Cita APA

Jara C., J., Molina A., C., Palma S., J., Peña E., C., & Vidal S., A. (2018). The role of socio-affective strategies to promote written tasks in an EFL class. The case study of two EFL teachers in a public high school in Penco. Universidad Católica de la Santísima Concepción.

Citación Chicago Style

Jara C., Jaime, Constanza Molina A., José Palma S., Carla Peña E., and Alison Vidal S. The Role of Socio-affective Strategies to Promote Written Tasks in an EFL Class. The Case Study of Two EFL Teachers in a Public High School in Penco. Universidad Católica de la Santísima Concepción, 2018.

Cita MLA

Jara C., Jaime, et al. The Role of Socio-affective Strategies to Promote Written Tasks in an EFL Class. The Case Study of Two EFL Teachers in a Public High School in Penco. Universidad Católica de la Santísima Concepción, 2018.