Master and PH.D. students' perceptions of the use of a contentoriented teaching methodology for the development of oral skill
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La mayoría de los estudiantes de diferentes programas de magíster y doctorado han aprendido la
habilidad de leer y escribir sobre su trabajo en inglés; sin embargo, no son capaces de
comunicarse, expresarse o incluso explicar lo que hacen en sus propias áreas de trabajo y estudio
en inglés. Con el fin de abordar este problema y contribuir al desarrollo de los estudiantes de
magíster y doctorado, es deseable mejorar su confianza en inglés cuando hablan de su área de
investigación. El objetivo principal de este estudio fue descubrir cómo cinco estudiantes de
magíster y doctorado percibieron que sus niveles de confianza cambiaron mediante el uso de una
metodología orientada al contenido y explorar cuáles fueron sus percepciones sobre el
aprendizaje del inglés a través de esta metodología. En este estudio cualitativo de tres semanas,
datos fueron colectados a través de las narrativas de los participantes y las notas de campo de la
investigadora. Los hallazgos de esta investigación mostraron que los niveles de confianza de los
participantes cambiaron positivamente con la aplicación de este método y sus percepciones sobre
la metodología utilizada en las clases fueron positivas. Los participantes notaron un avanzo
general del grupo con el uso de la metodología orientada al contenido. Los hallazgos de esta
investigación podrían potencialmente guiar a las universidades chilenas a crear programas
especializados similares para sus propios estudiantes de Magíster y Doctorado, con el fin de
mejorar sus habilidades orales.
Most students from different Master’s and Ph.D. programs have learned the ability to read in English and manage to write about their work; nevertheless, they are not able to communicate orally, express themselves or even explain what they do in their own areas of work and study in English. In order to address this problem and contribute to Master’s and Ph.D. students’ development, it is desirable to improve their speaking confidence in English when talking about their research area. The main aim of this study was to uncover how five Master and PhD students perceived their confidence levels changed – if at all - through the use of a content-oriented methodology and to explore their perceptions of learning English through a content-oriented methodology. In this three-week qualitative study, data was collected through participants’ narratives and the researcher’s field notes. The findings of this research showed that the participants’ confidence levels positively changed by the application of this method and their perceptions about the methodology used in classes were positive. The participants noticed a general progress of the group with the use of the content-oriented methodology. The findings of this research could potentially guide Chilean universities to create similar specialized programs for their own Master’s and Ph.D. students in order to improve their speaking skills.
Most students from different Master’s and Ph.D. programs have learned the ability to read in English and manage to write about their work; nevertheless, they are not able to communicate orally, express themselves or even explain what they do in their own areas of work and study in English. In order to address this problem and contribute to Master’s and Ph.D. students’ development, it is desirable to improve their speaking confidence in English when talking about their research area. The main aim of this study was to uncover how five Master and PhD students perceived their confidence levels changed – if at all - through the use of a content-oriented methodology and to explore their perceptions of learning English through a content-oriented methodology. In this three-week qualitative study, data was collected through participants’ narratives and the researcher’s field notes. The findings of this research showed that the participants’ confidence levels positively changed by the application of this method and their perceptions about the methodology used in classes were positive. The participants noticed a general progress of the group with the use of the content-oriented methodology. The findings of this research could potentially guide Chilean universities to create similar specialized programs for their own Master’s and Ph.D. students in order to improve their speaking skills.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Doctorados, Formación Profesional, Metodología Orientada al Contenido, Inglés Hablado, Enseñanza