| dc.date.accessioned | 2024-01-31T19:19:20Z | |
| dc.date.available | 2024-01-31T19:19:20Z | |
| dc.date.issued | 2018-10-29 | |
| dc.description.abstract | This paper presents a Quasi-experimental research design in the field of English Teaching. This was conducted at the Foreign Language Department at the University of El Salvador. This research was aimed to contribute in the teaching process to improve the oral performance of the Intensive Intermediate English I students, semester II-2017, group 04 from 1 to 3 pm. This research was implemented by Master students, to obtain a degree on English Didactics. The researchers intervened on the teaching process by the observation of the use of four neuroscience strategies during the class periods. These Neuroscience were Active Learning, colorful images, Taking Notes and Incidental Learning. Researchers gathered information by means of observation guides. During the intervention process the researchers provided the group of students in this class full color images in the classroom and the class material including units from workbook printed in full color. The researchers also provided complimentary activities which were developed by the professor. The researchers gave the materials to students and carried out the observation during 8 weeks of class. This thesis shows through the data analysis the results from students who were exposed to the neuroscience strategies. It is presented also the main findings of this study, four recommendations to authorities, to Foreign Language Department, to students in English bachelor and to futures researchers to continue research on this topic. Outcomes are based on two oral tests, the midterm oral exam and final oral evaluation after the intervention process. These are represented by means of both charts and graphs and the tendency graph to present the difference between the first oral evaluation previous the intervention and the final evaluation after the intervention. Each graph has its explanation based on the results. Furthermore, answers not only on the main research but also on the subsidiary questions are provided. | es |
| dc.identifier.uri | https://hdl.handle.net/20.500.14492/15606 | |
| dc.language.iso | es_SV | |
| dc.subject | Enseñanza del idioma inglés | |
| dc.subject.ddc | 420 | |
| dc.title | The effects of neuroscience strategies in the teaching process of english language on students oral performance from Intensive Intermediate English I from semester II-2017 at Foreign Language Department at University of El Salvador | es |
| dc.type | Thesis |
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