3.11 Tesis magíster

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Browsing 3.11 Tesis magíster by Author "Lobos Vásquez, Leyla"

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    Academic vocabulary instruction and reading comprehension in academic texts for 10th grade students
    (2021) Elgueta Pizarro, Ximena D.; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
    Although schools in Chile prepare students in English reading comprehension, they do not consider the fact that students will also have to encounter tertiary education, where an important part of the information they receive will be presented in a non-familiar structure, with words different from the ones they are used to, which may have a negative impact on students’ learning process. This investigation will deal with academic vocabulary instruction and its effects on academic reading comprehension, expecting to find in qualitative and quantitative terms the concrete impact that learning new vocabulary has over reading comprehension in this specific type of text. This investigation was carried out through an action research perspective which will consider 10th-grade students from a private school in Santiago who are about to take their FCE exam.
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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.
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    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.
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    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.