Willingness to communicate and metacognition in 8th-gradess in the chilean context

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dc.contributor.advisorSato, Masatoshi
dc.contributor.authorCastro, Stacy
dc.contributor.authorEnríquez, Bruno
dc.contributor.authorLópez, Fernanda
dc.contributor.authorOvando, Felipe
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.date.accessioned2025-04-28T15:16:10Z
dc.date.available2025-04-28T15:16:10Z
dc.date.issued2024
dc.descriptionTesis (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
dc.description.abstractThis 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.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/64288
dc.language.isoes
dc.publisherUniversidad Andrés Bello
dc.subjectInglés
dc.subjectEnseñanza
dc.subjectHablantes Extrenjeros
dc.subjectEducación Básica
dc.subjectChile
dc.titleWillingness to communicate and metacognition in 8th-gradess in the chilean context
dc.typeTesis
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