FEd - Trabajos de Titulación Post-Grado

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A case study on the incorporation of metacognitive strategies as an effective tool to improve listening comprehension specifically pet standardized test in 1st year university students in Concepción
(Universidad Andrés Bello, 2015) Arias Ibáñez, Eugenio; Popp Ward, Jennie; Facultad de Humanidades y Educación
This following research aims to identify the possible benefits of incorporating metacognitive strategies to improve the performance of listening comprehension in standardized tests. In order to carry out this research, an experimental design was selected where a pretest and a post-test were applied to a group of English pedagogy students from a private university in the city of Concepcion. The participants were exposed to the instruction and practice of metacognitive strategies to use them when it comes to develop listening comprehension tasks from the Preliminary English Test from Cambridge ESOL. A written questionnaire was answered by the students at the end in order to know how much the participants claim to use the taught strategies. Finally, the pre-test and post-test results of the participants were compared and analyzed, as well as the results of the questionnaires. The post test results showed a significant improvement in the students´ listening performance, establishing the use of metacognitive strategies as an useful tool to improve listening comprehension.
A comparison of native and non-native english speaker teachers about young language leaners' oral production assessment
(Universidad Andrés Bello, 2013) Pantoja Silva, Mariela; Brauchy, José Gabriel; Facultad de Humanidades y Educación
The teaching of English language has become a major subject in today‟s society. With the rapid spread of English for commercial and economic purposes, English has turned into the language of the world. Teaching a foreign language supposes a series of challenges, being the assessment of oral language production a major and hard task for teachers. A question emerges when thinking about assessment in a foreign language, is this hard only for non native English speaker teachers? Thus, the main objective of this study is to find out whether there are differences or similarities between native English speaker teachers (NESTs) and non native English speaker teachers (NNESTs) when rating young learners‟ oral language production. Data for this study derived from a survey, observations and interviews to the two samples: a NNEST and a NEST at a private bilingual school. The findings suggest that there are some differences when these teachers rate students‟ oral performance although the differences are not significant.
A comparison of oral evaluation rating by native English speaker teachers and non-native, English speaker teachers: a small scale research-based study
(Universidad Andrés Bello, 2011) Baitman, Brittany; Véliz Campos, Mauricio; Facultad de Educación y Ciencias Sociales
This study attempts to explore the differences and similarities between native English speaker (NES) teachers and non-native English speaker (NNES) teachers in their oral evaluation ratings ofthe same university level English language learners. To this effect, the iBT/Next Generation TOEFL Test Independent Speaking Rubric and a questionnaire were employed. The results reveal that NES teachers are more lenient in their oral evaluation ratings than NNES teachers. In regards to the questionnaire employed, it was found that NES teachers take into consideration the aspects of fluency and pronunciation more so than NNES teachers when orally assessing students, while NNES teachers take more into consideration the aspects of grammatical accuracy and vocabulary. Further research is required in the area of oral assessment specifically pertaining to nationality, age, work experience, and knowledge of a second language.
A Corpus-Based intruction to learning and using collocations in a translation/interpretation program. Analyzing trainee students and teachers' perceptions
(Universidad Andrés Bello, 2015) Rivera Cid, Rocío; Rosas Maldonado, Maritza; Facultad de Humanidades y Educación
This study attempts to investigate the perceptions of college students from a Translation/Interpretation Program regarding the learning and using of collocations through the Corpus of Contemporary American English. It also aims to determine the perceptions of teachers, translators and interpreters on collocational competence and a corpus-based instruction to using and translating collocations. A purposive sample of 15 students participated in a corpus-based instruction of learning collocations through the corpus. After each intervention session, the students were requested to complete a journal entry to reflect on their learning experience. In addition, 4 students were asked to participate in a focus group once the intervention sessions were finished. Finally, two teachers, two translators, and one interpreter were interviewed to elicit their perceptions of collocational competence and a corpus-based instruction. The data collected from the instruments were analyzed by means of Grounded Theory. Main findings show that the students perceived the learning and using of collocations through the Corpus of Contemporary American English as beneficial. Likewise, the teachers, translators and interpreters interviewed considered collocational competence and a corpus-based instruction to be significantly favorable. A more in-depth and extended study is advised to obtain more insight into the effectiveness of using corpora for the teaching and learning collocations in the field of Translation/Interpretation.
A critical analysis of an english language teacher education program in Chile the role of curriculum desing in a competency-based educational model
(Universidad Andrés Bello, 2013) Finley Osben, Aileen Alexandra; Véliz Campos, Mauricio; Facultad de Humanidades y Educación
The present study aims to determine the extent to which the design of a Chilean Second Language Teacher Education (SLTE) program’s language curriculum supports the achievement of an advanced level of English language proficiency at program completion. This language curriculum is competency-based, and underpinned by a technical-rationalist perspective of curriculum. To this end, a content analysis of the syllabi in the language strand of the curriculum was applied in reference to six pre- established categories: 1) presence of objectives, 2) competency descriptions, 3) syllabus design, 4) articulation among courses, 5) balanced inclusion of the four language skills, and 6) articulation towards advanced language proficiency. Data gathered through the content analysis was compared with that collected through four semi-structured interviews with university instructors from within the program. It was also cross-referenced with the Common European Framework of Reference (CEFR) and the British Council-EAQUALS Core Inventory for General English for purposes of determining articulation among courses and towards the pre-established exit goal of advanced language proficiency. The results clearly establish that the language curriculum does not meet the tenets of a competency-based language program, and therefore must be taken into consideration when analyzing the weak results of high- stakes testing conducted in this learning context.
A descriptive and correlational study about language teaching strategies of novice teachers and undergraduate students of an english teaching university program
(Universidad Andrés Bello, 2015) Verdugo Plaza, Fernando Andrés; Balbontín, Roxana; Facultad de Humanidades y Educación; Escuela de Educación
Teacher competence in language teaching is a very relevant concern in education. To be an efficient teacher of English one must exhibit appropriate knowledge and expertise to teach students in a classroom. Consequently, this study attempts to describe the relationship between the practice of the profession and the development of the language teaching strategies in novice teachers and undergraduate students. To this end, data was collected using two instruments. The first instrument was the Teaching Knowledge Test (TKT) and the second one was a survey. The findings reported that most of the undergraduate students and most of the novice teachers of English have an adequate level of teaching knowledge. This was reflected in the results of the TKT test. On the other hand, the results of the survey, show that novice teachers and undergraduate students believe their teaching practices influence their decisions inside of the classroom more than theory. The findings expect to provide input to an English language teacher program in a private university.
A descriptive study of languaje learning strategy use of nursing and mechanics students at a ? Comunity College? in Maipú
(Universidad Andrés Bello, 2011) Cerda Muñoz, Marisol Andrea
This study aims to determine which are the Language Learning Strategies (LSSs) used by students from the Mechanics and Nursing programs at a Community College in Maipú, at the same time; it attempts to find out if the frequency in the use of these strategies and its nature are somehow related to students performance in English as a subject. In arder to carry out this study, two different instruments were chosen: the SILL questionnaire and the 'Think Aloud' technique. The results reveal that students from both programs use different kinds of learning strategies and that at the same time, students from the Nursing program are the ones who show a higher frequency in the use of these strategies. This study also reveals that the use of these strategies may have an influence on students' performance, since students who obtained higher mean seores on the use of LLSs are the ones who also obtained a higher final grade at the end of English Basic 11. Finally, it is noteworthy to mention that this study will benefit English teachers who aim at helping their students to develop language learning. The identification of the Language Learning Strategies used by students at these two programs will allow their teachers to help them to feel more motivated when learning a foreign language.
A descriptive study on writing performance of 8th graders from a public school
(Universidad Andrés Bello, 2011) Catalan Diaz, Erica Cecilia; Ramirez Gonzalez, Daniela Paz; Lobos, Leyla; Facultad de Educación
Writing in a foreign language is an arduous task, since it requires handling a wide range of linguistic and cognitive abilities. On one hand, it demands to have the knowledge of the language system, choosing the correct spelling, vocabulary, word formation and grammatical structure. On the other hand, it requires developing mental abilities such as generating ideas, ordering, prioritizing and organizing concepts and opinions. Moreover, writers also need to know the steps involved in the process of writing along with the expected characteristics of their written outcomes. Writing is an ability that has to be taught and practiced in the classroom. However, there are pedagogic practices that may hinder the developing of writing skills in students, instead of promoting them. For example, learners might be encouraged to participate in written activities without the knowledge and the skills required to achieve this type of communication. Sometimes, learners are asked to perform written tasks with higher levels of complexity without being exposed to a systematic practice and reflection on the skills involved in this process. Besides, some teachers, in some circumstances, have not been able to incorporate recent ideas about the development of writing into their pedagogy because of pressures of time, assessment or requirements of the syllabus. Therefore, some students have not had the chance to receive explicit instruction on writing processes, type of texts or the steps involved in written communication. Finally, those students who use texts and materials delivered by the government might be, somehow, excluded from achieving communicative language competences, since these textbooks are especially oriented to promote the development of receptive abilities such as reading and listening more than emphasizing the four language skills.
A meta-synthesis of the emerging themes on massively multiplayer online role playing games in relation to foreign language learning and acquisition
(Universidad Andrés Bello, 2020) Gavilano Iturri, Julio Matheo; Darwin, Stephen; Facultad de Educación y Ciencias Sociales; Programa de Magíster en la Enseñanza del Inglés como Lengua Extranjera
This meta-synthesis attempts to analyze the emerging outcomes of using Massively Multiplayer Online Role-Playing Games (MMORPGs) for second language learning and acquisition. The purpose of this study is to connect the findings of selected studies with two categories related to second language learning and acquisition, these categories being sociocultural and linguistic factors. After the probing and research of different scientific databases, the literature used in this meta-synthesis arrived at ten individual papers which contained scientific studies in the field. The analysis concluded that although there are plenty of results found for sociocultural factors, the research on linguistic factors is lacking. The subject at hand requires more in depth studies which compare it to other areas and methods for second language learning and acquisition.
A needs analysis for a general english language teaching curricular proposal at a private university in Chile
(Universidad Andrés Bello, 2021) Contreras López, Francisco; Véliz, Mauricio; Facultad de Educación y Ciencias Sociales
El análisis de las necesidades juega un papel importante en el diseño y desarrollo curricular. Evidencia empírica ha demostrado que identificar las necesidades y constructos similares, puede entregar referencias para el diseño curricular para la enseñanza de un idioma extranjero (Long, 2005). El objetivo del presente estudio tiene tres partes, primero identificar los desafíos, expectativas y necesidades de los estudiantes frente a un programa de inglés general a nivel universitario; segundo identificar las posibles limitaciones percibidas por el programa de inglés; y tercero explorar cómo esta información puede culminar en una propuesta curricular. 721 estudiantes de programas donde inglés no es obligatorio, participaron de este proyecto respondiendo una encuesta, en conjunto con 2 jefes del programa de inglés y 6 profesores de inglés como lengua extranjera. Los resultados sugieren que, pese a que los objetivos de los estudiantes y el programa de inglés no van en la misma dirección, ya que los desafíos, expectativas, y necesidades de los estudiantes difieren de lo que un programa de inglés general aborda. Por esta razón, los resultados obtenidos no son concluyentes para proponer direcciones curriculares, sin embargo, estos resultados revelan ciertas indicaciones para llegar a este punto.
A proposal for a science program for first graders in a subsidized school
(Universidad Andrés Bello, 2012) Hott González, Eileen; Lobos, Leyla; Facultad de Humanidades y Educación
The aim of this study is to explore the necessary elements to implement a science program for first graders in a subsidized school under a CLIL approach. The dimensions explored are the teacher's role, the methodologies and contents, the language required in a science class, suitable resources and the abilities that need to be developed during a science unit. To this end, the research is designed to be conducted through literature review and application of surveys in a bilingual school and a subsidized school in order to discover the key elements needed to develop and assess in a science unit. The study intends to provide a description of the characteristics in different dimensions that have a key role in a science program for first graders under CLIL approach, as well as suggesting guidelines for a unit of a science program for first grade in a subsidized school that incorporates all the elements analyzed.
A reflective analysis of the current methods of assessment of oral skills in L2 courses at Universidad Andrés Bello
(Universidad Andrés Bello, 2012) Díaz, Alejandra; Garaventa, Ana María; León, Verónica; Recabarren Herrera, Margot; Facultad de Educación y Ciencias Sociales
The main purpose of this research is to describe and reflect upon the procedures used to evaluate the oral competence in the first and second levels of L2 courses under the Universidad Andrés Bello educational model within Toe Common European Framework (B2). Toe method used to accomplish the above mentioned objective was to conduct a survey amongst the current teachers of L2 courses at this university, in order to gather information regarding their beliefs and suggestions concerning this important issue. The results of the survey showed the need for establishing a common set of assessment instruments in order to standardize the evaluation procedures of the oral skills in such courses. As a result of the above, this study suggests the use of the oral assessment scales given by the University of Cambridge for their F.C.E and P.E.T exams which are validated and standardized. Finally, it is suggested in this study that teachers may use these scales as they have been proposed or adapt them to match the specific needs of the programme using the Touchstone series used in the L2 courses at Universidad Andrés Bello.
A sen perspective to inclusion and integration in a Chilean EFL context
(Universidad Andrés Bello, 2014) Díaz Silva, Mireya; Melej Gallardo, Ethel; Facultad de Humanidades y Educación
This case study explores an individualized SEN (special educational needs) perspective towards inclusion and integration, in order to understand in more depth how these concepts are perceived and constructed in a specific Chilean EFL context. The interpretative methodological paradigm enables to unveil the complexities of these processes through the experience of the participants, namely the SEN student, the teacher of English, the special educator and the headmistress. Data collection includes interviews to participants, document revision and class observation. Data analysis reveals sorne pivotal elements that focus on the concepts of inclusion and integration, and their impact on its full implementation. Furthermore, findings account for the barriers that tend to counteract the challenges of the inclusion princ,iples stated in international agreements. The discussion addresses sorne overarching issues that revolve around the inclusion debate, and exposes emerging outcomes from the research. Two core elements pervade the construction of the main concepts in the study. Firstly, insufficient or inadequate inclusion of special educational needs contents in teacher training programs. Secondly, the cun-ent cun-iculum tends to limit the school reflection about inclusive practices beyond the prescribed norm. Finally, this study outlines the implications of these limitations in the educational system, and highlights the contribution that similar studies may bring to the necessary recognition of the voice of the participants in this context.
A small scale study of possible (mis-) matches between pre-service english language teachers' perceptions of school-based tutors' feedback and the structure of the feedback
(Universidad Andrés Bello, 2013) Luci Alarcón, Andrea; Véliz Campos, Mauricio; Facultad de Humanidades y Educación
The aim of this study is to explore English language Pre-Service Teacher (PST) perceptions about feedback provided by school-based tutors during a practicum course in the context of an English teacher initial education programme, in Chile. The participants in this study are three English language pre-service teachers taking their second and final practicum course. The data collection methods used comprise (i) analysis of post lesson observation conference between the pre-service English language teachers and the school tutors; and (ii) individual structured interviews with pre-service English language teachers. The results were analysed under five pre-established categories of analysis that intend to ultimately respond the research questions of the study and which are: (i) the existence of identification of strengths and weaknesses (ii) aspects of the lesson referred to (iii) promotion of preservice teacher opinions (iv) expressions of sympathy (v) suggestions and recommendations. The results show that there are high levels of congruence between pre-service teacher's perceptions of the feedback and the structure of the feedback. However, sorne mismatches were identified which relate to the identification of weaknesses in PSTs' classroom teaching, the degree of PSTs' active participation within the feedback conference and in the expressions of sympathy provided by the Schooi-Based Tutors.
A small scale study of the use of a class wiki to improve writing skills and punctuation
(Universidad Andrés Bello, 2013) Valenzuela Campos, Mireya; Popp Ward, Jannie; Facultad de Humanidades y Educación
The use of ICTs for teaching and learning has become a relevant issue during the last decades. The aim of this study is to explore the effectiveness of a class wiki as a tool to improve writing skills and punctuation. The use of a class wiki is the unit of analysis. To this end, the research will consider 14 students, 7 boys and 7 girls from 10th grade in a private school. The methods of research consider administering a pre-test and a post-test. Within this enquiry, a wiki will be defined as a free, simple website that allows the users to create and edit content. A class Wiki could give teachers a potential opportunity to create and develop tasks-based activities that require active students' participation. The study intends to explore how a wiki might help students in their cooperative writing tasks and also intends to explore the advantages and disadvantages of using a class wiki and their possible effectiveness in improving writing skills and punctuation.
A study of collaborative learning methodology and its impact on students' lexical and grammatical vocabulary acquisition at a school in Pudahuel : a quantitative study
(Universidad Andrés Bello, 2013) Arellano Fuentes, Blanca; Véliz Campos, Mauricio; Facultad de Humanidades y Educación
This study attempts to uncover the benefits of Collaborative Learning methodology on students' lexical and grammatical vocabulary acquisition. To this end, a quantitative design was applied in order to observe, numerically speaking, the impact of collaborative work on vocabulary acquisition. For this aim, pre and posttests were applied to two groups of students, control and experimental groups, in order to prove if there is any difference in students' vocabulary acquisition after the implementation of Collaborative Learning methodology systematically. It was found that, even though the students from the school where this study is conducted were mostly taught under a direct, teacher-centered approach, they shown a significant improvement in their acquisition and identification of lexical and grammatical vocabulary as well as in their vocabulary related abilities ( discrimination and identification). As mentioned earlier, this study follows a quantitative method, however, it is recommended to implement a mix method for future research in order to interview and know students' opinions towards their preferences about various teaching methodologies and learning styles.
A study of effectiveness of kahoot in EFL primary students' vocabulary learning in reading skills
(Universidad Andrés Bello, 2022) Robles Becerra, Patricio Javier; Aspée Palacios, Carlos; Véliz, Mauricio; Facultad de Humanidades y Educación
Las aplicaciones de enseñanza modernas han contribuido a facilitar el acceso al aprendizaje al igual que a una vasta cantidad de información cultural, social y educativa. En el campo del aprendizaje de idiomas, hay un número de aplicaciones que pueden ser descargadas por usuarios en sus aparatos digitales para practicar y mejorar distintas áreas de la lengua meta. Kahoot es una de esas aplicaciones novedosas caracterizada por su mecanismo de uso fácil. El vocabulario, por otra parte, es el reconocimiento de patrones que nos permiten comunicarnos y transmitir nuestros pensamientos. Usar esta aplicación como medio para aprender vocabulario es el punto clave de esta investigación. En este sentido, el objetivo de esta investigación es medir hasta qué punto las actividades de Kahoot pueden mejorar el vocabulario de estudiantes de sexto básico en las habilidades de lectura. Una metodología cuantitativa fue usada para recolectar información numérica. El estudio se constituía de un grupo experimental (n = 14), el cual usó la aplicación Kahoot, y un grupo control (n = 14), el cual trabajó con material escrito en papel. Ambos grupos fueron sometidos a un pre-test, a siete clases en un período de tres semanas, y a un post-examen. Un tercer grupo se sometió al pre-test de esta investigación para validar su contenido. Una prueba Kolmogorov-Smirnov se llevó a cabo para obtener resultados estadísticos del post-test respondido por ambos grupos. El resultado de la media generó un resultado significativo de 7,64 a 21,11 y una desviación estándar de 3,358 (pre-test) a 6,724 (post-test) lo cual evidencia un incremento en el vocabulario léxico receptive de los estudiantes al haber usado Kahoot.
A study of english language teacher trainees' perceptions regarding their degrees of confidence of their content knowledge and their practical knowledge
(Universidad Andrés Bello, 2014) Casteletti Solari, Bianca; Véliz Campos, Mauricio; Facultad de Humanidades y Educación
This study aims at exploríng Engl!sh language teacher trainccs' perceptions of their dcgrccs of confidcncc with rcgards to thcir contcnt knowledgc and practica! knowlcdgc. To this end, a mixed mcthods approach was applicd. In ordcr to explore thc participants' pcrccptions. in more dctail. this study was focuscd in two major categorics: 1) Content Knowledge; 2) Practica! K1h•wlcdge W1thm the category of Contcnt Knowlcdgc, six sub-catcgorics werc pre e��tabhshed: 1) Grammar of the languagc; 2) Phonology and Phonetics; 3) Lcxis; 4) Pragmatics; 5) Sccond languagc acquisition thcorics; 6)Mcthods. Thc data collcction mcthods comprisc: 1) a survey that was administcrcd to 41 participants from two different universitics; 2) a group intervicw that was conducted with two groups of thrce participants each. Thc findings suggcst that Engh:,h language teachcr trainccs who participatcd in this study show high degrces of confidencc m the arcas of pragmatics and methods; convcrscly. partieipants show low dcgrces ar confidence in thc arcas of grammar of the languagc and practica! lnowlcdge.
A study of language learning strategies that successful preservice teachers utilize in english pedagogy programs at two universities in Concepción, Chile : a case study
(Universidad Andrés Bello, 2013) Hitt Seyffert, Lea; Véliz, Mauricio; Facultad de Humanidades y Educación
This study attempts to uncover the Language Learning Strategies (LLSs) utilized by proficient language learners in English pedagogy programs at two universities. To this effect, the Strategy Inventory for Language Learning (SILL) was applied. Through this method, it was found that students in English pedagogy programs employ indirect strategies more frequently than direct strategies, which are of a more metacognitive nature. After administering the SILL, one student from each university who scored the highest was examined in greater detail. Through a case study methodology, these two students were asked to do a semi-structured interview and a think- aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent. Future research is required to see if weaker language learners would benefit from the utilization of these strategies.
A view on students’ concentration, attention, and engagement in a post-pandemic context in a Secondary EFL Chilean classroom
(Universidad Andrés Bello, 2023) Dinamarca Zúñiga, Soraya; Salinas Carvajal, Danisa; Facultad de Educación y Ciencias Sociales
Este estudio busca explorar los posibles efectos causados por la instrucción impartida por la pandemia en la concentración, la capacidad de atención y el compromiso de los estudiantes de EFL en una escuela secundaria pública en Santiago de Chile. Los participantes fueron treinta y dos estudiantes de los niveles de 1° y 2° año de secundaria seleccionados al azar. Se utilizó un análisis de métodos mixtos. Los participantes respondieron un cuestionario de preguntas de selección múltiple y preguntas abiertas para obtener sus percepciones y una Escala de Atención de Calificación MOSS. Los datos recogidos se analizaron mediante análisis de contenido y estadística descriptiva. Los resultados de la presente investigación revelaron que los estudiantes perciben que la pandemia afectó su concentración, capacidad de atención y compromiso con las clases de inglés como lengua extranjera. También se descubrió las preferencias de los estudiantes con respecto a las estrategias utilizadas por sus profesores en el contexto postpandemia y cómo perciben su clase ideal de inglés como lengua extranjera.

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