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An exploration of EFL teachers' beliefs and practices of grammar instrucction in Chile

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dc.contributor.advisor Masatoshi, Sato
dc.contributor.author Concha Soto, Mariela
dc.contributor.author Oliva Barriga, Evelyn
dc.contributor.author Salas Rubina, Rafael
dc.contributor.author Sinclair Du Plessis, Emma-Jane
dc.contributor.author Vásquez Reyes, Pablo
dc.contributor.author Venegas Vallejo, Gabriel
dc.contributor.editor Facultad de Humanidades y Educación
dc.date.accessioned 2018-06-11T16:45:37Z
dc.date.available 2018-06-11T16:45:37Z
dc.date.issued 2015
dc.identifier.uri http://repositorio.unab.cl/xmlui/handle/ria/6008
dc.description Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación) es_ES
dc.description.abstract This study investigated Chilean EFL teachers‘ beliefs and practices, how they relate to each other, and the gaps among them. Although much has been written about what teachers think and do inside the classroom, studies that explore these gaps are lacking. A mixed-methods approach incorporating a questionnaire, class observations and interviews allowed the researchers to obtain data regarding teachers‘ stated beliefs, classroom practices, personal views, and to compare and contrast them. Incongruities were found between teachers‘ cognitions and practices, which are analyzed with relation to previous findings in research and interviewees‘ views. The findings indicate that contextual factors, past experiences as learners and teachers, and the school and national curriculum have an actual impact on the teachers. es_ES
dc.language.iso es es_ES
dc.publisher Universidad Andrés Bello es_ES
dc.subject Inglés es_ES
dc.subject Enseñanza es_ES
dc.subject Chile es_ES
dc.title An exploration of EFL teachers' beliefs and practices of grammar instrucction in Chile es_ES
dc.type Thesis es_ES


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