Continuity of pedagogical strategies in language learning: a study of the post-pandemic period
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2023
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Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Español y Lenguas Extranjeras
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Esta investigación profundiza en el panorama educativo del Colegio LVT durante y después de la pandemia de COVID-19, marcado por una rápida transición hacia la educación a distancia. A lo largo de este período de adaptación, los profesores de lenguas extranjeras enfrentaron el desafío de implementar una variedad de estrategias pedagógicas para asegurar la continuidad del aprendizaje de lenguas extranjeras, específicamente inglés, para los estudiantes de noveno grado. Este estudio adoptará un enfoque cuantitativo y métodos de análisis de respuestas, para explorar de manera integral la experiencia del Colegio LVT en esta transformación educativa. El análisis cuantitativo se centra en identificar las estrategias pedagógicas más prevalentes durante la pandemia y evaluar cómo fueron percibidas por los profesores en términos de su efectividad.
This research delves into the educational landscape of Luis Vargas Tejada School (LVT) during and after the COVID-19 pandemic, marked by a swift transition to distance learning. Throughout this period of adaptation, foreign language teachers faced the challenge of implementing a variety of pedagogical strategies to ensure the continuity of foreign language learning, specifically English, for 9th-grade students. This study will be address on a quantitative approach and answer analysis methods, to comprehensively explore the Luis Vargas Tejada School (LVT) experience in this educational transformation. The quantitative analysis focuses on identifying the most prevalent pedagogical strategies during the pandemic and assessing how these strategies were perceived by teachers in terms of their effectiveness.
This research delves into the educational landscape of Luis Vargas Tejada School (LVT) during and after the COVID-19 pandemic, marked by a swift transition to distance learning. Throughout this period of adaptation, foreign language teachers faced the challenge of implementing a variety of pedagogical strategies to ensure the continuity of foreign language learning, specifically English, for 9th-grade students. This study will be address on a quantitative approach and answer analysis methods, to comprehensively explore the Luis Vargas Tejada School (LVT) experience in this educational transformation. The quantitative analysis focuses on identifying the most prevalent pedagogical strategies during the pandemic and assessing how these strategies were perceived by teachers in terms of their effectiveness.
Palabras clave
Estrategias pedagógicas, Educación a distancia, Aprendizaje de lenguas extranjeras, Tecnología educativa, Desarrollo profesional Docente, Estrategias de aprendizaje