Examinando por Autor "Salinas Carvajal, Dánisa"

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    Ítem
    Effect on EFL learners' engagement on communicative language teaching activities
    (Universidad Andrés Bello, 2020) Puntareli Vicencio, Brenda Hellen; Salinas Carvajal, Dánisa; Facultad de Educación y Ciencias Sociales; Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera
    The main aim of this research was to observe the effects of providing direct and indirect feedback on the students´ engagement during communicative language teaching activities. The specific objectives were to identify students’ perceptions in relation to receiving oral corrective feedback, to identify the most effective type of oral corrective feedback used in a communicative language classrooms, and to determine the effect of oral corrective feedback in EFL students’ engagement during communicative language teaching activities. Following a qualitative approach, this research was conducted in a public school located in Limache, where eleven students who belong to a communicative language workshop were observed. Three instruments were implemented during the investigation. A questionnaire, observations of different interventions and finally personal interviews. After the data was collected, through content analysis to analyse the data, it was possible to determine that previous conceptions about being orally corrected were not very positive, mostly because of the way teachers corrected the mistakes. The students’ perceptions for oral corrections depend on the teacher, the kind of error, and the way it was corrected. These research implications state that oral correction is a crucial part of the process when acquiring a language, where the data collected demonstrated that in communicative language teaching activities, teachers should provide indirect feedback to the students, rather than direct feedback. Giving indirect feedback has a positive effect on the students’ engagement while participating in communicative language activities and oral production.
  • Miniatura
    Ítem
    Exploring the impact of implementing universal design for learning on EFL students with special educational needs
    (Universidad Andrés Bello, 2020) Cruz Muñoz, Nicole Viviana; Salinas Carvajal, Dánisa; Facultad de Educación y Ciencias Sociales; Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera
    The present investigation aims to explore the impact of implementing Universal Design for Learning (UDL) on SEN students in a subsidized school in Quilpué. The first objective for this study pretends to identify previous experiences of Special Educational Needs (SEN) students about learning English as a foreign language. The second objective intends to explore the effects that Universal Design for Learning principles have on SEN students ‘writing skills through Task-Based Language Teaching (TBLT). The last objective aims to explore the effects that Universal Design for Learning principles have on SEN students´ participation in the EFL class. The present intervention was developed under a qualitative case study design through 3 instruments: a questionnaire, a journal and focus group. The data collected were analyzed through content analysis and main findings revealed that UDL principles impacted positively on EFL writing skills and also on SEN students´ participation. The implications of this study recommend to invest in teachers´ preparation on inclusion. Further research is suggested to explore the application of UDL in other contexts such as public or private schools.