3.11 Tesis magíster

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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.
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.
Espacios formativos : cine y teatro en los extramuros institucionales (Chile, época 70, 80 y 90)
(2022) Pastén López, Ignacio; Opazo, Cristián; Pontificia Universidad Católica de Chile. Facultad de Letras
La tesis espacios formativos: cine y teatro en los extramuros institucionales (Chile, época 70, 80 y 90) establece como punto de partida la idea que entre los años 70 y 90 en Chile los talleres de cine fueron un espacio de reunión y formación para las prácticas teatrales que se encontraron al margen de las instituciones del arte.
Exploring the effects of a mixed writing feedback model integrating artificial intelligence on primary learners english graphophonemic awareness
(2023) Pearsall, Charlotte Rose; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
This mixed-methods action research project aimed to improve graphophonemic awareness through a mixed writing feedback model in second-grade English students within a multilingual classroom at an international school in Santiago, Chile. The reasons for the students' lack of graphophonemic awareness includes the mix of first languages and issues during early literacy acquisition during the pandemic in online classes. Students took pre-tests and post-tests and over two intervention cycles, students composed spontaneous texts, which received writing corrective feedback from their peers, teacher, and artificial intelligence. The study's outcomes demonstrated that a mixed writing feedback model improved students' graphophonemic awareness, increased writing motivation, and improved students’ self-perceptions of spelling competence. Additionally, the study revealed that while spelling errors vary among first language groups, the ə/, /ɪ/, and /eɪ/ phonemes present the most challenging sounds for students when spelling.
Foreign Language Enjoyment, Linguistic Self-confidence, and the Oral Production of Past-tense Irregular Verbs in Online Interaction
(2023) Núñez Carmona, Melissa Belén; Ramay, Allison; Pontificia Universidad Católica de Chile. Facultad de Letras
The present study investigated the acquisition of the irregular past tense in an online setting through a positive psychology lens. Due to the learning and contextual needs of the participant, the pedagogical efforts of this research project were put on her linguistic as well as sociocultural development. The constructs involved were foreign language enjoyment (FLE) and linguistic self-confidence (LSC), which have been studied in relation to other sociolinguistic variables inside the classroom. The current study aimed to a) analyze an EFL student’s foreign language enjoyment while speaking to other English-language users through a video chat online platform and b) analyze the role of foreign language enjoyment in relationship to the oral production of irregular past tense verbs in online conversations. To achieve these objectives, a mixed-methods design was used in the context of a case study. Data was obtained from pre- and post-intervention interviews with the student, in which her FLE and LSC levels were measured as well as her irregular past tense performance, and oral interactions with other English speakers from around the globe through the HelloTalk language-learning app. It was found that the factors of the participant’s FLE and LSC were positively influenced by the intervention and that the accurate production of irregular past-tense forms is related to a learner’s LSC levels. This piece of research sheds light on ways of boosting L2 learners’ FLE and, more specifically, their LSC by using social-media-like language-learning tools for oral practice and real-life interaction.
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.
Poética, didáctica y alfabetización científica a través de la ciencia ficción en la obra de Aldunate y Riquelme: una propuesta de lectura interdisciplinaria
(2022) Tapia Marín, Felipe; Santos López, Danilo Leonardo; Pontificia Universidad Católica de Chile. Facultad de Letras
La presente investigación es de carácter interdisciplinario, conjugando aspectos de literatura y pedagogía. Su principal objetivo es examinar las aplicaciones de la literatura de la ciencia ficción como herramienta de aprendizaje, tanto en la adquisición de conocimiento y alfabetización científica, como promotor del interés en la ciencia. Para ello, se analizaron las obras de la escritora Elena Aldunate: las cinco novelas que componen la saga de Ur, y La Ventana de Olduvai de Hugo Riquelme. Para estudiar el potencial antes mencionado se debe reparar en cuestiones teóricas, como la distinción entre ciencia ficción blanda y dura y la importancia de la verosimilitud en la construcción de un novum en la obra narrativa. También se llevó a cabo un análisis de las obras referidas a partir de criterios pedagógicos, que hacen la distinción en diferentes escenarios de aprendizaje, entre los que se cuentan la educación formal, no formal e informal, así como la educación liberadora, el aprendizaje, la alfabetización literaria y científica, y los diferentes propósitos u objetivos de lectura de una obra literaria. Los resultados de la investigación indican que el potencial de aprendizaje de tipo científico en obras de ciencia ficción, están normados por variables que incluyen el tipo de obra literaria, la autonomía del lector, su disposición para el aprendizaje, los objetivos de lectura y también las intenciones del autor. En el caso de la saga de Aldunate, es posible advertir una intención formadora explícita, mientras que en la novela de Riquelme, los contenidos científicos son funcionales al novum del mundo narrado. No obstante, pese a que el objetivo de la obra literaria no es didáctico, es posible acceder a aprendizajes generales y básicos a través de la lectura de esta.
Reading to learn cycle : writing narrative texts in the EFL Chilean context
(2022) Lorca Mesina, Stephanie A.; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
Throughout life, reading and writing are fundamental skills in our learning process. They help us to communicate, create relationships, and describe the world around us. In this context, the EFL classroom represents its own challenges and opportunities. The current educational model in Chile has caused a deep segregation in terms of access to education, so English proficiency has been recognized as a social-economic indicator. Marginalized Spanish-speaking groups avoid reading and writing due to their complexity. The Reading to Learn model proposes that there is a systematic cycle that could help EFL learners to explicitly construct their own texts, unveiling the historically hidden conventions when it comes to writing. The following action research study aims to evaluate the effects of Reading to Learn methodology to help high school students to improve their writing of narrative texts by recognizing genre and the infinite combinations to express meaning that the system offers to language users. This research was carried out in virtual learning and the pedagogical intervention was designed considering quantitative and qualitative data. It consisted of initial surveys for teachers and students, a pre-test, seven action-research cycles, a post-test, and a final survey for participants. The main qualitative findings suggest that the Reading to Learn methodology helps to improve writing in terms of lexicogrammatical choices that convey attitude and refer the participation of people and things in discourse. Similarly, the main quantitative findings indicate that participants enhanced their genre-knowledge including more phases and structures of the narrative genre after the interventions. Keywords. Reading to Learn, narrative text, writing, action-research, EFL.
The effect of a genre-based approach to the enhancing of writing skills in exposition texts in Eleventh-grade students
(2023) Cruz Cariñe, Roxana Antonia; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
The Chilean Ministry of Education for many years has emphasized the importance of developing the four language skills of the English language, being the writing skill one of the most present in activities in textbooks at all different school levels. In higher levels, such as eleventh grade, students are asked to write more complex texts, for example exposition texts. This type of text implies students to manage the 21st century skills which comprise higher order thinking abilities among other abilities. However, there has been little development on socializing a successful writing teaching approach nor has been explicit explanation of the differences found in all the existent text types, that is to say, their social purpose, intended audience, structure, and characteristics. This situation has led students to write different types of texts following the same steps and using the same linguistic resources available for them without much understanding. The present study aims to demonstrate how important is to become aware of the relevance of the linguistic choices that students have when writing an analytical exposition text through a through a contextualized explicit language teaching based on a genre-based approach (GBA) informed by Systemic Functional Linguistics (SFL), which consists of different specific stages. This study was carried out in a nine-week time using a methodological framework designed following a mixed method approach consisting of quantitative and qualitatively data analysis focusing on the written compositions of 15 eleventh-grade students of a middle class subsidized school in Santiago de Chile. The results of this research concluded that students’ writing skill in producing an exposition text was enhanced. Based on the positive results of this study, it is recommended that GBA aligned with the Teaching Learning Cycle should be implemented, at least, in higher levels of secondary education in Chilean schools with the objective of boosting students’ genre knowledge in generating different types of texts, especially, academic texts.
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 a Reading to Learn (R2L) adaptation to support students’ language learning in the production of spoken daily routines
(2022) Mendoza Godoy, Diego; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
The study reported in this thesis is an action research project which investigates the teaching of oral production in English at a tertiary education institution. The study is concerned with establishing an effective pedagogy to support students’ English language learning. This action research project draws on the Reading to Learn (R2L) pedagogy informed by Systemic Functional Linguistics (SFL). The R2L pedagogy is concerned with providing systematic and strategic support for students’ English language development, specifically about the oral production of a genre named here as daily routine. Three phases of an adaptation of the R2L pedagogy are conducted in this intervention. Teaching this genre enables students to develop language skills to talk about both a personal daily routine and another person’s daily routine. The intervention draws on several scaffolding tools in the pedagogical design. These include pedagogical activities informed by R2L, classroom interactions with translanguaging, and multimodal teaching materials. The results of the intervention program indicate three important outcomes. First, the conduction of the pedagogical activities informed by R2L successfully helps students better produce spoken daily routines. Second, the use of L1 (Spanish) is effective in learning L2 (English) when the reduction of L1 is carefully planned. Third, the employment of multimodal resources in the teaching materials facilitates students’ language comprehension and production. The study is innovative for two reasons. It provides an effective adaptation of the R2L pedagogy to improve oral production. And it provides an active intervention for supporting students’ English language learning in an online environment.
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.
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.
Using Reading to Learn in teaching anecdote sharing in conversation within an EFL context
(2023) Alarcón Aguirre, Dennisse Solange Yire; Hao, Jing; Pontificia Universidad Católica de Chile. Facultad de Letras
This action research aims to develop students' conversational skills for sharing anecdotes. The study took place in a 9th grade classroom at a private school in Chile. Although the English langauge teaching at the school generally aims to develop students’ langauge skills with the use of communicative approaches, the lack of explicit classroom applications of these approaches has caused problems regarding the instruction of knowledge about language, the teaching of spoken interaction, and the role of the teacher in the classroom, which have hindered students’ language development. To provide students with more effective support, this study aims to provide a teaching pedagogy that equips students with the necessary language resources to share anecdotes. The study is conducted using a mixed-methods action research informed by a genrebased pedagogy (GBP), specifically known as the Reading to learn (R2L), drawing on the understanding of language from a Systemic Functional Linguistics (SFL) perspective. The R2L pedagogy is adapted in this study to guide students through the most relevant language resources needed when sharing anecdotes in oral conversations. The pedagogy provides the teacher with systematic and structured pedagogic activities for teaching the language patterns present in anecdotes, gradually fostering students’ autonomy and independence in the language production. The impact of this action research is assessed by examining students' performances while sharing anecdotes before and after the intervention, through pre and post tests focusing on their storytelling and their ability to engage in conversation. The results of the study demonstrate that using R2L has a positive impact on developing students’ conversational skills for sharing anecdotes, support students to develop a wide range of linguistic resources related to story telling and having converstions. The study contributes to EFL teaching by makig explicit connection between Communicative Competence and SFL language description, offering a new perspective for language development. It also provides a practical methodology for teaching speaking skills, indicating its potential for wider application.
Using written corrective feedback to improve young beginning students’ oral production in a public school
(2022) Martínez Cortés, Carolina Pilar; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
Este trabajo implementó el uso de la retroalimentación correctiva escrita en conjunto con el ciclo de Anne Burns (2012) para mejorar la producción oral de estudiantes jóvenes de una escuela pública en San José, California, Estados Unidos. Para lograr este objetivo se necesitó mejorar la participación de los estudiantes e implementar una estructura de pre-test, post-test y delayed post-test en conjunto con la formulación de historias. En los resultados se puede ver una mejora en la participación de los alumnos debido a la modalidad online de esta investigación. Adicionalmente, se puede observar una mejora en las áreas de gramática, vocabulario y extensión en los alumnos en el post-test sin embargo también hay una leve baja en extensión en el delayed post-test.

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