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dc.contributor.authorCrawford Camiciottoli, Belinda
dc.contributor.authorQuerol Julián, Mercedes
dc.date2016-01
dc.date.accessioned2020-08-13T10:14:20Z
dc.date.available2020-08-13T10:14:20Z
dc.identifier.isbn9781138774711
dc.identifier.urihttps://reunir.unir.net/handle/123456789/10410
dc.descriptionCapítulo del libro "The Routledge Handbook of English for Academic Purposes. Taylor and Francis"es_ES
dc.description.abstractResearch has shown that, for the purpose of conveying information, lectures are as effective as any other method (Bligh, 2000). From an organizational perspective, the possibility of articulating information into a series of lectures allows instructors to structure and cover content efficiently. This also benefits learners who can then exploit the availability of streamlined information that they do not have to find for themselves. For these reasons, lectures continue to be a popular teaching method among instructors which is also appreciated by students (Clay and Breslow, 2006). Yet, generally speaking, lectures are not considered as effective as discussion-based methods when it comes to promoting critical thinking or problem-solving skills.es_ES
dc.language.isoenges_ES
dc.publisherThe Routledge Handbook of English for Academic Purposeses_ES
dc.relation.ispartofseries;pag. 309-322
dc.rightsrestrictedAccesses_ES
dc.subjectScopus(2)es_ES
dc.titleLectureses_ES
dc.typebookPartes_ES
reunir.tag~ARIes_ES


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