3.11 Tesis magíster

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Browsing 3.11 Tesis magíster by browse.metadata.categoriaods "04 Educación y calidad"

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    A genre-based approach to teaching personal recount writing to 6th grade EFL students in Chile
    (2023) Ortega, Abigail; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    This mixed-methods study intended to implement a genre-based approach to writing, informed by SFL (Systemic Functional Linguistics), in a Chilean EFL (English as a Foreign Language) context. The primary aim of this research was to evaluate the effectiveness and student perceptions of a genre-based pedagogical intervention (GBP) designed to enhance the writing proficiency of sixth-grade EFL students in producing personal recount texts.The writing assignments of five students were analyzed, engaging in the production of a specific form of personal recount text: diary entries. The assessment of the effectiveness of the genre-based intervention involved the analysis of pre-test and post-test diary entries, with a focus on the social purpose and language choices inherent to the personal recount genre. Data was collected through quantitative analysis of diary entries, and qualitative analysis of the participants’ responses to an open-ended questionnaire.The findings of the pre-test and post-test compositions, supported by a statistical analysis, identified a substantial improvement in students' overall personal recount writing skills following the implementation of the genre-based approach, in aspects such as use of evaluative language and cohesively connecting a sequence of main events. Results also indicated that students' perspectives were mostly positively impacted by the GBP's application, with students indicating that each stage of the method was effective in helping them write their compositions. Overall, the results highlight students' predominantly positive perspectives on the application of the GBP, emphasizing the effectiveness of each stage of the method in facilitating their composition process in aspects such as genre comprehension and easiness in the writing process. Ultimately, this research contributes to the understanding of the potential of genre-based pedagogy in the Chilean EFL context and its impact on students' writing performance and perceptions.
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    Enhancing CLIL Teacher-training In Preschool Education Through R2L Implementation
    (2024) Gahona Rojas, Nicole; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
    This action research aims to enhance the quality of teacher-training for preschool teachers in a Content and Language Integrated Learning (CLIL) program. The study was conducted in a teacher-training course for preschool teachers from three public schools in Santiago, all participating in a bilingual project. The course aims to provide teaching strategies for preschool non-EFL teachers to integrate content and language knowledge in their classrooms. This study addresses the challenges identified in CLIL training by proposing a more effective integration of content and language, specifically through a pedagogic approach known as Reading to Learn (R2L).The general objective of this study is to implement the R2L approach as a method for providing effective CLIL teacher training in preschool education, by fostering meaningful pedagogic interactions and activities. The objective is achieved through action research methodology. The intervention provided workshops that teaches R2L as an explicit teaching approach that guides the development of CLIL activities in preschool classrooms. The R2L pedagogy was taught using the scaffolding principles informed by the genre-based pedagogy, including modelling and deconstruction of the R2L pedagogy, joint planning, before participants’ individual practice in the preschool classrooms. The impact of the intervention is assessed through two different types of data – that are the recording of participant’s teaching performances, and one- on-one interviews with the participants.The analysis of participants’ performances revealed that R2L helped preschool teachers develop teaching activities that integrated content and language effectively. Additionally, it supported teachers in creating effective pedagogic interactions in the classroom. Analysis of teacher interviews revealed that R2L provided an explicit approach to work with CLIL in very young learners, they highlighted the usefulness of having a script to guide their interactions, together with the support of multimodal resources. However, they acknowledge that further training was needed to improve proficiency and interaction in L2 in the future.This study contributes to the teacher-training program by developing understanding of the R2L approach for preschool teachers in CLIL contexts. The results demonstrate that enhancing teachers’ knowledge about language can lead to a systematic understanding of the linguistic characteristics present in texts, providing an explicit framework for developing pedagogic approaches that address both content and language knowledge with EFL learners.
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    Using image schemas to develop spaciotemporal conceptualizations in the learning of English phrasal verbs with off during reading comprehension tasks
    (2023) Contreras Armijo, Javier Andrés; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
    The Chilean educational system, for years, has emphasized the relevance of developing a communicative approach to teach English as a Foreign Language in our classrooms. In fact, most of the curricular adjustments over the past 15 years, have turned to promoting English educational settings in the light of tasks that can consider the four language skills to engage students and facilitate learning. However, there seems to be a great distance from these goals and the actual practices and strategies developed by national academic programs. This situation has done nothing but to increase an already worrying reality regarding rote-learning strategies to teach grammatical structures, the overall preference of focusing on prescriptive methods rather than descriptive ones and classrooms centered on learning grammatical structures on a side, and communicative skills on the other. Therefore, the aim of this study is to develop a teaching strategy for phrasal verbs with off in the light of reading comprehension tasks. Also, that image schemas and Cognitive Linguistics principles facilitate the learning of structures that commonly are associated with random meanings and memory-based skills to learn them. The study, practices and instruments were designed following mixed-method principles to collect both quantitative and qualitative data to analyze results. Our research concluded that image schemas do not only facilitate the learning of phrasal verbs with off but, also, have a long-term effect on memory. Moreover, the use of reading comprehension tasks promotes learning of these structures and the understanding of non-adapted material in the EFL classrooms.