Using a Bilingual R2L Adaptation to Develop Speaking Skills For Movie Reviews in an EFL Context

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dc.catalogadorgjm
dc.contributor.advisorGajardo Moller, Consuelo
dc.contributor.authorCornejo Quinteros, Leonardo
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date2026-06-30
dc.date.accessioned2025-05-28T17:55:56Z
dc.date.issued2024
dc.date.updated2025-05-20T02:14:55Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2024.
dc.descriptionTESIS EMBARGADA POR EL ALUMNO HASTA EL 30 DE JUNIO DE 2026
dc.description.abstractAction research project which examines the teaching of oral movie reviews in an eleventh-year class at a government-subsidised private school in Puente Alto, Chile. The primary research objective is to evaluate the impact of using a bilingual Reading to Learn (R2L) pedagogy to develop students’ speaking skills for the production of the movie review genre. Grounded in Systemic Functional Linguistics, this pedagogy informs the selection and analyses of model texts, as well as the language focus for teaching the review genre.The proposed R2L incorporates three iterative cycles of classroom activities designed to scaffold students’ progression from reading to orally producing the review genre through teacher guidance. Additionally, translanguaging strategies are integrated in the R2L to facilitate students’ understanding of the review genre and its language features, enabling them to produce oral texts on their own. These two theoretical frameworks – R2L and translanguaging – build the bilingual R2L pedagogy to support and enhance the students’ oral production in English of movie reviews.The findings from this pedagogical intervention reveal three key outcomes. First, the implementation of the proposed bilingual R2L significantly helped students to develop well-structured oral reviews. Second, the pedagogical strategies of the proposed bilingual R2L successfully provided students with appropriate language features to produce movie reviews orally. Third, the intervention improved students’ skills to employ evaluative language to engage and persuade their audience when reviewing movies in speech. For all these reasons, this action research demonstrates that a bilingual R2L adaptation positively impacts on students’ language development and their ability to produce oral movie reviews. By providing structured scaffolding and plenty opportunities for guided practice, this approach proves to be an effective method to improve students’ confidence and competence in the oral production of the review genre.
dc.description.abstractThe study reported in this thesis is an action research project which examines the teaching of oral movie reviews in an eleventh-year class at a government-subsidised private school in Puente Alto, Chile. The primary research objective is to evaluate the impact of using a bilingual Reading to Learn (R2L) pedagogy to develop students’ speaking skills for the production of the movie review genre. Grounded in Systemic Functional Linguistics, this pedagogy informs the selection and analyses of model texts, as well as the language focus for teaching the review genre. The proposed R2L incorporates three iterative cycles of classroom activities designed to scaffold students’ progression from reading to orally producing the review genre through teacher guidance. Additionally, translanguaging strategies are integrated in the R2L to facilitate students’ understanding of the review genre and its language features, enabling them to produce oral texts on their own. These two theoretical frameworks – R2L and translanguaging – build the bilingual R2L pedagogy to support and enhance the students’ oral production in English of movie reviews. The findings from this pedagogical intervention reveal three key outcomes. First, the implementation of the proposed bilingual R2L significantly helped students to develop wellstructured oral reviews. Second, the pedagogical strategies of the proposed bilingual R2L successfully provided students with appropriate language features to produce movie reviews orally. Third, the intervention improved students’ skills to employ evaluative language to engage and persuade their audience when reviewing movies in speech. For all these reasons, this action research demonstrates that a bilingual R2L adaptation positively impacts on students’ language development and their ability to produce oral movie reviews. By providing structured scaffolding and plenty opportunities for guided practice, this approach proves to be an effective method to improve students’ confidence and competence in the oral production of the review genre.
dc.description.version2026-06-30
dc.fechaingreso.objetodigital2025-05-28
dc.format.extent386 páginas
dc.fuente.origenAutoarchivo
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/104510
dc.information.autorucFacultad de Letras; Gajardo Moller, Consuelo; 0000-0001-5371-5411; 1008862
dc.information.autorucFacultad de Letras; Cornejo Quinteros, Leonardo; S/I; 1298970
dc.language.isoen
dc.nota.accesocontenido completo
dc.rightsacceso embargado
dc.rights.licenseAtribución 4.0 Internacional (CC BY 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subjectReading to Learn (R2L)
dc.subjectTranslanguaging
dc.subjectSystemic Functional Linguistics
dc.subjectMovie Review
dc.subjectSpeaking skills
dc.subject.ddc400
dc.subject.deweyLenguases_ES
dc.tipo.dtdDesarrollo experimental o investigación aplicada, para la obtención de un proceso/método nuevo o mejorado
dc.titleUsing a Bilingual R2L Adaptation to Develop Speaking Skills For Movie Reviews in an EFL Context
dc.typetesis de maestría
sipa.codpersvinculados1008862
sipa.codpersvinculados1298970
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