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This study attempts to explore the differences and similarities between native English speaker (NES) teachers and non-native English speaker (NNES) teachers in their oral evaluation ratings of the same university level English language learners. To this effect, the iBT/Next Generation TOEFL Test Independent Speaking Rubric and a questionnaire were employed. The results reveal that NES teachers are more lenient in their oral evaluation ratings than NNES teachers. In regards to the questionnaire employed, it was found that NES teachers take into consideration the aspects of fluency and pronunciation more so than NNES teachers when orally assessing students, while NNES teachers take more into consideration the aspects of grammatical accuracy and vocabulary. Further research is required in the area of oral assessment specifically pertaining to nationality, age, work experience, and knowledge of a second language. Este estudio procura explorar las diferencias y similitudes entre profesores de inglés nativos del idioma (NES del inglés) y profesores de inglés no nativos (NNES del inglés), en relación a su evaluación oral a estudiantes que cursan el mismo nivel universitario. Para ello, se utilizaron dos instrumentos: iBT/Next Generation TOEFL Test Independent Speaking Rubric y un cuestionario. Los resultados revelan que los NESs son menos severos en su evaluación oral en relación a los NNESs. En referencia a los resultados del cuestionario utilizado, éstos revelan que los profesores NES consideran más los aspectos de fluidez y pronunciación en comparación con los NNESs cuando evalúan el desempeño oral de sus estudiantes, mientras que los NNESs enfatizan más la precisión gramatical y el vocabulario. En el área de la evaluación oral aún se requiere mayor investigación, específicamente en relación a la nacionalidad, edad, experiencia laboral y conocimiento de una segunda lengua.

The present qualitative study aims to, from a critical perspective, uncover the beliefs and attitudes that pre-service English teachers have with regard to diverse linguistic phenomena, viz. perceptions about English varieties, implications of a foreign accent in teachers of English, and the spread of English across the world. Similarly, it intends to unveil the factors that contribute to the establishment of such belief systems. The results show that highly stereotypical beliefs prevail with regard to varieties and accents of English, and that knowledge about the spread of English is rather meagre. Also, it becomes apparent that both implicit and explicit discourses used by teacher trainers exert a powerful influence on the construction of belief systems. El presente trabajo corresponde a una investigación cualitativa, enfocada desde una perspectiva crítica, que pretende develar las creencias y actitudes que evidencian estudiantes de un programa de preparación de profesores de inglés en relación a diversos fenómenos lingüísticos; entre ellos se destacan las percepciones sobre las variedades del inglés, implicancias de un acento extranjero en profesores de inglés, la masificación del inglés en el mundo y factores que contribuyen a los sistemas de creencias sobre las temáticas abordadas. Los resultados señalan que prevalecen representaciones estereotipadas sobre variedades del inglés y acentos, y que el nivel de conocimiento sobre masificación del inglés es magro; junto a ello, se evidencia una fuerte influencia de los relatos, tanto explícitos como implícitos, de sus docentes en la construcción de dicho sistema de creencias.

Tesina Magíster en la Enseñanza del Inglés como Lengua Extranjera L2 pronunciation and motivation play a critical role in L2 learning. Empirical evidence has shown that especially post-pubertal learners could benefit from explicit pronunciation instruction (DeKeyser, 2013; Ortega, 2014; Saito, 2013). Furthermore, correlations between L2 motivation, operationalized as the L2 motivational self-system (L2MSS), and pronunciation learning have been found (Moyer, 2014). The present study aims (1) to examine the extent to which post-pubertal L2 learners benefit from explicit pronunciation instruction and (2) to determine whether explicit pronunciation instruction and pronunciation gains are related to some L2MSS components. 30 EFL high-school learners participated in this study by taking part in a 3-week quasi-experiment, thus taking pronunciation pretests, posttests and completing an L2MSS survey. The results suggest that (1) explicit pronunciation instruction was not a significant predictor of pronunciation gains and (2) high scores in the Ought-to L2-self related to low scores in pronunciation. Future research addressing the effectivity of explicit pronunciation instruction and its relation with the L2MSS is needed. La pronunciación y la motivación juegan un rol crítico en el aprendizaje de una segunda lengua. Evidencia empírica ha demostrado que especialmente los estudiantes post-púberes se podrían beneficiar de la instrucción explicita de la pronunciación (DeKeyser, 2013; Ortega, 2014; Saito, 2013). Además, correlaciones entre la motivación, definida como la teoría del sistema motivacional del yo (L2MSS), y el aprendizaje de pronunciación han sido encontradas (Moyer, 2014). El presente estudio apunta a (1) examinar el grado en que los estudiantes post-púberes se benefician de la instrucción explicita de la pronunciación y (2) determinar si es que la instrucción explicita de la pronunciación y las ganancias en la pronunciación están relacionadas con algunos de los componentes del L2MSS. 30 estudiantes secundarios participaron en este estudio al tomar parte en un cuasiexperimento, por ende tomando pretests, posttests de pronunciación y completando una encuesta sobre el L2MSS. Los resultados sugieren que (1) la instrucción explicita de la pronunciación no fue un predictor significante de las ganancias en la pronunciación y (2) los puntajes altos en Ought-to L2 self se relacionan con los puntajes bajos en pronunciación. Investigaciones futuras que aborden la efectividad de la instrucción explicita de la pronunciación y su relación con los componentes del sistema motivacional del yo son necesarias. Palabras clave: instrucción explicita de la pronunciación, ganancias en la pronunciación y sistema motivacional del yo (L2MSS).

Tesina Magíster en la Enseñanza del Inglés como Lengua Extranjera Given the geopolitical status that English enjoys globally, many schools have given this language a major role in the curriculum. Content and Language Integrated Learning (CLIL) appears as a solution for many schools in Chile in the teaching of English as a foreign language. The main aim of this multiple case study was to explore CLIL teachers’ beliefs systems regarding grammar teaching, together with any possible reported inconsistencies emerging from the analysis of their beliefs and their teaching practices, and the possible elements responsible for any discrepancies. In this qualitative study, the data were gathered using individual face-to face interviews, and a focus group interview. The findings of this study suggest that most CLIL teachers believe in the communicative approach when teaching grammar, yet some reported that they teach it in a more explicit way. Also, it became apparent that most were not aware of the role of their prior experience as language learners in their current teaching practices, and that time constraint when planning posed a difficulty for greater consistency between their beliefs and practices. It was found that the results from CLIL teachers mirror those yielded in studies where licensed English language teachers’ cognitions have been explored. Dado el estatus geopolítico mundial que tiene el idioma Inglés, muchos colegios en Chile le han asignado un rol importante en el currículum. La metodología CLIL ha surgido en respuesta a la necesidad de enseñar Inglés como lengua extranjera. El objetivo principal de este estudio de casos múltiple es explorar el sistema de creencias que sostienen los profesores de Educación General Básica que enseñan metodología CLIL respecto a la gramática, junto con posibles reportes sobre inconsistencias entre sus creencias y sus prácticas, así como las causas potenciales de estas posibles inconsistencias. En este estudio cualitativo los datos fueron reunidos a través de entrevistas individuales cara a cara y un focus group. Los hallazgos encontrados sugieren que los profesores CLIL creen que la gramática en Inglés debe enseñarse desde una perspectiva comunicativa, sin embargo, reportan enseñarla desde una perspectiva descontextualizada. Por otro lado, se encontró que la mayoría manifestó no haber tenido conciencia respecto del rol de su experiencia previa como aprendices del idioma Inglés en su práctica docente, así como la falta de tiempo para planificar representaría una dificultad para que su práctica docente sea consistente con sus creencias. Se encontró que los resultados de los profesores CLIL se reflejan en los hallazgos de estudios exploratorios respecto del sistema de creencias de profesores licenciados de Inglés.

Tesis (Pedagogía en Inglés) Learning a second language involves the use of different strategies on the part of the learner. This qualitative study focuses on the speaking ability, especially, the use of Oral Communication Strategies (OCSs). This study aims to identify the OCSs employed by a group of eleven eighth-grade students at a subsided school, and aims at revealing the use of OCSs by successful learners. Four different communicative situations were analyzed over a period of two weeks. The current study uses participant observation to collect the data, and the OCSs identified were classified based on Nakatani’s (2010) taxonomy. Results showed that eight-grade learners use a varied array of OCSs; out of the fifteen categories, subcategories and domains presented in Nakatani’s taxonomy, only three were not used. In relation to successful students, results showed that Achievement Strategies were highly employed. Teachers of English can benefit greatly from this study by acknowledging a greater understanding of OCSs’ nature, taxonomies, and use. Key

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) Por mucho tiempo, la evaluación ha sido considerada como una parte integral en el proceso de aprendizaje. Por lo tanto, es necesario identificar las mejores alternativas disponibles para los alumnos. Es por esto que el propósito de presente estudio es determinar el impacto que tienen dos tipos de evaluaciones, concretamente una evaluación tradicional y una evaluación alternativa en un grupo de 32 alumnos de séptimo año básico pertenecientes a un colegio subvencionado. A través de un enfoque de método combinad, los datos cuantitativos fueron recogidos por medio de una encuesta, y los datos cualitativos fueron recogidos por medio de una entrevista de focus group. Los resultados evidencian que ambas formas evaluativas fueron valoradas positivamente, siendo la evaluación alternativa la que se impone como la más considerada, especialmente en la entrevista de focus group. Otros estudios longitudinales de este tipo deberían realizarse para determinar el impacto a largo plazo que tienen estas evaluaciones, junto a su evolución. Assessment has long been regarded as an integral part of the learning process. Therefore, it is necessary to identify the most accurate alternatives available for students. Thus, the purpose of the present study is to determine the washback effects of two different types of assessment procedures, namely, a traditional test and an alternative assessment procedure in 32 seventh, from a subsidised school. Through a mix-methods approach, quantitative data was gathered through a survey and qualitative data was gathered through a focus group interview. The results suggest that both procedures are positively valued, with the alternative assessment procedures being held in higher regard, especially in the focus group interview. Longitudinal studies of this type should be conducted to determine long-term washback effects, together with its evolution.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) This study aims at determining the suitability of an English language syllabus for Dentistry students. To this end, a mixed methods approach was applied with more emphasis in quantitative methods. The findings suggest that the syllabus is not suitable in terms of the time programmed for this course, which does not seem sufficient for students to find oral practice and grammar and listening assessment easy enough. They also seem to need more time than the 40 hours stated in the syllabus to show their skills in the A2 and B1 levels of proficiency according to the Common European Framework of Reference for Languages, which suggests a minimum of 180 guided teaching hours to reach level A2. The implications of this study will lead to the improvement of the syllabus at the Instituto Chileno Norteamericano de Cultura de Concepción, Chile, for providing a better service to higher education institutions such as Universidad del Desarrollo.

Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera) Esta investigación busca descubrir las percepciones de estudiantes adultos en relación al trabajo en pares en un aula donde se enseña inglés como lengua extranjera. El estudio se realizó en un instituto de idiomas, con un programa ofrecido por la Corporación de Fomento de la Producción (CORFO). Para esto, se aplicó una encuesta a un grupo de 13 estudiantes adultos. Curiosamente, a través de este método, se descubrió que estos participantes disfrutan escuchar las instrucciones del profesor y desarrollar actividades que involucren a toda la clase, pues sienten que aprenden mejor de esta manera y sus errores son corregidos inmediatamente. Sin embargo, estos participantes están conscientes de las ventajas que el trabajo en parejas pudiese tener y se dan cuenta que podrían beneficiarse del trabajo con sus pares. En otras palabras, les gusta trabajar de forma individual o como grupo-clase, aunque no tienen problema de trabajar con un compañero o compañera, si es necesario. Se requiere investigación más extensa para ver si es que los rasgos de personalidad y/o estilos de aprendizaje tienen una influencia significativa en las percepciones de los estudiantes adultos sobre el trabajo de pares This research seeks to uncover adult language learners’ perceptions of pair work in an English Foreign Language (EFL) classroom. The study was conducted at a language school in Concepción, in a language program offered by The Chilean Economic Development Agency (CORFO). To this effect, a survey was applied to a group of 13 adult learners. Interestingly, through this method, it was found that these participants enjoy listening to the teacher’s instructions and doing activities as a whole class because they feel they learn better this way and their mistakes are corrected immediately. However, they agree on the advantages of pair work and realize they can benefit from working with their partners. In other words, they like working individually or as a class, yet, they do not have problems to work with a partner if needed. Further research is required to see whether personality traits and/or learning styles have a significant influence on the adult language learners’ perceptions of pair work activities.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) This study aims at exploríng Engl!sh language teacher trainccs' perceptions of their dcgrccs of confidcncc with rcgards to thcir contcnt knowledgc and practica! knowlcdgc. To this end, a mixed mcthods approach was applicd. In ordcr to explore thc participants' pcrccptions. in more dctail. this study was focuscd in two major categorics: 1) Content Knowledge; 2) Practica! K1h•wlcdge W1thm the category of Contcnt Knowlcdgc, six sub-catcgorics werc pre­ e��tabhshed: 1) Grammar of the languagc; 2) Phonology and Phonetics; 3) Lcxis; 4) Pragmatics; 5) Sccond languagc acquisition thcorics; 6)Mcthods. Thc data collcction mcthods comprisc: 1) a survey that was administcrcd to 41 participants from two different universitics; 2) a group intervicw that was conducted with two groups of thrce participants each. Thc findings suggcst that Engh:,h language teachcr trainccs who participatcd in this study show high degrces of confidencc m the arcas of pragmatics and methods; convcrscly. partieipants show low dcgrces ar confidence in thc arcas of grammar of the languagc and practica! lnowlcdge.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) This study attempts to uncover the benefits of Collaborative Learning methodology on students' lexical and grammatical vocabulary acquisition. To this end, a quantitative design was applied in order to observe, numerically speaking, the impact of collaborative work on vocabulary acquisition. For this aim, pre and posttests were applied to two groups of students, control and experimental groups, in order to prove if there is any difference in students' vocabulary acquisition after the implementation of Collaborative Learning methodology systematically. It was found that, even though the students from the school where this study is conducted were mostly taught under a direct, teacher-centered approach, they shown a significant improvement in their acquisition and identification of lexical and grammatical vocabulary as well as in their vocabulary related abilities ( discrimination and identification). As mentioned earlier, this study follows a quantitative method, however, it is recommended to implement a mix method for future research in order to interview and know students' opinions towards their preferences about various teaching methodologies and learning styles. El presente estudio tiene como objetivo analizar los beneficios de la metodología de aprendizaje colaborativo en la adquisición de vocabulario léxico y gramatical por los estudiantes. Para estos fines, se utilizó un diseño cuantitativo para así observar, de forma concreta, el impacto del trabajo colaborativo en la adquisición de vocabulario. Siguiendo este diseño de investigación, se aplicaron pruebas a los dos grupos de estudiantes —grupo experimental y grupo control-, al inicio y término de la investigación —pre tests, posttests-, con el objetivo de comprobar si efectivamente existían diferencias en ambos grupos una vez aplicada la metodología de aprendizaje colaborativo de manera sistemática. Como resultado fue posible evidenciar que, a pesar de la metodología tradicionalmente implementada en el establecimiento —teacher-centered-, cuyo enfoque principal se fundamenta en la enseñanza directa del idioma, se comprobó una mejora significativa en la adquisición de vocabulario léxico y gramatical al igual que en las habilidades de discriminación e identificación de vocabulario por los estudiantes. Como ya ha sido mencionado, para este estudio se utilizó un diseño cuantitativo, sin embargo, para futuras investigaciones se recomienda implementar un método mixto de investigación para así conocer las opiniones y preferencias de los alumnos con respecto a las metodologías de enseñanza y aprendizaje a través de entrevistas o cuestionarios.

Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera) The Chilean Ministry of Education frameworks the teaching of English, by and large, in the Communicative Approach. This study attempts to determine the degree of congruence between the methodologies used within English classrooms and the tenets proposed by the Communicative Approach, in three municipal schools in Hualpén. To this end, data was collected from three English language teachers and five students randomly selected from each the three teachers’ classes. A semi-structured interview was used with the former participants and a focus interview with the latter. Also, a content analysis procedure was used to carefully examine the teachers’ lesson plans. The results suggest that despite the use of different proposals of the Communicative Approach, communicative competence is not being enhanced among students who do not have the possibility to use the English language as a communicative tool.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) This study aims to describe the underlying and explicit mechanisms and criteria used by English language teachers in two privately owned Chilean schools when selecting a new English language textbook in their corresponding contexts. To this end, we used a data-gathering method, namely a survey which balances theoretical and practica! concerns, and which allows for multiple simultaneous evaluations. Results were reviewed and compared, and suggest the schools under consideration share a common mechanism to select textbooks, while they feature both similar and different criteria when selecting a course book. The teachers' opinion on the criteria that should be used to select a textbook was also found to be quite similar in both schools. Este estudio pretende describir los mecanismos y criterios explícitos y subyacentes usados por los profesores de inglés de dos colegios privados chilenos al seleccionar un nuevo libro de texto de la asignatura para los contextos correspondientes. Con esta finalidad, la información requerida fue recopilada a través de una entrevista que equilibra los aspectos teóricos y prácticos, lo que permitió realizar múltiples y simultaneas evaluaciones. Los resultados fueron revisados y comparados y sugieren que los colegios considerados en el estudio comparten un criterio común para seleccionar los libros de texto, aunque muestran ciertas diferencias en cuanto a los mecanismos. La opinión de los profesores sobre los criterios y mecanismos que debieran ser usados para seleccionar un libro de texto presentó también similitudes en ambos casos.

Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera) The present study aims to determine the extent to which the design of a Chilean Second Language Teacher Education (SLTE) program’s language curriculum supports the achievement of an advanced level of English language proficiency at program completion. This language curriculum is competency-based, and underpinned by a technical-rationalist perspective of curriculum. To this end, a content analysis of the syllabi in the language strand of the curriculum was applied in reference to six pre- established categories: 1) presence of objectives, 2) competency descriptions, 3) syllabus design, 4) articulation among courses, 5) balanced inclusion of the four language skills, and 6) articulation towards advanced language proficiency. Data gathered through the content analysis was compared with that collected through four semi-structured interviews with university instructors from within the program. It was also cross-referenced with the Common European Framework of Reference (CEFR) and the British Council-EAQUALS Core Inventory for General English for purposes of determining articulation among courses and towards the pre-established exit goal of advanced language proficiency. The results clearly establish that the language curriculum does not meet the tenets of a competency-based language program, and therefore must be taken into consideration when analyzing the weak results of high- stakes testing conducted in this learning context.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) The aim of this study is to explore English language Pre-Service Teacher (PST) perceptions about feedback provided by school-based tutors during a practicum course in the context of an English teacher initial education programme, in Chile. The participants in this study are three English language pre-service teachers taking their second and final practicum course. The data collection methods used comprise (i) analysis of post lesson observation conference between the pre-service English language teachers and the school tutors; and (ii) individual structured interviews with pre-service English language teachers. The results were analysed under five pre-established categories of analysis that intend to ultimately respond the research questions of the study and which are: (i) the existence of identification of strengths and weaknesses (ii) aspects of the lesson referred to (iii) promotion of preservice teacher opinions (iv) expressions of sympathy (v) suggestions and recommendations. The results show that there are high levels of congruence between pre-service teacher's perceptions of the feedback and the structure of the feedback. However, sorne mismatches were identified which relate to the identification of weaknesses in PSTs' classroom teaching, the degree of PSTs' active participation within the feedback conference and in the expressions of sympathy provided by the Schooi-Based Tutors.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) This study attempts to explore the differences and similarities between native English speaker (NES) teachers and non-native English speaker (NNES) teachers in their oral evaluation ratings ofthe same university level English language learners. To this effect, the iBT/Next Generation TOEFL Test Independent Speaking Rubric and a questionnaire were employed. The results reveal that NES teachers are more lenient in their oral evaluation ratings than NNES teachers. In regards to the questionnaire employed, it was found that NES teachers take into consideration the aspects of fluency and pronunciation more so than NNES teachers when orally assessing students, while NNES teachers take more into consideration the aspects of grammatical accuracy and vocabulary. Further research is required in the area of oral assessment specifically pertaining to nationality, age, work experience, and knowledge of a second language. Este estudio procura explorar las diferencias y similitudes entre profesores de inglés nativos del idioma (NES del inglés) y profesores de inglés no nativos (NNES del inglés), en relación a su evaluación oral a estudiantes que cursan el mismo nivel universitario. Para ello, se utilizaron dos instrumentos: iBT/Next Generation TOEFL Test Independent Speaking Rubric y un cuestionario. Los resultados revelan que los NESs son menos severos en su evaluación oral en relación a los NNESs. En referencia a los resultados del cuestionario utilizado, éstos revelan que los profesores NES consideran más los aspectos de fluidez y pronunciación en comparación con los NNESs cuando evalúan el desempeño oral de sus estudiantes, mientras que los NNESs enfatizan más la precisión gramatical y el vocabulario. En el área de la evaluación oral aún se requiere mayor investigación, específicamente en relación a la nacionalidad, edad, experiencia laboral y conocimiento de una segunda lengua.

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera) The primary aim of this small scale investigation is to find out whether there are any Language Learning Strategies that account for students differences in learning a foreign language and if so which LLSs are used by sorne students that make them more successful L2 learners than others. In doing this research I want to uncover my 3rd year students' language learning strategies in order to determine whether they prefer one particular category at the expense of ali others or whether they use an evenly distributed set of strategies of ali types to improve upon their reading comprehension and listening skills. The study makes use of a Spanish adapted version of the Strategy lnventory for Language Learning Version 7.0 (ESL/EFL) in a sample of 17 3rd year students at the Chilean Air Force Academy who require to improve their English language skills as part of their professional training. The results show that as an overall the students used volitional and social strategies significantly more than any other category of strategies, with memory strategies ranking last on students' preference scale. The research also shows that more proficient students used more metacognitive strategies than less proficient students. The less proficient learners, on the other hand, preferred social strategies and cognitive strategies to metacognitive strategies. The research also analyzes individual strategy items, finding that the strategies reported as used more frequently by the more proficient learners were: Volitional, Cognitive and Metacognitive. To find out which type of strategy correlated with more successful learners' reading and listening proficiency, a correlational analysis was performed on students' cloze test seores and the strategies used, revealing that sorne strategies, such as cognitive and social had a positive effect on reading performance, whereas others seemed to have no effect with this group of participants. In terms of listening performance, there was a positive correlation only in the social strategy category.