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The use of metacognitive strategies for reading comprehension through the cognitive academic language learning approach.
(2015-11)
Baeza Aguilera, Soledad Fernanda
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Espinoza Rojas, Gonzalo Ignacio
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Tamarín Tamarín, Nicolás Andrés
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Vilgósola Campos, Marcela Soledad
The vast majority of Chilean students present some difficulties at the moment of reading and understanding a written text. There are some reasons to justify the problem, such as the lack of vocabulary and the lack of essential strategies to accomplish the reading tasks, which seem to have been ignored in the classroom for years. Because of this, this quasi-experimental mixed designed study attempts to discover the effects of the use of metacognitive strategies in the classroom on students’ reading comprehension. The study was carried out through the implementation of the Cognitive Academic Language Learning Approach, also known as CALLA, which was designed to provide academic language development to English Language Learners. The sample was taken from 2 different subsidized schools ―Sidney College‖ and ―Sebastian School‖, at high school level who were assessed on the effective use of these strategies through reading tests and oral interviews based on the approach mentioned before. The findings of our research proved that the hypothesis proposed was true: subjects improved their level of reading comprehension through the use of metacognitive strategies. This made contributions over the teaching-learning process for those, teachers and students, who are interested in working with metacognitive strategies to develop the reading skill or other subject areas.
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The effects of focused and unfocused written corrective feedback.
(2014-11)
Canto Sepúlveda, José Javier
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Morales Castro, Sherelynn Cintia
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Rivas Valenzuela, Grace Karim
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Tapia Montanares, Ruth Esther
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Vildósola Campos, Marcela Soledad
The present research is about the effects of written corrective feedback on students’ new pieces of writing, for which focused and unfocused corrective feedback were provided. It is an experimental and quantitative study, whose participants were students of an intermediate level of the English teacher training program of the Adventist University of Chile. They were randomly divided into three different groups, two experimental groups and a control group. One of the experimental groups received focused corrective feedback and the other one received unfocused corrective feedback in order to identify which variable (focused or unfocused corrective feedback) is the one that results in better accuracy at the moment of writing new pieces of texts. The theoretical background for our research is based on studies carried out by different researchers (Bitchener & Knoch, 2009, 2010a, 2010b; Sheen, 2007) who have supported the idea of giving direct written corrective feedback as the most effective method to avoid learners’ future errors. Despite the fact that their studies have been done in other countries, their results are closely related to the ones explained in this report. Now, the claim that focused direct written corrective feedback is the most effective one to improve accuracy in students’ new pieces of writing has been proved.
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Code-switching y sus implicancias en la práctica pedagógica de la enseñanza del inglés.
(2011-03)
Gallardo Palma, Damaris
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Villalobos Moyano, Romina Alejandra
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Bastías Herrera, Hayleen Pamela
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Peña Ferrada, María José
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Ibacache Ríos, Javier Alexis
La presente investigación es de tipo cualitativa puesto que pretende describir la percepción que tanto profesores como alumnos tienen del fenómeno lingüístico llamado code-switching (CS), su uso y sus implicancias en el proceso de enseñanza-aprendizaje del inglés como lengua extranjera. Este estudio se centra en las variables motivación y comprensión del idioma inglés por parte de los alumnos en el contexto del aula. La técnica de investigación utilizada es la encuesta. Con este propósito se diseñaron dos encuestas, una para ser aplicada a una muestra de 5 profesores de inglés, de una población total de 8 docentes, de los Colegios Adventistas de la octava región del Bío-Bío, y otra para ser respondida por una muestra de 15 alumnos por nivel, (240 alumnos como muestra total, de primero a cuarto medio) de los Colegios Adventistas de la misma región, de una población total de 2187 alumnos. Los resultados arrojados por las encuestas aplicadas en dichos colegios permiten conocer si la percepción de alumnos y profesores con respecto al uso de code-switching en el aula es positiva o negativa para el proceso enseñanza-aprendizaje del inglés. También permitirá conocer si su uso en el aula es frecuente, si incide en la motivación, y si resulta ser de una herramienta útil para la comprensión de contenidos.
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Use of strategies in extensive readings in language learners from the english teacher training program of the Adventist University of Chile.
(2013-11)
Herrera Marín, Carolina Ximena
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Urbina Cerda, Katheryn Alexandra
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Thomann López, Steffi Rossana
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Vildósola Campos, Marcela
The present investigation deals with reading strategies and how they can be useful in reading comprehension tasks, especially extensive readings. Our research was done with the help of four subjects as our sample, who are students from the English Teacher Training Program of the Adventist University of Chile. The aim of our research was to discover whether the use of reading strategies had an effect on the comprehension of extensive readings. To fulfill our goals, a number of reading strategies was selected and presented to the participants in various interventions to their English Literature II course. To accomplish our objective, we decided to measure the final results obtained by the participants in two different reading tests, one, to evaluate the reading of the book Jane Eyre and the other to assess the reading of the book Pride and Prejudice. We compared them to the results attained by students of previous years, when answering the same tests. This gave us interesting information on how strategies can affect the reading process.
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Implementation of a web platform to aid writing and its impact on students from the english teaching programme.
(2016-06-01)
Meza Pando, Andrés Antonio
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Rojas Luan, Fernando Patricio
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Durán Barrenechea, Matías Alejandro
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Fernández Lara, Alexis Alejandro
This qualitative-exploratory research investigated the potential role of an ESL website (web 2.0) as a way to compliment writing activities for first year students of the English Teaching Programme, UNACH. It assessed two activities in which twelve students were divided into two groups, accomplishing a common task through different means. One group completed the activity on an online platform and the other completed it on paper.
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The use of videos for improving listening comprehension
(2016-12)
Lagos Jara, Teresa Liliana
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Rodríguez Chávez, Syndia Fabiola
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Sepúlveda Navarrete, Lorena Yoselin
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Venegas Zurita, Karla Susana
The focus of this experimental and quantitative research was to find out whether the use of videos improves listening comprehension skills in students. The research was carried out through the implementation of strategies and techniques to improve listening comprehension skills. The sample was taken from two different subsidized schools “Colegio Hispano Americano Rio Viejo” and “Colegio Evangélico Betania”, at high school level. The procedure involved an estimated time of five weeks; during the first week the pre-test was applied to both groups, then during the second until the fourth week, students who belong to the experimental group were trained on activities to improve listening comprehension; and then in the fifth week the post- test was applied to both groups of students.
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The effect of multimodalities on reading comprehension in efl students.
(2017-10)
Aranda Gutiérrez, Constanza Ester
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Arteaga Muñoz, Melisa Andrea
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Martínez García, Jacqueline Abigail
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Vildósola Campos, Marcela Soledad
Reading, one of the four skills that students need to develop when learning English as a second language, represents a stressful experience for both students and teachers due to the formers’ low level of reading proficiency when it comes to reading comprehension. However, the task of increasing their reading comprehension cannot be carried out using only one strategy or method since every student is different and has different needs. One approach that seeks to incorporate the different students’ learning styles is multimodality. This quasi-experimental, mixed method study explores the effect of multimodalities on the students’ reading comprehension. The results were obtained from two groups of sixth graders and two groups of eleventh graders.
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Explicit teaching of high frequency words to help in the comprehension of simce reading texts.
(2017-11)
Moncada Sierra, Marcela Paz
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Casiano Monterroso, Evelyn Odeth
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San Martín Castillo, Viviana Angélica
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Fernández Lara, Alexis
In Chile there has been a common challenge circling around language teachers which was the improvement of the reading skills in language learners. It has been hard to guide a significant reading comprehension in students’ mother tongue and even more so when it comes to teaching and practicing reading in a foreign language as shown in the results of the English SIMCE test taken in Chile. Regarding an optimized way for the acquisition of vocabulary and to be able to understand reading texts, 11th grade students of San Fernando high school were faced with different receptive teaching strategies where the first 1000 high frequency words were presented, which make up 70% of the great majority of texts.
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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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Improving spelling trough mnemonic technics.
(2018)
Condarco inturias, Jhoselin Carla
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Maldonado López, Rikidi
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Martínez Mena, Catalina Paz
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Fernández, Alexis
The purpose of this study was to analyze whether there was any difference between two mnemonic technics - the Loci and the Keyword Method. The participants were a class of 7th graders of The Adventist School in the city of Chillán. The data were collected via 2 dictations. For the first dictation, 36 students were tested using the Loci Method, and for the second dictation, 34 students were tested using the Keyword Method. These 2 dictations consisted of 18 words each and students were asked to use the corresponding mnemonic strategy previously taught. At the end of the study the results indicated that there was no significant difference between these two methods, though the Loci Method showed better results than the Keyword Method.

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