Examinando por Autor "Masatoshi, Sato"
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Ítem An exploration of EFL teachers' beliefs and practices of grammar instrucction in Chile(Universidad Andrés Bello, 2015) Concha Soto, Mariela; Oliva Barriga, Evelyn; Salas Rubina, Rafael; Sinclair Du Plessis, Emma-Jane; Vásquez Reyes, Pablo; Venegas Vallejo, Gabriel; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis 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.Ítem Do teachers care about research? the research-pedagogy dialogue(ELT Journal, 2019-01-30) Masatoshi, Sato; Loewen, ShawnInstructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research-pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers understanding of research was relatively consistent with SLA researchers practices, although their awareness of instructionally oriented research was low. Teachers were willing to use research because it gave them emotional support and helped them deal with novel pedagogical issues. The use of research was facilitated by external pressure in the current landscape of higher education. However, teachers lacked physical accessibility to research such as time and resources as well as institutional support. They shared invaluable advice to researchers in promoting the research-pedagogy dialogue, such as creating communities of practice and conducting classroom research.Ítem Effective practice for proceduralization of L2 knowledge in EFL classrroms(Universidad Andrés Bello, 2014) De la Maza Aránguiz, Angela; Navarro Fernández, Javiera; Otero Ríos, Cristóbal; Toledo Contreras, Sthepania; Valencia Ahumada, Estefanía; Vergara Lavdas, Mélanie; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis quasi-experimental study investigated the differential effects of types of practice (decontextualized practice, contextualized practice and practice elicited by prompts) on the development of grammatical knowledge in a foreign language classroom context. Four 10th grade classes (82 students) from a Spanish-speaking school served as participants for this study. Three classes were randomly assigned to one of the three experimental conditions and were exposed to six intervention sessions, and one served as a control group by development of L2 knowledge, we mean the proceduralization of declarative knowledge through practice, the basic tenet of the theoretical framework of this study, Skill Acquisition Theory Proceduralization is explained as a shift from declarative knowledge, which refers to the consciously accessible knowledge that learners have about an L2, to procedural knowledge, which refers to the unconsciously accessible knowledge that learners have about an L2 Throughout this project, declarative knowledge is represented as both regular and irregular past tense (mental grammar and mental lexicon, respectively). This differentiation helped us to explore the process of proceduralization on rule-based and item-based knowledge, separately Interpretations of the results from pretest and posttest measures of implicit and exphc1t knowledge of the target structures evidenced differential effects of each type of practice on the development of each type of knowledge, and suggest that a combination of contextualized and decontextualized practice would have the most positive impact on L2 development. Finally, future directions regarding research, in addition to actual pedagogical implications, are suggested.Ítem Ideal L2 self imagery in EFL: effectos on oral fluency development and motivation(Universidad Andrés Bello, 2014) González del Fierro, Marian; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis quasi-experimental study was conducted in a university in Santiago, Chile, with two intact classes of first year English pedagogy students, all of whom were native speaker of Spanish. The main purposes of the study were: (a) to examine the effectiveness of a motivational intervention that focused on Ideal L2 Self imagery on oral fluency development and motivation; and (b) to examine the possible relationship between motivation and second language development. The intervention was designed and implemented for a four-week period, during which one group did not receive imagery training (control group), while the other group received imagery training using activities such as free writing imagery, guided imagery exercises, lead-in reflections, and visualization. The length of training was of a total of four hours (240 minutes). Pre and posttest were designed and administered before and after the intervention. Three temporal measures were examined: Pause per Second, Speech Rate, and Pruned Syllable per Second. To assess motivation, the Combined-item-pool Questionnaire (Dörnyei, 2010) was adapted and administered before and after intervention. The results of the study revealed that Ideal L2 Self imagery had an effect on motivation, enhancing some motivational aspects such as English anxiety reduction, Ideal L2 Self, Criterion Measures, Attitude toward L2 Learning, and Instrumentality – Promotion. However, it was also revealed the imagery intervention did not affect oral fluency development, suggesting the relationship between motivation and language development of this aspect is not causal. This study supported theories related to cognitive psychology and L2 motivation and provides insights into the area of motivational strategies. In addition, the thesis offers pedagogical suggestions to second language teachers who are always seeking ways to motivate their students.Ítem Mindsets and language-related problem-solving behaviorsduring interaction in the classroom(2022) Masatoshi, SatoThis classroom-based study explored language mindsets in the context ofcommunicative interaction between L2 learners. Amid the increasingresearch on mindsets in the L2field, two issues warrant further researchto improve our understanding of how mindsets affect L2 learning. First,research has largely been product-oriented and mindsets’impacts onlearning processes are under-investigated. Second, the research hasrarely examined actual behaviors, especially in an interactional context.Participants were university-level EFL learners in Chile (N= 42). They werepaired according to their mindsets, resulting in three pairing patternsand seven pairs for each pattern: Growth-Growth (G-G), Growth-Fixed (G-F), and Fixed-Fixed (F-F). During regular classes, the pairs engaged indecision-making tasks. Two propensities were focused upon. First,problem-solving behaviors were operationalized as language-relatedepisodes (LREs) in which learners worked together to solve linguisticissues. Second, collaborative learning was analyzed using Storch’sframework of the degree of collaboration. In total, 384 LREs wereidentified. The comparisons among the three pairing patterns showedthat (a) growth-mindset learners tended to initiate LREs, (b) F-F pairsengaged in the least number of LREs, and (c) G-G pairs resolved the mostLREs proportionally. However, growth-mindset learners did notnecessarily engage in collaborative interaction and some exhibitednegative behaviors (e.g. negative perfectionism). Together, the studysuggests that while growth-mindset positively contributes to problemsolving, the individually-held beliefs do not necessarily translate to socialcontexts such as peer interaction in the classroom.Ítem The effect of form-focused instruction and corrective feedback on motivation: classroom-based research in chilean high schools.(Universidad Andrés Bello, 2013) Avilés, Daniela; López, Esteban; Parraguez, Emily; Perucca, Renzo; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis quasi-experimental study provides sorne insight regarding motivation on second language (L2) development. This study implementad form-focused instruction (FFI) and correctiva feedback (CF) in Chilean high school level EFL classes in which the intervention was implemented. The linguistic features considered for this study were third person conjugated verbs and possessive determiners, as these seem to be of great difficulty for Chilean leamers of the English language to acquire. In addmon, our study sought to find a connection between CF and FFI in relation to motivation: whether applying these strategies would changa the participants' type and level of motivation. Toe data of motivation atso comprehended the students' predisposition towards the use of CF and FFI in the class. Three groups of two schools from Santiago, Chile participated in the current study and were operationalized to contrast the use of FFI, or FFl+CF in the classroom, leaving a third group to be the control group. This research was analyzed taking into consideration language development and motivation, and revealed findings that both confirmad previous research and surprised the researchers which brought a new focus to English development in Chile. We conclude this thesis by discussing pedagogical contributions that we hope to make.Ítem The effectiveness of peer corrective feedback and peer collaboration training on second language development(Universidad Andrés Bello, 2014) Gómez Merino, Carol; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis quasi-experimental study was conducted in a high school in Santiago, Chile, with 3 groups of tenth grade students who were native speaker of Spanish. The purpose of the study was to examine the effectiveness of peer corrective feedback (CF) training and the impact of collaborative learning training (CL) together with peer CF on L2 development. For this, an quasi-experimental intervention was designed and implemented for a six-session period, during which one group did not receive training or treatment (control group), while the other two groups received peer CF training only (CF-only group), and peer CF training and CL training (CF+CL group) respectively. The amount of training time that participants received during the intervention was of a total of nine hours (540 minutes) for each experimental group. Pre and posttest were designed and the results were analyzed based on the percentages of the number of correct usages of the target language feature, which corresponded to the use of the third person singular –s. The results of the study revealed that CF training helped to improve learners’ L2 development of the target pattern. However, it was CL training that caused a significant enhancement in the effectiveness of CF, maximizing CF effects. This study supported theories related to the sociocultural and interactional aspects of language learning, by showing positive results after the training that was based on the principles of theories based on social interaction; besides, it provides pedagogical tools in terms of the beneficial impact that it had in relation to actual classroom practices.Ítem The effects of proficiency on peer interaction patterns and L2 development in the Chilean EFL context: Multiple theoretical perspective(Universidad Andrés Bello, 2012) Poblete M., María José; Silva H., Alfonso; Viveros G., Paula; Zacarías A., Nicole; Masatoshi, Sato; Facultad de Humanidades y EducaciónThis quasi-experimental study examined the relationship between proficiency levels and second language (L2) development enhanced specifically by interaction between second language learners (henceforth, peer interaction). This study was designed to promete learning opportunities for students using peer interaction and to investigate if learners' proficiency levels affect interactional patterns as well as developmental patterns. Also, this study aimed to promete the use of communicative peer interaction activities in Chilean EFL classrooms where grammar-based, teacher-centered teaching styles still prevail. By revealing the relationship between proficiency and peer interaction as well as the effectiveness of peer interaction activities on L2 development, this study aimed to make practica! suggestions to Chilean English education. In this study, two English classes with two proficiency levels participated. These levels were already divided by the school into low and high, totalling 49 learners (Low: n = 26; High: n = 23). lntervention was implemented once a week for four weeks. The linguistic targets were English past tense and vocabulary size. The pre and posttests (written and oral) were given before and after the intervention. The written test consisted of fill-in-the-blank sentences that elicited past tense verbs (regular and irregular). The oral test consisted of description of a picture also eliciting past tense. All intervention was audiorecorded and then transcribed by the researchers in order to get data that was later analyzed in a multiperspective scheme. The intervention was done in four consecutive weeks and each of them lasted approx 40 minutes (which equals to one period in the Chilean educational system). To achieve a more comprehensive understanding of the data, both quantitative and qualitative methodology was employed. The quantitative findings revealed that both groups benefited from peer interaction regarding L2 development, although the low group benefited more than the high group did regarding vocabulary improvement. The high group also benefited from the intervention but not in a significant way. The qualitative findings showed that, in terms of collaborative behaviours, both groups showed similar patterns. However, regarding collaboration patterns related to task completion, the high group focused on task completion while the low group worked on linguistic issues more. lt is concluded that this difference caused the differential effects of peer interaction in the two proficiency groups.Ítem Willingness to commmunicate and peer interaction in the chilean context : a pedagogical intervention study(Universidad Andrés Bello, 2017) Adrove Mejías, Zayra Nahir; Galaz Ojeda, Francisca Valentina; Muñoz Antoine, Gerardo Emanuel; Narváez Villalobos, Consuelo Paz; Núñez Carmona, Melissa Belén; Riquelme Casanova, Bastián de Jesús; Masatoshi, Sato; Facultad de EducaciónThe present study investigated the relationship between second language (L2) learners’ willingness to communicate (WTC) and interaction between learners (Peer Interaction). Drawing on the sociocultural theory and interactionist perspective, the purpose of this study was to determine whether peer interaction affected students’ willingness to communicate (WTC) over time. The quasi-experimental study was conducted in an English teacher training program at a private university in Santiago de Chile. Forty-three first-year students from two English language classes participated in the study over a period of seven weeks. While Class A was given an intervention as to increase WTC, Class B served as the control group. The data sources were (a) pre- and post-WTC questionnaire, (b) audio-recorded peer interaction, and (c) journal entries collected after each peer interaction task. The results suggest that WTC can be conceptualized into in-class and outside-class WTC. The peer interaction intervention positively affected in-class WTC only. Also, the journal entries revealed a variety of variables affecting the relationship between learners’ WTC and their interactional behaviors. Such variables included topic, type of activity, and partners. We conclude the thesis with pedagogical implications based on the results.