Examinando por Autor "Solorza Morales, Camila"

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  • Miniatura
    Ítem
    Examining the relationship between language learning strategies and self-efficacy
    (Universidad Andrés Bello, 2021) Solorza Morales, Camila; Pérez Arredondo, Carolina; Facultad de Educación y Ciencias Sociales
    Acquiring a second/foreign language requires a lot of effort, and young learners are not always aware of how LLSs and self-efficacy beliefs affect this process. This thesis explores how language learning strategies (LLSs) used by fifth-graders in Chile and their self-efficacy beliefs affect their L2 acquisition. For this, a mixed-method case study was conducted in a Chilean subsidised school. The participants were fifth-graders between the ages of 10-11 years old studying in the described educational institution, and the data was collected through the Children’s Inventory for Language Learning Strategies (CHILLS) questionnaire (103 participants) and semi-structured interviews (10 participants). I separated the participants into two groups: Highest Score Group (HSC) and Lowest Score Group (LSG) to analyse the data obtained from the semi-structured interviews and discuss the findings. The findings of this study revealed that the participants chose the LLSs that helped them to improve their self-efficacy beliefs and learn a new language. There were some differences in some of the findings regarding each group (e.g., strategies used), which arouse significant aspects influencing students’ selfefficacy beliefs (e.g., parents’ involvement, music, and humour).
  • Miniatura
    Ítem
    What learning can do to teaching : assesing the impact of aprentices of observation on teachers beliefs
    (Universidad Andrés Bello, 2018) Durán Castro, Macarena; Sánchez Lorca, Florencia; Solorza Morales, Camila; Vial Fuenzalida, Magdalena; Cancino Ávila, Marco Octavio; Facultad de Educación y Ciencias Sociales
    Past school experiences have been found to influence pre-service teachers’ beliefs and their teaching choices (Borg, 2013). Each pre-service teacher has spent several hours as a student in classrooms before entering a teacher education programme. As a result, the exposure to different methodologies and techniques implemented by their school teachers allows students to have insights about what teaching should be. This idea has been defined as ‘Apprenticeship of Observation’ by Lortie (1975). It is believed that apprenticeship of observation plays a crucial role while shaping teachers’ beliefs. A great deal of research has addressed the idea that teaching English as a second language may be influenced by teachers’ personal ideals and beliefs, their English proficiency level, and their social and economical environment (Er, Ülgü & Sari, 2013). Nevertheless, not many research have attempted to understand and study the impact of this topic in EFL contexts. In order to demonstrate the impact that apprenticeship of observation has on teachers’ beliefs and teaching choices, a qualitative multiple case study was conducted in a Chilean private university. Data was collected in the second semester of 2018 through narrative frames (28 participants) and semi-structured interviews (8 participants) which were administered to pre-service teachers studying in the English teaching training programme of the described institution. These pre-service teachers were performing their practicums at different schools in Santiago and, thus, had been exposed to real teaching settings. The analysis of the narrative frames and semi-structured interviews and the results of this study proved that the participants had a strong influence of apprenticeship of observation on their beliefs and teaching practices which led them to replicate or avoid their school teachers’ practices depending on their context. Additionally, pre-service teachers demonstrated to be willing to both imitate and avoid certain school teachers’ practices. This new phenomenon was named in the present research study as ‘Blended Apprenticeship of Observation’.