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dc.contributor.advisorVásquez Barros, Mariela Fátima-
dc.contributor.advisorRivadeneria Enríquez, Sara Inés-
dc.contributor.authorBarahona Banchón, Galo César-
dc.contributor.authorNúñez Merchán, Angy Paulette-
dc.descriptionThis study reports on issue in this research acknowledges the integration of ludic activities in the 1st baccalaureate EFL virtual class as a motivational strategy during the pandemic lockdown at San Jose de Calasanz high school. A mixed methods approach was followed within a descriptive design was designed. To analyze the EFL scores, a correlational design was applied.To gather data, an observation checklist of online sessions was applied to the English teacher and a focus group survey was applied to students. After the analysis of the data gathered, it was found that the ludic activities keep students engaged and motivated during online lessons. Also teachers can set up enjoyable environments where students want to take part in intrinsically. It was also found that game-based learning platforms the teacher used during the virtual English lessons played an important role to grab students´ attention. This can also support teachers to easy their work and make the lessons more interactive.en_US
dc.publisherUniversidad Católica de Santiago de Guayaquilen_US
dc.subjectONLINE LESSONen_US
dc.titleIntegration of ludic activities in the 1st baccalaureate EFL virtual class as a motivational strategy during the pandemic Lockdown at San José de Calasanz High School.en_US
Appears in Collections:Trabajos de Titulación - Carrera de Licenciatura en Lengua Inglesa

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