Show simple item record

dc.contributor.authorValenzuela M.J.
dc.contributor.authorRomero K.
dc.contributor.authorVidal-Silva C.
dc.contributor.authorPhilominraj A.
dc.date.accessioned2020-09-02T22:29:53Z
dc.date.available2020-09-02T22:29:53Z
dc.date.issued2016
dc.identifier10.4067/S0718-50062016000600006
dc.identifier.citation9, 6, 63-72
dc.identifier.issn07185006
dc.identifier.urihttps://hdl.handle.net/20.500.12728/6500
dc.descriptionThe aim of this study was to know the effects of the teacher, support tools and educational dependency on the process of teaching and learning of English. The impact was measured through a correlational descriptive study using the Oxford Placement Test as pre- and post-testing tool administered to a sample of 132 beginner level of English students, all belonging to different careers at the University of Talca in Chile. The results show no significant difference in the use of support tools or educational dependency in students' performance. It is the teacher who emerges as the only relevant factor in this process. Thus, it can be concluded that despite the development of computer systems for learning, the teacher continues to remain a determining factor in this area. © 2016, Formación Universitaria, All rights reserved.
dc.language.isoes
dc.publisherCentro de Informacion Tecnologica
dc.subjectEducational dependency
dc.subjectHigher education
dc.subjectLearning english
dc.subjectsecond language
dc.subjectSupport tools
dc.subjectTeacher
dc.titleFactors that influence the learning of english by freshman students in a chilean university [Factores que influyen en el aprendizaje del idioma inglés de nivel inicial en una universidad chilena]
dc.typeArticle


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record