Examinando por Autor "Darwin, Stephen"

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  • Miniatura
    Ítem
    A meta-synthesis of the emerging themes on massively multiplayer online role playing games in relation to foreign language learning and acquisition
    (Universidad Andrés Bello, 2020) Gavilano Iturri, Julio Matheo; Darwin, Stephen; Facultad de Educación y Ciencias Sociales; Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera
    This meta-synthesis attempts to analyze the emerging outcomes of using Massively Multiplayer Online Role-Playing Games (MMORPGs) for second language learning and acquisition. The purpose of this study is to connect the findings of selected studies with two categories related to second language learning and acquisition, these categories being sociocultural and linguistic factors. After the probing and research of different scientific databases, the literature used in this meta-synthesis arrived at ten individual papers which contained scientific studies in the field. The analysis concluded that although there are plenty of results found for sociocultural factors, the research on linguistic factors is lacking. The subject at hand requires more in depth studies which compare it to other areas and methods for second language learning and acquisition.
  • Miniatura
    Ítem
    The sociocultural factors influencing teacher professional identity on a language proficiency enhancement course
    (Universidad Andrés Bello, 2020) Rodríguez Clavero, Raúl; Darwin, Stephen; Facultad de Educación y Ciencias Sociales; Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera
    The main objective of this research was attempting to understand some of the sociocultural factors influencing the professional identities of a group of five Chilean English as a Foreign Language (EFL) teachers before, during, and after a language proficiency enhancement course with the aim of obtaining an international certification. The study followed a qualitative epistemology and the data collection strategy attempted to reach its triangulation consisting on a demographic questionnaire, two semi-structured interviews, and one autobiographical narrative. The data was analyzed with thematic coding and CHAT (Cultural-Historical Activity Theory). Some major findings involved were related to some participants reporting the perception of English language certifications as an imposition that could affect their working stability and income, others described a link between their language proficiency levels and the pedagogical activities they could do in the classroom, despite being a general trend towards other factors (i.e., interpersonal factors) as more significant components of their identities as EFL teachers in Chile. The conclusions of this study supports other investigations that bring to light the question about the relevance that language proficiency examinations should be given in our national context.