3.11 Tesis magíster

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EFL motivation in primary school students : American films to enhance motivation for EFL learning at school.
(2015) Tasso Moreno, José Antonio; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.
Enhancing English Writing Skills among Native Spanish-Speaking Students through translanguaging: an Action Research at Liceo 7, Santiago, Chile
(2024) Segovia Navarro, Carla Lucia; Vidal Lizama, Margarita Victoria; Pontificia Universidad Católica de Chile. Facultad de Letras
Este proyecto de investigación-acción explora la enseñanza de la escritura en inglés mediante la actividad de translanguaging "Reading as Writers, Using Mentor Texts." Realizado en una clase de undécimo grado del Bachillerato Internacional en el Liceo 7 de Providencia, Santiago, Chile, el estudio tuvo como objetivo mejorar el rendimiento en la escritura de reseñas de películas (movie reviews). Para ello, se utilizó estratégicamente el español y el inglés, junto con la pedagogía basada en géneros (genre-based pedagogy), para enseñar las etapas específicas de la escritura de reseñas de películas y ampliar el repertorio lingüístico de los estudiantes.Los resultados obtenidos muestran que las actividades de translanguaging, junto con la pedagogía basada en géneros, mejoraron significativamente la capacidad de los estudiantes para escribir reseñas de películas. Además, estas intervenciones facilitaron la aplicación de nuevo vocabulario y estructuras lingüísticas complejas, enriqueciendo así su expresión escrita en inglés.
Evaluating the progression of a group of EFL international baccalaureate students after a genre-based application : a systemic functional analysis.
(2019) Acevedo Ampuero, Paola Cecilia; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
This research aimed to assess the progression of a group of high-school EFL International Baccalaureate, henceforth IB, Spanish speaking students, towards the attainment of higher levels of proficiency regarding the control of generic patterns and lexicogrammatical choices in writing expository texts. This study analyzed the expository genre realized in two text types: an argumentative essay and a discussion. Each version was taught through a previously planned cycle which was designed following the stages proposed by a genre pedagogy, particularly the teaching-learning cycle (TLC) based on Rothery's work in 1994. After the application of each cycle, the products of the participants were analyzed through a Systemic Functional perspective which considered students' written discourse, realized in ideational, interpersonal and textual resources. The three metafunctions were studied and analyzed in terms of complexity and accuracy. After the analysis, the results were reported following a qualitative methodology which is sustained by a semiotic paradigm. This study considered not only the participant's products as its main source of data collection but also included a focus group carried out to understand beyond quantitative data and include participants actively and collaboratively within the study. This instrument gathered evidence of students' perception about their learning process, the method applied during the cycles, and how this could contribute to a gradual gain of confidence and control when writing in English in academic contexts. The results of the analysis evidenced gradual improvement in the attainment of patterns present in expository texts; the metafunctions realized in field, tenor, and written mode, were displayed in more precise and complex lexico-grammatical choices; complex ideational and interpersonal resources were perceived to act simultaneously and systematically not distinctly or independently in texts. The main findings in regards to students' perception, revealed that most participants acknowledged the exposure of visible textual resources as of explicit teaching that helped them improve and understand writing and its social purpose through a visible model. Most participants recognized the contribution to their improvement and an eventual gain of confidence when attempting to write academic genres for the International Baccalaureate demands.
Implementing cognate identification strategies to improve law students’ proficiency in legal english reading comprehension tasks
(2022) Catalán Salazar, Alberto; Rundquist, Eric; Pontificia Universidad Católica de Chile. Facultad de Letras
Proficient reading comprehension in legal English texts and activities is one of the main objectives pursued by the Legal English Program at Universidad de Chile, essential for professional or further academic development in this area. The following action research study addresses the specific reading comprehension difficulties first-year law students in the Legal English Program face when asked to complete such tasks. The problem these students have concerns the type of vocabulary used in these texts and materials, which is representative of the context and the specificity of the topics. Comparing pre-test and post-test results helped determine that explicit teaching of cognate identification strategies promotes cognate awareness-raising as an effective method to improve reading comprehension proficiency in this area. In addition, the opinions collected through the survey confirm that subjects perceived the usefulness of cognate identification strategies and awareness when dealing with reading comprehension activities.
The effect of the process-genre approach in the development of 7th grade students' writing of a digital comic
(2022) Montiel Muñoz, Leslie; Barahona, Malba; Pontificia Universidad Católica de Chile. Facultad de Letras
Writing is still considered a difficult task for EFL students around the world. However, previous studies have demonstrated the efficacy of a process genre approach (PGA) in primary, secondary, and especially in tertiary levels of education. The PGA is the combination of process and genre-based approach which provides learners with the understanding of the recursive writing process as well as the importance of context, writing purpose, and the genre features needed to construct a text from a genre pedagogy perspective. This study aims to explore EFL students’ perceptions on the use of a process genre approach (PGA) and the effect on their compositions in a 7th-grade class. The study adopted an Action Research (AR) design and the data was obtained from surveys and students’ compositions. The overall findings of this study suggest that the implementation of the PGA in a 7th-grade class had a positive influence on students’ perceptions, who indicated that each stage of the approach was useful to write their composition. In terms of students’ compositions, the results showed a significant increase in all evaluated criteria (content, genre’s structure, vocabulary, grammar, and mechanics). Moreover, this study found that the PGA is a flexible approach that provides a wide range of scaffolding activities that might assist students according to their different needs in the development of their writing skills.
Using R2L to achieve UDL: Applying Genre-based Pedagogy in a pre-service teacher-training course
(2023) Ibaceta Quijanes, Ximena; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
This action research aims to improve the teaching quality of preservice teachers at the school level. The study takes place in an elective course from an English as Foreign Language (EFL) Teacher Education programme in Chile. The purpose of the course is to support preservice teachers in the achievement of the principles of the Universal Design for Learning (UDL) framework in their own teaching. Using UDL in English language teaching is concerned particularly with making language resources accessible to all language learners. In the last few years, preservice teachers in the course showed insufficient demonstration of accomplishing the UDL principles in their teaching performance at the end of the course. An important reason for this unsatisfactory outcome is that preservice teachers were not provided with sufficient and concrete pedagogic strategies for achieving the principles; the UDL principles tended to remain as abstract concepts. To tackle this issue, this study aims to provide an innovation of the undergraduate course, by offering explicit teaching of a pedagogic strategy that gives concrete guidance for pre-service teachers to achieve the UDL principles in their teaching practice. The study conducts an action research following a two-fold intervention informed by the genre-based pedagogy (GBP). First, the study implements a genre-based pedagogy, known as Reading to Learn (R2L), as a way of helping preservice teachers achieve the UDL principles in their teaching practice. The R2L pedagogy is informed by systemic functional linguistics (SFL), which considers the inherent relationship between language and context. With the linguistic underpinning, the pedagogy provides a series of teaching strategies that promotes equal access to knowledge by making explicit the language patterns in the teaching practice. The objectives of the pedagogy complement the objectives of UDL principles, providing helpful strategies for achieving the UDL principles in pre-service teachers’ classroom practice. Second, the teaching of the pedagogic knowledge about R2L in the course also follows a genre-based principle, specifically the Teaching-Learning Cycle (TLC). This design aims to provide a scaffolding process that benefits preservice teachers’ process of learning to teach. The study therefore adopts the genre-based pedagogy in the action research, including both the teaching about R2L, and the teaching through TLC. The outcome of this action research is assessed by analysing the teaching performances of the preservice teachers. Surveys are also conducted to understand the preservice teachers’ perception of teaching with R2L, and the perceptions of the school students’ learning 3 experience. The results of the study demonstrate that using R2L contributes to preservice teachers’ achievement of the UDL principles. The study directly benefits preservice teachers’ pedagogic knowledge development, providing useful pedagogic activities in the classroom practice. Second, the study contributes to the innovation of preservice teacher training in two important ways. It firstly demonstrates an effective way of achieving UDL principles through concrete and systematic pedagogic activities - i.e. the R2L pedagogy. Secondly, it shows an effective way of teaching pedagogic knowledge with a genre-based scaffolding, supporting presservice teachers’ learning to teach.

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