Examinando por Autor "Cancino, Marco"
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Ítem Assessing the impact of teacher L2 use on learner self-efficacy perceptions: The case of chilean elementary EFL learners(Association for the teaching of English as a Foreign Language in Indonesia, 2022) Cancino, Marco; Mera, SamanthaSelf-efficacy perceptions on second language settings have been linked to several aspects including learner performance in linguistic tasks, willingness to communicate, and language learning strategy use. These firmly place selfefficacy as a variable affecting cognitive and contextual aspects in language learning settings. However, the amount of L2 used by teachers needs to be researched in their own right, since an approach that makes the L2 compulsory in the language classroom may affect learners’ perceptions of their ability to learn the new language. This relationship becomes even more relevant in low-level EFL school settings where teachers are more willing to use the learners’ L1 in their lessons. Thus, to assess the impact of teacher L2 use on the self-efficacy of primary EFL learners, the present study investigated 58 Chilean 6th-grade EFL students’ self-efficacy beliefs in two contexts: L2-Only instruction (i.e., an approach where lessons are delivered solely in the L2), and L1-L2 instruction. Findings revealed that learners in the L2-Only group did not significantly decrease their self-efficacy when compared to the L1-L2 group, and that the L1-L2 group displayed significantly higher scores in the reading and writing components. It is argued that contextual aspects that include the nurturing of selfefficacy need to be considered to make informed decisions on whether to use the L1 and the L2 in the language classroom. © 2022, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.Ítem English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean learners withAutism Spectrum Condition: An Exploratory Study(Editorial Board TESL - EJ, 2023-02) Cancino, Marco; Tomicic, NedjelkaDeveloping second/foreign language (L2) comprehension skills can represent a challenging endeavor for learners withautism spectrum condition (ASC) because their social and verbal cognition may be impaired in terms of abstract reasoning, organizing, and retelling events, inferring intentions, and identifying emotions contained in a text. Thus, it becomes relevant to explore how these learners experience metacognitive strategies when reading in a foreign language. Therefore, the purpose of this study is to explore how Chilean elementary learners with ASC perceive their metacognitive awareness and how they strategize their L2 reading. To this end, 27 elementary learners with ASC were asked to report on their perceptions of metacognition in L2 reading by means of a metacognitive awareness reading strategy inventory and semi-structured interviews. Findings revealed that participants displayed a medium level of awareness toward metacognition, with problem-solving strategies being the most frequently reported. The difficulties faced by these learners were related to an excessive focus on details rather than general ideas, concentration issues, avoidance of multitasking processes in reading, and not seeking help to ensure comprehension. Implications are discussed in terms of cognitive approaches to reading comprehension and the pedagogical need for nurturing a strategic approach to metacognition in L2 reading to increase autonomy and automaticity. © 2023 Editorial Board TESL - EJ. All rights reserved.Ítem Exploring the relationship between L2 language proficiency, language learning strategies, and self-efficacy: Evidence from chilean classrooms(Universidad Politecnica de Valencia., 2022) Cancino, Marco; Arenas, Renata; Herrera, CamiloLanguage learning strategy (LLS) use and L2 self-efficacy (SE) have been regarded as crucial for the development of learners of a second language (Rose et al., 2018). Although the relationship between these two variables has been addressed in the literature, scant attention has been given to how L2 language proficiency is related to both constructs in EFL contexts. Therefore, the present quantitative study gathered questionnaire data to characterize the relationship between the LLSs, SE perceptions, and L2 language proficiency of 47 adult EFL learners at a Chilean university. Results revealed significant strong correlations between speaking SE and cognitive strategies, as well as between writing SE and memory strategies. Weak but significant correlations were found between language proficiency and receptive skills (listening and writing SE). Pedagogical implications refer to the ways in which EFL teachers can increase their learners' use of metacognitive strategies and increase their SE. © 2022 Universitat Politecnica de Valencia. All rights reserved.Ítem The impact of the use of gamification strategies on vocabulary learning and students’ vocabulary self-efficacy(Universidad Andrés Bello, 2023) Viguera López, Camila; Cancino, MarcoGamified approaches are a tool that teachers all over the world are implementing in their lessons. Little research has been done in our country with younger students. The present study aims to assess whether a gamified approach can have a positive impact on vocabulary learning and vocabulary self-efficacy. To this end, 122 students were separated into a control group and an experimental group that used a gamified approach by means of Kahoot!, and were assessed in terms of vocabulary learning and self-efficacy. Results revealed that the gamified approach was as effective for the control group, regarding the learning of vocabulary, as for the experimental group. Additionally, participants exposed to the gamified approach significantly increased their vocabulary self-efficacy when compared to learners in the control group. Pedagogical implications are discussed.