Enhancement of students’ lexical intake: influence of socio-affective strategies
DOI:
https://doi.org/10.19053/wn9v9180Palabras clave:
Social strategies, affective strategies, intake, collaborative learningResumen
This document reports the findings of a research proposal aiming at analyzing the kind of impact that can have the use of so- cio-affective strategies on students’ intake in an EFL classroom in a private preschool called Liceo Santo Ángel located in Soga- moso- Boyacá. The implementation of col- laborative learning and activities related to students’ emotions and feelings were piv- otal in the course of this proposal. Obser- vation formats and focus groups were used as main techniques for collecting data. Re- sults showed that socio-affective strategies work well on student’s intake, collaborative learning was a space for self-correction and peer correction and some aspects as sensitivity, lexicon learning among others were enhanced.
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Referencias
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