Please use this identifier to cite or link to this item: https://hdl.handle.net/10656/7930
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dc.contributor.advisorGamboa González, Ángela María
dc.contributor.authorBermúdez Quevedo, Paula Alexandra
dc.contributor.authorJiménez Martínez, Laura Valentina
dc.contributor.authorCárdenas Báez, María Fernanda
dc.coverage.spatialBogotá D.C.es_ES
dc.date.accessioned2019-10-08T15:50:11Z
dc.date.available2019-10-08T15:50:11Z
dc.date.issued2019-05-20
dc.identifier.citationCooperative Role-plays to Support Self-confidence when “Public Speaking Anxiety” is experienced. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá.en_US
dc.identifier.urihttps://hdl.handle.net/10656/7930es_ES
dc.descriptionTo analyze the effect that cooperative role-plays have on self-confidence when A1 students of a language center experience public speaking anxiety.es_ES
dc.description.abstractThis qualitative research was conducted to support self-confidence of A1 students when they experienced public speaking anxiety, through the use of cooperative role-plays. This study explored not only the factors directly related to the teaching of a language, but also the emotional factors or feelings that students showed and expressed when they had to assume a role, work cooperatively and act in front of their peers. Furthermore, by solving this problem the students of English 1 class could be benefited, for example, in the social factor since it would help the students to communicate in a correct way with others as in a daily conversation on different topics, likewise for specific purposes such as getting a job or traveling to other countries. The participants that were chosen for this project were 30 students, 9 men and 21 women, from different majors. The instruments used to carry out this study consisted of a semi-structured interview for the teacher of the course, a pre-test and a post-test which includes questions about the feelings, perceptions and relationships of the participants with themselves and with others in order to know about the students’ self-confidence, field notes to collect information about the behaviors of the students during the process when applying the cooperative role-plays, and finally, a focus group to know the students’ points of view about the process. At the end of the implementation, it is demonstrated from the data analysis that the cooperative role-plays had an effect on self-confidence when the participants had to speak English in public.es_ES
dc.format.extent109 páginases_ES
dc.format.mimetypeapplication/pdfen_EN
dc.language.isoenes_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/es_ES
dc.sourcereponame: Colecciones Digitales Uniminutoes_ES
dc.sourceinstname: Corporación Universitaria Minuto de Dioses_ES
dc.subjectAnxietyus_US
dc.subjectCooperativeus_US
dc.subjectPublic speakingus_US
dc.subjectRole-playsus_US
dc.subjectSelf-confidenceus_US
dc.titleCooperative Role-plays to Support Self-confidence when “Public Speaking Anxiety” is experiencedus_US
dc.typeThesisus_US
dc.subject.lembHablar en públicoes_ES
dc.subject.lembAnsiedades_ES
dc.subject.lembAutoconfianzaes_ES
dc.rights.accessrightsOpen Accesses_ES
dc.publisher.departmentPregrado (Presencial)es_ES
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Ingléses_ES
dc.type.spaTrabajo de gradoes_ES
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Appears in Collections:Licenciatura en Idioma Extranjero - Inglés

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