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http://dspace.utpl.edu.ec/handle/20.500.11962/22018| Título : | Ecuadorian high school teachers perceptions on ICT use in their EFL classes |
| Autor : | Inga Ordóñez, Gabriela Cecibel Chávez Suárez, Marcia Elena |
| Palabras clave : | Ecuador. Tesis digital. |
| Fecha de publicación : | 2018 |
| Citación : | Chávez Suárez, M. E. Inga Ordóñez, G. C. (2018) Ecuadorian high school teachers perceptions on ICT use in their EFL classes [Tesis de Grado, Universidad Técnica Particular de Loja]. Repositorio Institucional. https://dspace.utpl.edu.ec/handle/20.500.11962/22018 |
| Resumen : | N/D |
| Descripción : | Resumen: This study titled the perception of Ecuadorian high schools teachers about the use of ICT in EFL teaching has as main goals to find out the aspects that teachers consider as barriers and the teachers characteristics that influence the most on ICT use. This research has a quantitative and qualitative design because it makes use of numerical data for an interpretative description of the results. The survey and interview were the techniques for getting the desired information, which were applied to twenty EFL teachers, ten of which belong to public high schools and ten to private ones; likewise, ten are male and ten female; in addition, the interviews were formulated to six teachers, three from public and three from private high schools which are located in the cities of Azogues and Biblian from the province of Cañar in Ecuador. The results show that both, male and female teachers recognize that ICT tools are an excellent resource for EFL teaching; besides, there is no gap between men and woman regarding their ability and confidence for using ICT in their classes. |
| URI : | https://bibliotecautpl.utpl.edu.ec/cgi-bin/abnetclwo?ACC=DOSEARCH&xsqf99=117726.TITN. |
| Aparece en las colecciones: | Licenciado en Ciencias de la Educación mención Inglés |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Chávez Suarez, Marcia Elena.pdf | 727.28 kB | Adobe PDF | Visualizar/Abrir |
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