Applying the ESPIT Model to Foster Spoken Production of Participants from the Academic Improvement Strategic Plan
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| Auteurs: | , , |
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| Format: | artículo original |
| Statut: | Versión publicada |
| Date de publication: | 2023 |
| Description: | In a distance learning environment, English teachers encounter the need to make substantial adaptations to their teaching methodology, considering all the variables that can intervene in such context. At Universidad Estatal a Distancia (Distance State University, UNED) in the English Teaching Major for First and Second Cycles, students who require extra practice and teaching guidance due to low linguistic performance can be part of a successful project called Academic Improvement Strategic Plan (PEMA in its Spanish acronym). In order to help PEMA participants enhance their oral production, researchers designed a methodological model called ESPIT. The article presents the theoretical framework that supports the design of the ESPIT model; which acronym stands for Engaging myself, Shaping my knowledge, Performing my skill, Intervening my production, Transforming my linguistic profile, its main features and structure, the description of the teaching experience, its results and finally the conclusions. |
| Pays: | Portal de Revistas UNED |
| Institution: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Langue: | Español Inglés |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/4751 |
| Accès en ligne: | https://revistas.uned.ac.cr/index.php/espiga/article/view/4751 |
| Mots-clés: | Destreza oral Enseñanza del inglés Mejoramiento lingüístico Metodología Realimentación English teaching Feedback Linguistic improvement Methodology Oral skill Compétence orale Enseignement de l’anglais Méthodologie |