3.11 Tesis magíster
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Browsing 3.11 Tesis magíster by Subject "428"
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- ItemPromoting critical awareness in EFL readings : a critical pedagogical proposal in 11th grade at a subsidized school(2021) Cuitiño Ojeda, Jocelyn Carola; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de LetrasNowadays, teaching English does not only involve teaching the language per se, but it also involves preparing students to question the subtleties of the language in this globalized world. In the Chilean educational system, the opportunities to develop critical reading skills are scarce mainly due to the low amount of time allocated for the English subject and the lack of effective material to foster critical awareness. Thus, critical awareness in readings comes to be a challenge inside the classroom because it requires providing students with the tools to analyze and question the texts they encounter. In this context, this action research gives an account of the results obtained by implementing an online critical pedagogical proposal based on a critical approach to textbook readings. The objective was to promote critical cultural awareness in 12 eleventh-grade students from a subsidized school. The results were assessed by using an analytic rubric to evaluate the critical reading performance at the beginning and at the end of the intervention. Along the comparison of scores, data was also analyzed by the means of thematic analysis. Finally, a questionnaire with open-ended questions and a Likert scale were responded by the students. The results showed that students’ scores in the three main types of analysis –textual, discursive and social– improved by the end of the intervention. Also, students’ reported that they enjoyed and learned English throughout the implementation of the critical proposal. Further research on longer critical intervention is suggested.
- ItemUsing 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 LetrasThe 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.
- ItemUsing 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 LetrasEste 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.