Classroom interaction and language learning among boys in coed and single-sex contexts
Gorde:
| Egilea: | |
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| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2011 |
| Deskribapena: | This paper will address the differences and similarities in EFL interactive patterns of boys' learning in gender specific learning environments. The presentation will explore the findings of observational research conducted in coeducational and single-sex classrooms in two secondary schools in Costa Rica, namely Yorkin and New Hope schools. Data collection included class observation, interviews, surveys, questionnaires, photo ethnography and artifacts. The results revealed that boys in both contexts actually learn and behave similarly regardless of the gender specific learning environment in which they were immersed. They evidenced preference for kinesthetic, cognitive learning styles and task-oriented learning. Besides suggesting the need for school changes, the sudy brings out implications for teachers to adapt teaching strategies to acommodate their boys' learning styles. |
| Herria: | Portal de Revistas UNA |
| Erakundea: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Hizkuntza: | Inglés |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/4487 |
| Sarrera elektronikoa: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/4487 |
| Gako-hitza: | boys EFL gender learning styles school language teachers teaching strategies single-sex education coeducation |