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The effects of indirect written corrective feedback in efl students’ grammatical accuracy and its impact on students’ motivation.
(2018)
Cáceres Ramos Brenda Raquel
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Gatica Maureira, Daniela Macarena
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Osorio Pino, Cristian Andrés
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Vildosola C., Marcela
To investigate the effects of corrective feedback in EFL students’ grammatical accuracy, 85 7th graders from the Adventist schools in Chillan, Chile, participated in a quasi-experimental study in the form of a writing workshop. The students were divided into three groups, two of them receiving a specific type of indirect written corrective feedback, located and not located correspondingly. The remaining group served as a control group. The participants exchanged letters with other students during 6 weeks in 4 writing instances. Each letter was corrected in aspects of grammar, capitalization, punctuation and spelling. The four writing instances were followed by a personal interview with the participants of the study to know their perceptions towards the activity in which they had participated. After the 6 weeks of the study, results showed that grammatical mistakes made by the students in their letters decreased significantly in all three groups with no significant difference among the groups. However, located corrective feedback showed the greatest improvement together with the control group. Regarding motivation, results showed that students felt motivated when their writing served a purpose such as communication in the case of this investigation; and in terms of preference, students preferred the kinds of feedback used in this study more than the traditional feedback provided by teachers nowadays consisting of red Xs.
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The impact of comic books on the reading comprehension skill and motivation of 11th graders at liceo técnico puente ñuble.
(2016-12)
Domínguez Cruces, Angélica Eliana.
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Durán Barrenechea, Javiera Rayén
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Fernández Lara, Alexis Alejandro
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Domínguez Cruces, Angélica Eliana.
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Durán Barrenechea, Javiera Rayén
Nowadays the teaching of a second language has taken an important place in the Chilean education system, but one thing that is still yet to be discovered is the impact multimodality has on the reading comprehension and motivation in the EFL classroom. The study shows the impact the use of comic books on the reading comprehension skill and motivation to read in the EL (English Language).In addition, the reader can review the use of comic books and how its multimodality allows for instructional elements to be presented in more than one sensory mode (multiple representations), facilitating students‘ further learning (Shah & Freedman, 2003) and the origin of a web site called Zenpencils, which is focused on adding to renowned quotes visual metaphors to make insightful comics for the public. Using the comic art of Zenpencils, five interventions were applied to the 11th grade class at Liceo Técnico Puente Ñuble composed of nine students living in a state of vulnerability on the rural area of San Nicolás. The instruments used were: Zenpencils‘ comics, “Strange like me”, “On the mindless menace of violence”, “I have the right”, “Fears are papers tiger”, and “ask yourself‖; a multiple-choice set of questions about the stories to evaluate how comic books as an aid in reading comprehension skill and a Likert scale to find out the students‘ perception on how the comic strips help in their understanding of the story and if these comics make them want to read more in the EL. The results led us to conclude that the use of comic books in the EFL does have an impact on the reading comprehension skill and motivates students to read more in the EL

Tesis de Pregrado UnACh

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