An exploration of EFL teachers' beliefs and practices of grammar instrucction in Chile

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dc.contributor.advisorMasatoshi, Sato
dc.contributor.authorConcha Soto, Mariela
dc.contributor.authorOliva Barriga, Evelyn
dc.contributor.authorSalas Rubina, Rafael
dc.contributor.authorSinclair Du Plessis, Emma-Jane
dc.contributor.authorVásquez Reyes, Pablo
dc.contributor.authorVenegas Vallejo, Gabriel
dc.contributor.editorFacultad de Humanidades y Educación
dc.date.accessioned2018-06-11T16:45:37Z
dc.date.available2018-06-11T16:45:37Z
dc.date.issued2015
dc.descriptionTesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)es_ES
dc.description.abstractThis study investigated Chilean EFL teachers‘ beliefs and practices, how they relate to each other, and the gaps among them. Although much has been written about what teachers think and do inside the classroom, studies that explore these gaps are lacking. A mixed-methods approach incorporating a questionnaire, class observations and interviews allowed the researchers to obtain data regarding teachers‘ stated beliefs, classroom practices, personal views, and to compare and contrast them. Incongruities were found between teachers‘ cognitions and practices, which are analyzed with relation to previous findings in research and interviewees‘ views. The findings indicate that contextual factors, past experiences as learners and teachers, and the school and national curriculum have an actual impact on the teachers.es_ES
dc.identifier.urihttp://repositorio.unab.cl/xmlui/handle/ria/6008
dc.language.isoeses_ES
dc.publisherUniversidad Andrés Belloes_ES
dc.subjectIngléses_ES
dc.subjectEnseñanzaes_ES
dc.subjectChilees_ES
dc.titleAn exploration of EFL teachers' beliefs and practices of grammar instrucction in Chilees_ES
dc.typeTesises_ES
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