Examinando por Autor "Mandiola Villalobos, Flora"
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Ítem A phenomenological study of social representations of LGBTI+ minority groups of english pedagogy teachers in training(Universidad Andrés Bello, 2019) Guerra Estay, Ángela Anastasia; Zúñiga Fernández, Macarena Andrea; Lobos Guzmán, Gladys Consuelo; Mandiola Villalobos, FloraThe following research seeks to explore the perceptions that pre-service teachers from the Faculty of Education of Andres Bello University have towards the LGBTI+ community and sexual minorities in the Chilean educational system, their experiences while doing their internship and their opinions regarding the formation they received at university to deal with these minority groups. The researchers conducted a phenomenological study and through the application of a questionnaire and personal interviews with the participants identified inclusive or exclusive language, tendencies and gender conceptions. The researchers are able to conclude that pre-service teachers lack relevant information about sexual minorities and also an appropriate guidance from the career and faculty on how to help and deal with students belonging to that minority group at school.Ítem Drama activities to enhance motivation and oral production in EF high school students from the province of Valparaíso, Chile : a quasi-experimental research(Universidad Andrés Bello, 2018) Albarrán Navarro, Viviana; Rodríguez Serey, Lilia; Durán Gatica, Begoña; Álvarez Manzano, Valeria; Mandiola Villalobos, FloraThe importance of drama activities as a key element in the acquisition of a second language has been acknowledged by theorists and researchers of the area who consider this tool as an important factor to increase student’s motivation and to develop communicative skills such as oral performance. The main objective of this research was to prove empirically, through a quasi-experimental design, the effectiveness of drama activities to improve student’s oral production and motivation. These activities were adapted to the reality of the Chilean classroom according to the different contexts of foreign language learning in the Windmill College municipal school located in Villa Alemana, the subsidized school Embajadores del Rey, and finally the private school Hebreo Dr Jaim Weitzman located in Viña del Mar. The quasi-experiment was implemented in high school, with the participation of 3 classes, making a total of 50 students. The implementation of drama took place in the second semester of 2018 and lasted approximately six weeks. The results show that the strategy is, in fact, effective in secondary education.Ítem Effectiveness if traditional games compared with technological games in classroom climate and student's performance in the EFL classroom : a quasi-experimental research(Universidad Andrés Bello, 2019) Morales Encalada, Paula Antonia; Torres Galarce, Carla Elizabeth; Miranda Osorio, Juan Pablo; Mandiola Villalobos, FloraThe present study intended to corroborate the hypothesis that both technological and traditional games can help school students in their learning process and that traditional games unlike technological ones, also help in the creation of a better classroom climate. Through a quasi-experiment in three different educational settings, control groups and experimental ones were going to be measured both in students’ performance expressed in marks and in classroom climate measured with a sociometric test. Chile’s current national contingency has prevented this study to be concluded as expected. As an alternative outcome, the researchers carried out a perception study that compared student’s acceptance of both technological and traditional games. The result of this study shows that current students, who are digital natives, showed a slight preference for traditional games over the technological ones, defying the common belief that students only react positively to technology.Ítem Miscegenation, paradox and otherness in "Kindred", a novel by Octavia Butler(2009) Mandiola Villalobos, Flora; Martín Pérez, María Eugenia; Parada Romero, José Luis; Casanueva Claverie, Ximena; Facultad de Educación y Ciencias SocialesLa presente tesis tiene por finalidad el análisis literario de la novela "Kindred", obra de la escritora Afro-Americana Octavia Butler, considerada como la primera mujer de color que escribe ciencia-ficción lo que la hace merecedora de reconocidos premios literarios como son Nebula y Hugo Award, entre otros. La escritora, con gran maestría, nos presenta una historia subyugante tanto en la trama como en el uso de elementos literarios e históricos, haciendo de un libro que en primera instancia podría considerarse simple, una pieza de arte rica en componentes para analizar y para trabajar en el ámbito educacional. El análisis del mismo se hizo bajo diferentes perspectivas que fueron escogidas por los integrantes de la tesis según sus intereses personales, como una muestra de exponer el potencial que encierra el libro como un elemento vital de trabajo en el ámbito pedagógico. Es así como los temas a estudiar se dieron en terrenos tan distintos como el ámbito histórico de los eventos narrados: el impacto de las relaciones interraciales en la sociedad y la huella que dejó en la historia; el estudio desde el punto de vista literario a través de la paradoja en la novela fantástica como recurso retórico desde la perspectiva de Zvetan Todorov y finalmente, la "Otredad" como concepto subyacente a la esclavitud y a la discriminación de cualquier tipo, desde una perspectiva filosófica y antropológica para abordar al "Otro" como un sujeto cuya esencia ha estado ligada hasta estos días con aquello que denominamos distinto, ajeno, o fuera de norma. A medida que los temas se desarrollan, se van entrelazando unos con otros en una red de relaciones inseparables que dejan de manifiesto la maestría de la autora. Queda claro desde el punto de vista educativo la importancia de los libros como herramienta vital en el quehacer formativo, pero también en el desarrollo de los estudiantes como personas únicas con ideas propias, capaces de debatir y reflexionar frente a diferentes temas valóricos, dando paso al trabajo de los objetivos transversales a desarrollar. "Kindred" es una obra maestra en muchos sentidos: en el uso de los elementos literarios que se podrían trabajan en los colegios, en el análisis de caracteres y personalidades humanas y en la entrega de los hechos históricos presentados.Ítem Perception, Practice, and Principles: A Comprehensive Study on the Use of L1 in the EFL Classroom at Universidad Nacional Andrés Bello(Universidad Andrés Bello, 2014) Bulat, Milena; Letelier, Macarena; Mora, Macarena; Trujillo, Rocío; Vergara, Lik Rayen; Mandiola Villalobos, Flora; Facultad de Humanidades y Educación; Escuela de Educación; Este estudio intenta establecer una descripción y análisis extensos sobre el uso del LI en clases de Inglés como Lengua Extranjera (EFL) en la Universidad Nacional Andrés Bello Viña dei Mar mediante un análisis cuantitativo y cualitativo, a la luz de las principales teorías del aprendizaje y de adquisición de ia lengua, tomando en cuenta la percepción, práctica y principios de los profesores. La investigación sugiere que la percepción, la práctica y los principios de los profesores de UNAB concuerdan en relación al uso de Li segtmn los niveles del Marco Comiin Europeo de Referencia para las Lenguas (CEER). Además, esta investigación sugiere que las funciones más aconsejables del uso de la lengua materna dentro de la sala de clase son para clarificar dudas sobre gramática o conceptos difíciles, para evitar pérdida de tiempo, y para comprobar la comprensión de los estudiantes.This study intends to establish a comprehensive description and analysis of the use of Li in EFL classes at UNAB Viña del Mar, through a quantitative and qualitative analysis, and in light of the main theories of learning and language acquisition, taking into account teachers' perception, practice and principies. This study suggests that perception, practice and principies of teachers at UNAB are aligned in terms of the use of Li according to the Common European Framework of Reference (CEFR) leveis. In addition. this investigation suggests that the advisabie functions of Li in the EFL classroom are to clarify difficult concepts or granimar, to avoid waste of time, and to check the comprehension of the students.Ítem Reading comprehension of Chilean EFL learners through task-supported activities : a quantitative study(Universidad Andrés Bello, 2017) Honorato, Estefano; Tapia, Gonzalo; Vargas, Javier; Mandiola Villalobos, Flora; Facultad de Humanidades y Educación; Escuela de EducaciónEl presente estudio intentó demostrar que, a través de las actividades apoyadas por tareas, los estudiantes de la asignatura de lengua extranjera inglés de dos colegios de Viña del Mar podían mejorar su comprensión lectora. Esta investigación tuvo un diseño cuasi experimental de un tipo "within-subjects", lo que implica que los sujetos de la unidad control y experimental fueron los mismos. El experimento fue llevado a cabo usando la estrategia de actividades basadas en tareas como herramientas para cambiar la forma tradicional hacia la comprensión lectora, desde una actividad monótona y solitaria dentro a una actividad más comunicativa. Para el desarrollo de esta investigación, los investigadores adaptaron 2 unidades de contenido las cuales fueron divididas en 4 sub unidades de contenido, correspondientes a 2 unidades de control y 2 unidades experimentales. Cada una de las sub unidades fueron evaluadas con pruebas de comprensión lectora para comparar y contrastar los resultados de las unidades control y experimental. Para poder analizar los resultados, los investigadores usaron la herramienta estadística prueba T. El resultado de uno de los colegios mostró que no hay evidencia suficiente para rechazar la hipótesis nula; en tanto el resultado del segundo colegio, mostró que hubo una mejora significativa lo cual permite la aceptación de la hipótesis de trabajo. De este estudio se desprende que los factores que impidieron el rechazo de la hipótesis nula en uno de los dos colegios, no desmerecen totalmente la efectividad de la estrategia, considerando que estos dicen relación con problemas de tiempo y asistencia de los alumnos y no con la estrategia propiamente tal. Si bien la actitud y percepción positiva de los alumnos hacia la estrategia no tiene incidencia en un estudio de tipo cuantitativo, son factores que aminoran los resultados estadísticos y dejan abierta la puerta para un estudio más extendido en la materia.Ítem Strategies to foster real inclusion of students with borderline intellectual functioning in EFL classes : a multiple case study at Nazca Belén and Gabriela Mistral schools in the fifth region of Chile(Universidad Andrés Bello, 2017) Collao Pereira, Francisco; Vergara Fernández, Francisco; Soto Correa, Carolina; Mandiola Villalobos, Flora; Facultad de Humanidades y Educación; Escuela de EducaciónEsta investigación apuntó a determinar si la inclusión real era posible al momento del proceso de aprendizaje del idioma inglés como lengua extranjera dentro de dos establecimientos ubicados en la comuna de Quilpué, Chile. El estudio fue llevado a cabo como estudio de caso múltiple, ya que éste tuvo como objeto de estudio a tres estudiantes diagnosticados con Funcionamiento Intelectual Limítrofe (FIL) de establecimientos educacionales distintos. Este estudio fue realizado mediante la observación de la implementación de distintas estrategias especialmente sugeridas para trabajar con alumnos con alguna Necesidad Educativa Especial (NEE) de carácter intelectual o cognitivo. Los investigadores observaron que la mayoría de dichas estrategias funcionaron bastante bien en el contexto de los estudiantes, mientras que otras no funcionaron tan bien, esto debido al gran número de estudiantes por curso, la estructura de la sala, y la baja asistencia de algunos de los alumnos en estudio, siendo estas las mayores dificultades para implementar prácticas inclusivas de manera completa. Aun así, con todos estos obstáculos y e impedimentos, se concluyó que trabajar con alumnos con FIL en la clase de inglés es de hecho posible. Basándose en estos descubrimientos, algunas estrategias son sugeridas como las más efectivas para trabajar con alumnos con FIL en la clase de inglés.Ítem The application of task-based language teaching and learning activities in three private-subsidized shools in the fifth region of Chile: A multiple case study(Universidad Andrés Bello, 2015) Díaz Veas, Cynthia; González Romero, Esteban; Navarrete Asenjo, Álvaro; Mandiola Villalobos, Flora; Facultad de Educación y Ciencias SocialesThere is vast literature aimed at implementing different approaches in order to teach and learn a foreign language in the most appropriate way. Therefore, there is consensus among theoreticians that teaching and learning a foreign language has to be mainly oriented to foster communication than to focus on grammar and accuracy. The aim of this study was to collect students’ opinion and observe attitudes regarding the implementation of Task-Based Language Teaching and Learning Activities in three private-subsidized schools in the fifth region of Chile. This investigation was conducted for a two-month period. For this multiple case-study the researchers decided to apply a number of tasks in three grades from three different schools; two 7th grades and one 8th grade. After the implementation of the method, the authors collected data about students’ opinions and observed attitudes using different instruments, such as; logbooks, surveys, and questionnaires, that were analysed using the investigator triangulation method. Finally, findings show learners’ good predisposition to TBLT as a pedagogical tool, since most of them evaluated the implemented tasks with a high level of acceptance. Additionally, students’ reactions towards the implementation of tasks were in general positive, as recorded in the logbooks. It is also important to mention that the tasks implemented in this investigation might provide teachers with appealing activities that are directly related with real world situations.Ítem The effectiveness of "Learning by doing" as a strategy that uses the elaboration of didactic material done by the learners(Universidad Andrés Bello, 2016) Álamos Reyes, Katherin; Sandoval Figueroa, Luna; Mandiola Villalobos, FloraNowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education. Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area. The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils. The “Learning by Doing” strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students. This inquiry has a quantitative nature with a quasi – experimental design that has as a sample a paired – dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted. As described on the previous paragraph, the results were analyzed using a mathematical – statistical type of measurement denominated “T – Test” table. These demonstrated that the constructivist strategy namely “Learning by Doing” improve the learning of explicit vocabulary on those grades belonging to the primary education.Ítem The effectiveness of integrating the four language skills in EFL classes in a private school in Villa Alemana using task-based language teaching activities: A quasi-experimental research(Universidad Andrés Bello, 2015) Alcántara Soto, Magdalena; Galarce Labbé, Mariana; Herrera Soto, Francisca; Mandiola Villalobos, Flora; Facultad de Humanidades y Educación; Escuela de EducaciónThere is common agreement among theoreticians that the integration of the four language skills in an EFL class is of vital importance in order to learn a language in an effective and holistic way, which means that the learner will not only understand it but also will be able to produce it. The aim of this study is to demonstrate empirically that the application of the four language skills through Task-Based instruction will improve learners’ results reflected in their marks of an 8th grade of a private school. The study was conducted for two months. For this quasi-experimental design, researchers had two groups available with similar characteristics, one of the 8th grades was the experimental group, to which a number of tasks were applied, while the control group continued with its regular methodology. After the application of the method, and with the unit test results, the authors applied the statistical formula T-test in order to corroborate the effectiveness of the method. Finally, results proved the null hypothesis which stated that results would not show an improvement in the students´ marks. It is important to state that a future investigation would be important in order to expose learners to the method during a longer period of time, considering that time may have been a limitation to accept the working hypothesis in this study. Since students showed a positive predisposition towards the method, it would be sound to further investigate on the matter. On the other hand, the tasks implemented in this study might provide teachers with useful ideas of lessons connected with real world situations that may contribute to learning in a more meaningful way.Ítem The Impact of Project-Based Learning on secondary students' oral performance in a public and subsidized school: A multiple case study(Universidad Andrés Bello, 2015) Espergue, Estefanía; González, Rocío; Pérez, Milton; Schiller, Leslie; Mandiola Villalobos, Flora; Facultad de educación y Ciencias SocialesThe purpose of this qualitative investigation is to appraise the impact of Project Based Learning as a strategy to enhance oral production in secondary school students. Thus, the aim of this research intends to assess the impact of Project Based Learning on three groups of students from different schools, and at the same time to improve speaking skills through the implementation of this strategy (PBL). The first one a public school, 42 students were part of the research. In the second one, a subsidized school 22 students participated in it. And the last one a private school 15 students were part of the project. During and after the implementation of the project, learners from the three schools showed a positive attitude towards it. Additionally, learners were capable of producing full simple sentences after the execution of PBL. This data was gathered through questionnaires applied before and after the application of Project Based Learning (PBL).Ítem The relevance of a focus on form approach through task-based activities in an EFL University Setting : Literature Review(Universidad Andrés Bello, 2012) Inostroza Macaya, María Angélica; Mandiola Villalobos, Flora; Silva Torres, Roberto; Facultad de Educación y Ciencias SocialesThe purpose of this literature review is provide practitioners of English as a foreign language in university settings with sound theory and research that would justify the use of a focus on form as opposed to the traditional grammar approach. Focus on form has found a middle path between a focus-011-meaning and a focus-on-forms, especially when considering an EFL context where learners do not get enough input as learner' s in an ESL context would do. Studies of immersion programmes have airead y preven that within a communicative approach to focus only on meaning to get a message across has resulted in greater fluency but lesser accuracy. Within a context where future teachers of English are going to be trained, it seems sensible to develop fluency but also there is need for accuracy. This paper intends to provide practitioners with the theory behind a focus-on-form approach and how to implement it through task-based activities that will, ali things being equal, provide the teacher with a theoretical background to implement tasks that focus on form within a communicative context, and the learner with opportunities to develop their Interlanguage system and thus become a more proficient user of the target language.Ítem The Relevance of the Use of L1 in the Different ALTE Levels According to English Department Professors at Universidad Nacional Andrés Bello in Viña del Mar(Universidad Andrés Bello, 2013) Acevedo Villaseca, Freddy; Ampuero Guiñez, Javier; Gómez Álvarez, Leslie; Muñoz Farías, Guissel; Mandiola Villalobos, Flora; Facultad de Educación y Ciencias SocialesÉste estudio intenta compartir las distintas perspectivas en cuanto al uso de la L1 en los diferentes niveles ALTE según experimentados profesores del la Universidad Nacional Andrés Bello en Viña del Mar, a la luz de las principales teorías sobre el uso del L1. A través de un análisis cualitativo y cuantitativo de datos, éste estudio demostrará cuándo y en qué situaciones los profesores creen que se puede utilizar la L1.