THE IMPACT OF MULTIMODALITY ON THE ACQUISITION OF VOCABULARY THROUGH READING COMPREHENSION IN HIGH SCHOOL EFL LEARNERS IN CHILLÁN, 2019. Estefanía Aguirre Bravo, Jennifer Quezada Pereira, Roxana Reyes Saavedra, Genesis Sepúlveda Aguilar; Profesor Guía: Karla Venegas Z. ARTÍCULO.
Tipo de material:
TextoDetalles de publicación: Chillán, Chile. 2019Descripción: 16 Hojas. Tablas. 1 CD-ROMTipo de contenido: - text
- computer
- computer disc
Tesis o Seminario
| Biblioteca actual | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras | |
|---|---|---|---|---|---|---|
| Biblioteca UNACH Hemeroteca | Sem. Ped. Ingl. Lic. Ed. / IM 34 2019 UNACH CD (Navegar estantería(Abre debajo)) | 1 | Disponible | 106078 |
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CD-ROM contiene el Seminario en formato digital.
Artículo para optar al título de Profesor de Inglés y grado de Licenciado en Educación. Universidad Adventista de Chile, Chillán, 2019.
Bibliograía: h. 14-16
Abstract- The purpose of this study was to analyze the impact of the use of multimodality on the acquisition of vocabulary. The participants were two classes of 11th graders from the Colegio Adventista de Chile. Data were collected via pre-test and post-test. For the pre-test and post-test, two groups of 27 students each, were tested using evaluations based on comprehension. The pre-test and post-test consisted of 3 items: true and false, multiple choice and synonym match. Students were asked to answer the post-test using vocabulary previously taught. At the end of the study, through the interventions, the results indicated that the use of multimodal strategies on the acquisition of vocabulary had a significant impact on students’ results. Finally, students were given a Likert Scale to collect information about students’ opinions regarding the use of multimodality.
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