Examinando por Autor "Quintanilla, Angie"

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  • Miniatura
    Ítem
    Oral corrective feedback strategies in Chilean EFL classrooms
    (Universidad Andrés Bello, 2016) Aránguiz Morales, María Fernanda; Quintanilla, Angie; Facultad de Educación
    Oral corrective feedback has been of great importance in foreign language acquisition since it helps improving oral production in students. Many studies have been conducted about this topic. However, the results may vary in every context. For this reason, this investigation aimed to comprehend Chilean teachers’ use of corrective feedback strategies and their efficacy in students’ performance. - - In this descriptive study, five teachers audio-recorded two lessons of 90 minutes, where students from 5th to 8th grade received feedback from their teachers. The results include the frequency and effectiveness of corrective feedback strategies, as well as the type of errors that teachers correct in the classroom. - The findings determined that Chilean teachers use corrective feedback strategies to correct pronunciation, vocabulary, grammatical and content errors of students. Also, there is a tendency of Chilean teachers to use explicit correction as the most frequent strategy found in this investigation. In terms of effectiveness, most of the corrective feedback provided followed repair from the learner. Among the most effective corrective feedback strategies we could find repetition, elicitation, clarification request, metalinguistic feedback, and explicit correction.
  • Miniatura
    Ítem
    The Influence of Bilingualism on Creative Skills
    (Universidad Andrés Bello, 2016) Rodríguez Saavedra, Tanya Noemí; Quintanilla, Angie; Facultad de Educación
    The present study aims to determine if there is a link between bilingualism and creativity in students of first year of secondary school. Real data was collected through an international creativity test known as the Adaptation of the Torrance Test of Creative Thinking, which was applied to bilingual and monolingual students. Statistical results showed that there is no significant difference in creativity considering the final results obtained by the samples. Nevertheless and considering what was previously said and despite of the fact that the study does not prove the theory of creative thinking in the total scores of the groups it is important to mention that it does prove it in the results of each individual, in other words, analyzing the final results of each student in each group it is easily to see a difference in the results, but if it seen the total results of groups the difference is low, so it can be said that the evidence is enough to prove the hypothesis. Besides that, the investigation of this topic helps future researchers since there are just a few studies that aim to prove the theory that bilinguals have more creative skills than people who speak only one language or mother tongue.
  • Miniatura
    Ítem
    The effectiveness of cooperative learning strategies on oral language outcomes in an 8th grade EFL classroom in a parochial state subsidized context
    (Universidad Andrés Bello, 2017) Vargas Muñoz, Eduardo Felipe; Quintanilla, Angie; Facultad de Humanidades y Educación
    La producción oral en Inglés ha sido muy importante en la historia de la adquisición de una lengua extranjera. En Chile hay un gran énfasis en mejorar esta habilidad, porque el Inglés es visto como una herramienta fundamental, aunque no hay muchos estudios enfocados en el nivel básico de la educación chilena. También, muchos autores aseveran y concuerdan que la producción oral es la más importante. Por esta razón, este estudio buscó investigar la eficacia de Estrategias de Aprendizaje Cooperativo para mejorar la producción oral en Inglés en los estudiantes de un Octavo Año Básico, como también la percepción de ellos frente al uso de las estrategias cooperativas en el aula. En este estudio descriptivo, un solo grupo fue evaluado en un comienzo a través de un test. Luego, ellos fueron intervenidos mediante tres estrategias cooperativas; Tomar una decisión, Juntarse-en pareja-compartir y Roles en grupo. Acto seguido, ellos tomaron un test para corroborar si las estrategias fueron efectivas. Finalmente, los estudiantes tomaron un cuestionario con el objetivo de saber su percepción a el uso de las estrategias cooperativas. Los resultados determinaron que las estrategias usadas en las clases fueron efectivas para mejorar la producción oral, considerando que los estudiantes subieron sus puntajes en el último test. En términos de eficacia, la mayoría de los enunciados incluidos en el cuestionario mostraron un alto porcentaje de concordancia por parte de los estudiantes, cuales percibieron las estrategias como; una ayuda para crear un ambiente positivo y una herramienta para mejorar su práctica del Inglés.