Willingness to communicate and metacognition in 8th-gradess in the chilean context
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Archivos
Fecha
2024
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
This action research investigated the willingness to communicate (WTC) in a second language (L2) in a Chilean context. The participants of the investigation were 8th-graders from a private school called ABC School in La Reina, Santiago. Observation, questionnaires, exit tickets, and a blank version of Maclntyre et al.'s (1998) pyramid of WTC were the principal instruments employed to gather information from the students and the major factors that affected their WTC. Additionally, metacognitive instruction was applied along with communication strategies to improve their WTC using L2 inside the classroom. Findings showed that the metacognitive instruction improved students’ WTC. Furthermore, the peer factor refers to the impact that classmates have on each other's performances and learning process during a lesson. While it was initially believed to negatively affect their WTC, it was proven to actually increase the participation as stated by the learners themselves.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
Palabras clave
Inglés, Enseñanza, Hablantes Extrenjeros, Educación Básica, Chile