Articles on Chilean ELT (A-Z)

Articles on Chilean ELT

Updated 18.09.2017

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  1. Abrahams, M. J., & Farías, M. (2011). Struggling for Change in Chilean EFL Teacher Education. Colombian Applied Linguistics Journal, 12(2), 110-118.
  2. Acosta, H. & Yilorm, Y. (2016). El proceso de enseñanza aprendizaje en la lengua inglesa bajo el enfoque focal skills en escuelas públicas chilenas. Revista Atenas. Vol. 1, N°33
  3. Alarcón, P., Díaz, C., Tagle, T., Ramos, L., & Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos. Actualidades Investigativas en Educación, 14(2), 1-31. Retrieved on March 22, 2015, from
  4. Alarcón, P, J. Hernández, J. Vergara, C. Díaz, D. Poveda.  (2015). Análisis de creencias sobre el rol docente en estudiantes de pedagogía en inglés chilenos a través de la metáfora conceptual.In Folios, 42(2), 161-177.
  5. Aliaga-Salas, L. (2017). Teacher educators’ voices on undergraduate TEFL curriculum innovation in Chile (T. Pattison, Ed.). In IATEFL 2016 Birmingham conference selections (pp. 51-53). Faversham: IATEFL.
  6. Aliaga, L., Inostroza, M-J, Rebolledo, P, Romero, G, & Tabali, P. (2015). RICELT: Creating a research community in Chilean ELT. ELT RESEARCH. January 2015(30), pp.34-35.
  7. Anabalón, Claudia, Casanova, Florencia , & Molina, Sandra (2016). The English level as a foreign language in 203 students (in the areas of economy, health, education and engineering) who form part of 9 undergraduate programmes, at Bío-Bío University in Chillán. The Language, Education and Culture Journal, 3(1).
  8. Aravena, Erick , Castro, Juan Luis, Gedda, Oriana , & Peñaloza, Raquel (2016). Anxiety in English oral test performance. The Language, Education and Culture Journey, 3(1).
  9. Arraño, C. (2015) Chile and its recent migration flows in a globalized world. Are we actually pulling or pushing population? The LEC Journal 2(1). ISSN 0719-497
  10. Astorga Cabezas, E. D. (2015). The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening. Higher Learning Research Communications, 5(2), 34-56.
  11. Baitman, B., & Véliz Campos, M. (2013). A comparison of oral evaluation ratings by native English speaker teachers and non-native English speaker teachers. Literatura y lingüística, (27), 171-200. Retrieved July 25, 2014, from 10.4067/S0716-58112013000100010.
  12. Bañados, E. (2006) "A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment." Calico Journal 23(3): 533-550.
  13. Barahona, M. (2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology. Moscow, Russia.
  14. Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional, 53(2), 45-67.
  15. Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.. education policy analysis archives, 24, 82. doi:
  16. Barraza, J. V. (2014). Using interactive graphical and technological strategies for EFL reading comprehension: A case study involving engineering students. Colombian Applied Linguistics Journal, 16(1). 29-39.
  17. Baynham, M. (1983). Mother tongue materials and second language literacy.ELT Journal, 37(4), 312-318.
  18. Blasquez, F. B., & Tagle, T. (2010). Formación docente: un estudio de las creencias de alumnos y profesores sobre el proceso de enseñanza y aprendizaje del inglés. Revista Iberoamericana de Educación, (54/4).
  19. Briesmaster, M. y Etchegaray, P. (2017). Coherence and cohesion in EFL students’ writing production: The impact of a metacognition-based intervention. Íkala, Revista de Lenguaje y Cultura, 22(2), 177-196.
  20. Burns, A., A. Westmacott, and A. Hidalgo Ferrer. (2016). Initiating an action research programme for university EFL teachers: Early experiences and responses. Iranian Journal of Language Teaching Research, 4(3), pp.55-73.
  21. Bustos Beck, M. (2007). Applied Linguistics/Learning to Read in ESL. Literatura y lingüística, (18), 233-251. Retrieved July 25, 2014, from 10.4067/S0716-58112007000100014.
  22. Cancino, M. (2015). Assessing Learning opportunities in EFL classroom interaction: What can conversation analysis tell us? RELC Journal, 46(2), 115 –129
  23. Cárcamo Morales, Benjamín (2016). Improving performance in interaction tasks by implementing effective feedback strategies and task repetition. The Language, Education and Culture Journal, 3(1).
  24. CÁRDENAS-CLAROS, M. and M. OYANEDEL. 2016. Teachers’ implicit theories and use of ICTs in the language classroom. Technology, Pedagogy and Education, 25(2), pp.207-225.
  25. Cataldo López, M. (2008). Delineating Latino Student's Reading Strategies. Literatura y lingüística, (19), 265-281. Retrieved July 25, 2014, from 10.4067/S0716-58112008000100015.
  26. Cautín, V. (2015) Análisis crítico del discurso: una discusión sobre su relevancia. The LEC Journal 2(1). ISSN 0719-497
  27. Cerna, M. (2017). Reflective innovations to overcome challenges in a Chilean action research project: my personal reflections. ELTED 20 (1).
  28. Charbonneau-Gowdy, P. (2014). Technologies for 21st Century Learning: Creating conditions for implementing sustained change in institutions of higher education in Chile. The LEC Journal 1(1). ISSN 0719-497
  29. Charbonneau-Gowdy, Paula (2016). Telling Tales: Testing a new model of literacy development using e-readers in teacher education in Chile. The Language, Education and Culture Journal, 3(1).
  30. Charbonneau-Gowdy, P. & Salinas, D. (2017). Cracking the cocoon: Promoting self-directed lifelong learning in EFL pre-service teachers in Chile through the guided use of social media tools. Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17), Polytechnic University of Valencia, Spain, p. 1371-1380. ISBN 978-84—9048-590-3.
  31. Charbonneau-Gowdy, P.  & Pizarro, J. (2017).  #IMHO: Extending Social Media to Promote the Development of Critical Thinking Skills of EFL Pre- Service Teachers, Proceedings of the 12th International Conference on e-Learning (ICEL), University of Central Florida, Orlando, USA, Academic Conferences Limited, p. 48-55. 
  32. Charbonneau-Gowdy, P. & Cechova, I. (2017).  Blind Alleys: Capturing learner attention online and keeping it: The challenges of blended learning programs in Chile and the Czech Republic, Proceedings of the 12th International Conference on e-Learning (ICEL), University of Central Florida, Orlando, USA , Academic Conferences Limited, p. 40-47. 
  33. Charbonneau-Gowdy, P. Salinas, D., Pizarro, J. (2016). Moving Away from Comfort Zones: Working in community with teacher educators to promote e-learning classroom-based research. Proceedings of the 15th European Conference on e-Learning, pp.129-137. Prague, Czech Republic. Academic Conferences Limited. 
  34. Charbonneau-Gowdy, P. Capredoni, R. Gonzalez, S. Jayo, M. J., Raby, P. (2016). Brave forms of mentoring supported by technology in teacher education. The Electronic Journal of E-Learning (EJEL),14(1), pp. 3-14. 
  35. Charbonneau-Gowdy, P. (2015). It takes a community to develop a teacher: Testing a new teacher education model for promoting ICT in classroom teaching practices in Chile, Electronic Journal of e-Learning, 13(4), pp. 237-249. 
  36. Charbonneau-Gowdy, P. Capredoni, R. Gonzalez, S. Jayo, M. J., Raby, P. (2015). Working the three T’s: Teacher education, technology and teacher identities. Proceedings of the 14th European Conference on e-Learning. Hatfield, UK.
  37. Charbonneau-Gowdy, P. (2015). Examining the influence of social media-infused teacher education courses on pre-service teachers’ first teaching practices. Proceedings of the European Conference on Social Media, 2 (pp. 73-80). School of Accounting and Administration at the Polytechnic Institute, Porto Portugal.
  38. Charbonneau-Gowdy, P. (2016). Exploring the experiences of learners in a large-scale distance language-learning program offered in countries across Latin America. Proceedings of the 11th International Conference on e-Learning, pp. 37-45. Centre Universiti Sains Islam Malaysia, Kuala Lumpur, Malaysia. 
  39. Charbonneau-Gowdy, P. (2017).  Moving Outside the Box: Researching e-Learning in Disruptive Times. Electronic Journal of e-Learning, 15(1), p. 59-69. 
  40. de la Barra van Treek, E.(2016). Aprendizaje cooperativo en la clase de inglés en cuatro colegios subvencionados de la Región Metropolitana. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 53(1), 1-14
  41. Delicio, R. (2009). The Role of Output in Language Learning: The Chilean Context. Revista Alicanto, 83-95. Retrieved August 4, 2015, from
  42. Díaz  Larenas, C. & Solar Rodríguez, M. I.  (2011). La revelación de las creencias lingüístico-pedagógicas a partir del discurso del profesor de ingles universitario.. RLA. Revista de lingüística teórica y aplicada, 49(2), 57-86. Retrieved July 25, 2014, from 10.4067/S0718-48832011000200004.
  43. Díaz Hormazábal, R. (2007). Argumentative writing strategies and perceptions of writing in academia by EFL college students. Literatura y lingüística, (18), 253-282. Retrieved July 25, 2014, from 10.4067/S0716-5811200700010001
  44. Díaz, C., Martínez, P., Roa, I., & Sanhueza, M. (2010). Una fotografía de las cogniciones de un grupo de docentes de inglés de secundaria acerca de la enseñanza y aprendizaje del idioma en establecimientos educacionales públicos de Chile. Revista Folios, 31(1), 69-80.20.   
  45. Díaz, C. et al. (2011). Comparing Teaching Styles and Personality Types of EFL Instructors in the Public and Private Sectors. PROFILE, 13 (1), 111-127.
  46. Díaz Larenas, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Issues in Teachers Professional Development13(2), 85-98.
  47. Díaz, C. et al. (2012). The English Teacher: his beliefs about English language assessment at primary, secondary and tertiary levels. IKALA, Revista de lenguaje y cultura, 17 (1), 15-26.
  48. Díaz, C., Tagle, T., Alarcón, P., Quintana, M., Ramos, L., y Vergara, J. (2013). Estudio de caso sobre las creencias deestudiantes de pedagogía en inglés respecto a la autoeficacia percibida y la enseñanza del idioma. Núcleo, 30, 41-67. Retrieved on March 22, 2015, from
  49. Díaz, L. C., Bastías,C. (2010) “Una exploración al rol y funciones del profesor mentor en el contexto de la formación inicial docente”. 2010. ISSN 0717-2494. Boletín de Investigación Educacional. Pontificia Universidad Católica de Chile. Facultad de Educación.
  50. Dizzia, E. (2011)."English As A Foreign Language Professional Development Practicum: Placing Skilled Teachers Where They Can Grow A Program Proposal For The Schools Of Cañadilla, SA Santiago, Chile".
  51. Edwards, S. (2013). Documenting the presence of English in the expanding circle: Linguistic landscapes of Santiago, Chile. Linguistic Landscape.
  52. Estrada, C., & Brauchy, J. (2016). High school diploma center students and teachers debate over the EFL curriculum. The Language, Education and Culture Journal, 3(1).
  53. Farias, M. (2005). Critical language awareness in foreign language learning. Literatura y lingüística, (16), 211-222. Retrieved July 25, 2014, from 10.4067/S0716-58112005000100012.
  54. Farías, M., & Abrahams, P. (2017). Reading With Eyes Wide Open: Reflections On The Impact Of Multimodal Texts In Second Language Reading. Ikala Journal of Languaje & Culture, 22(1), 58-70.
  55. Farías, M., Oblinovic, K., Orrego, R., & Gregersen, T. (2014). Evaluating types and combinations of multimodal presentations in the retention and transfer of concrete vocabulary in EFL learning. Revista Signos, 47(84), 21-39.
  56. Farías, Miguel, & Cabezas, Diego. (2015). Identity imposition in EFL textbooks for adult secondary education in Chile. In I. van de Craats, J. Kurvers & R. van Hout (Eds.), Adult literacy, second language, and cognition (pp. 69-88). Nijmegen, Netherlands: Radboud Universities.
  57. Faúndez, C. V. (2013). Effect of trained peer feedback on text organization in EFL writing. Estudios Hemisféricos y Polares, 4(1), 56-65.
  58. Gladic Miralles, J., & Cautín-Epifani, V. (2017). Niveles de comprensión en textos del área de lingüística: una aproximación desde el discurso académico disciplinar. Language, Education, and Culture Journal, (4). Retrieved from V_Gladic J_Gonzalez C.pdf?t=1500481232.
  59. Glas, K. & Cárdenas-Claros, M.S. (2013). New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context. English Teaching: Practice and Critique December, 12: 3, 23-40.
  60. Glas, K. (2008). English opens doors... but to what? Discourse analysis on English teaching in Chile, 2003-2006, Revista Educación y Pedagogía, Vol. XX, 51, 111-121
  61. Glas, K. (2015) Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation, Research Papers in Education, DOI: 10.1080/02671522.2015.1049287
  62. Godoy de la Rosa, W. (2014) Differences between ELT textbooks and English language corpora: A quick look into the Chilean context. The LEC Journal 1(1). ISSN 0719-497
  63. Gómez  Álvarez, L., Sandoval Zuñiga, M. S. & Saez Carrillo, K. (2012). Comprensión auditiva en inglés como L2: Efecto de la instrucción explícita de estrategias metacognitivas para su desarrollo. RLA. Revista de lingüística teórica y aplicada, 50(1), 69-93. Retrieved July 25, 2014, from 10.4067/S0718-48832012000100004.
  64. Gómez Burgos, E. (2015). First year university students’ use of formulaic sequences in oral and written descriptions. PROFILE Issues in Teachers' Professional Development, 17(1), 25-33.
  65. Gómez Burgos, E., & Pérez Pérez, S. (2015). Chilean 12th graders’ Attitudes towards English as a Foreign Language. Colombian Applied Linguistics Journal, 17(2), 313-324. doi:
  66. González-Acevedo, Eduardo (2016). A study of the perception of a teaching strategy based on learning by teaching denominated “Learner-to-Learner Unit Review”. The Language, Education and Culture Journal, 3(1).
  67. Gregersen, T. (2000). The individual differences that distinguish high and low output students. Revista Signos 33(47), 87-99.
  68. Gregersen, T. (2006) A cross-cultural comparison of nonverbal teacher immediacy and foreign language anxiety in Chilean and Russian English language classrooms. Revista Signos, 39(62), 407-426.
  69. Gregersen, T., Vera, R., Pino, P., & Espinoza, L. (2001). Can Foreign Language Learning Strategies Turn Into Crutches?: A Pilot Study on the Use of Strategies by Successful and Unsuccessful Language Learners. Revista Signos 34(49-50), 101-111.
  70. Guijarro-Ojeda, J. & Ruiz-Cecilia, R. (2013). Perceptions of Spanish EFL trainee teachers on the introduction of queer issues in the classroom.,Onomázein, 1(27), 193-206
  71. Hsuying C. W. & Andruske, C.L. (2013). The Impact of Powerful Oral Language Lab on Chilean EFL Preservice Teachers, International Journal of School & Educational Psychology, 1:3, 176-187.
  72. Iturriaga, C., Toledo, G. (2014) Humorous Acts and Foreign Language Proficiency. The LEC Journal 1(1). ISSN 0719-497
  73. Jiménez, P., Rosas, M., & Sáez, C. (2017). Marco Textual y desarrollo de la comprensión de textos académicos en inglés. Colomb. Appl. Linguist. J., 19(1), pp. 84-102
  74. Juliano Recski, L. (2006). Corpus linguistics at the service of English teachers. Literatura y lingüística, (17), 303-324. Retrieved July 25, 2014, from 10.4067/S0716-58112006000100017.
  75. Jullian, P. (2000). Creating Word-meaning awareness. ELT Journal 54(1), 36-46.
  76. Jullian, P. (2002). Uncovering implicit information in original compounds. ELT Journal, 56 (4), 359-367.
  77. Jullian, P. (1996). Descriptive Study and Analysis of the Lexical code used by Working-class School Children in Santiago. Estudio realizado para el Departamento de Desarrollo de Lenguaje de la UNESCO.
  78. Jullian, P. (1999). Estudio de los Rasgos Semánticos en términos relacionados: Un medio de expansión léxica en los alumnos avanzados en ELT. Onomazein 3, 195-210.
  79. Jullian, P. (2000). A Comparative Study of Semantic Features in Related Terms: A Way to Expand ELT Advanced Learners Vocabulary. ELT Journal, 54(1), 37-46.
  80. Jullian, P. (2000). Las Inferencias en la Interpretación de Compuestos Originales en Inglés. Onomazein, 4, 465-480.
  81. Jullian, P. (2001). Mental Representation of English Complex Nominals by Spanish Speakers. Onomazein, 6, 239-247.
  82. Jullian, P. (2002). The Reconstruction of Complex Nominal Phrases by ESL Learners. Research / ESP SIG Newsletter, 21, 21-28. IATEFL Publications.
  83. Jullian, P. (2002). The Study of Semantic Features in Near Synomys: ESL learner’s Lexical Expansion. Claritas, 4(1), 81-91.
  84. Jullian, P. (2002). Word Association: A Resource to Raise Awareness on Lexical on Semantic Relations. Onomazein, 7, 239-247.
  85. King, P. (2007). Multidimentional analysis of spoken discourse in textbooks of English as a foreign language. Revista Signos, 40(63), 101-126.
  86. Kormos, Judit and Kiddle, Thom (2013) The role of socio-economic factors in motivation to learn English as a foreign language : the case of Chile. System, 41 (2). pp. 399-412. ISSN 0346-251X
  87. KORMOS J.; KIDDLE, T.; CSIZÉR, K. (2011). Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation. Applied Linguistics 2011: 1-23. DOI
  88. Díaz, C., Ramos, L., &  Ortiz, M. (2017). Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. Profile: Issues in Teachers' Professional Development19(2), 87-100.
  89. Latorre, G., & Baeza, G. (1975). The Construction and Use of EFL Crossword Puzzles1. ELT Journal, 30(1), 45-55.
  90. Lehmann, T., & Weber, T. (2015). English-teachers’ teaching perspectives and their use of methods to foster students’ communicative competence: A comparison between Chile and Germany. The Journal of Language Teaching and Learning, 5(2), 22-36.
  91. Lizasoain, A. y Ortiz de Zárate, A. (2014). Alternative Evaluation of a Traditional Oral Skill Assessment Tool in an English Teaching Program. The LEC Journal 1(1), 21-36. ISSN 0719-497
  92. Lizasoain, A., & Becchi, C. (2014). Evaluation of a rural self-learning English program in Chile. Enjoy Teaching Journal, 2(2), 4-18.
  93. Lizasoain, A., Ortiz de Zárate, A., Walper, K., Yilorm, Y. (2011). Estudio descriptivo y exploratorio de un taller de introducción a las técnicas teatrales para la enseñanza/aprendizaje de una lengua extranjera.Estudios Pedagógicos 37(2), 123-133. ISSN 0718-070
  94. Lizasoain, A.; Ortiz de Zárate, A. (2009). Efficiency and Effectiveness of Drama techniques in the English Classroom. ERIC.
  95. Lizasoain, A., Ortiz de Zárate, A; Véliz, M., Luci, A., Rojas-Mora, J. (2016) Evaluación de It's My Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile.  CALIDAD EN LA EDUCACIÓN (44) 98-128.
  96. Magaña, H. (2014) Toward Self-Reliance: Reflections on the State of Our Educational System. The LEC Journal 1(1). ISSN 0719-497
  97. Matear, A. (2008). English language learning and education policy in Chile: Can English really open doors for all? Asia Pacific Journal of Education, 28(2), 131-147.
  98. Martin, A. (2016). The EFL Methodology Course in Chile: SLTE in the Expanding Circle. Colombian Applied Linguistics Journal 18(1), pp.24-42.
  99. McBride, K. "Adaptive and maladaptive strategy use in computer-assisted language learning activities for listening comprehension." Indian Journal of Applied Linguistics 34.1/2 (2008): 65.
  100. McKay, S. (2003). Teaching English as an international language: the chilean context. ELT Journal, 57, 139-148.
  101. Menard-Warwick, J. (2009). "Co‐Constructing Representations of Culture in ESL and EFL Classrooms: Discursive Faultlines in Chile and California." The Modern Language Journal 93.1 : 30-45
  102. MENARD‐WARWICK, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL quarterly42(4), 617-640.
  103. Menard-Warwick, J. (2008). "The dad in the Che Guevara T-shirt: Narratives of Chilean English Teachers." Critical Inquiry in Language Studies 5:4, 243-264.
  104. Menard-Warwick, J. (2011). Chilean English Teacher Identity and Popular Culture: Three Generations. International Journal of Bilingual Education and Bilingualism 14(3): 261-277.
  105. Menard-Warwick, J. (2013). "The world doesn't end at the corner of their street": Language ideologies of Chilean English teachers. Language Policies and (Dis)Citizenship.
  106. Morales Rios, S. & Ferreira Cabrera, A. (2008). La efectividad de un modelo de aprendizaje combinado para la enseñanza del inglés como lengua extranjera: Estudio empírico. RLA. Revista de lingüística teórica y aplicada, 46(2), 95-118. Retrieved July 25, 2014, from 10.4067/S0718-48832008000200006.
  107. Muñoz Campos, D. (2017). Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile. Profile, 19(1), 29-40. doi:10.15446/profile.v19n1.53310
  108. Obilinovic, K. (2005). An Attempt to Narrow the Gap Between Applied Linguistics and Foreign Language Instruction.Literatura y lingüística, (16), 153-164. Retrieved July 25, 2014, from 10.4067/S0716-58112005000100009.
  109. Ormeño, V. & Rosas, M. (2015). Creencias acerca del aprendizaje de una lengua extranjera en un programa de formación inicial de profesores de inglés en Chile. Colomb. Appl. Linguist. J ., 17(2), pp. 207-228
  110. Ortega, M. (2014) Assessing trainees' oral performance in a Chilean teacher training program: A corpus-based study. Colombian Applied Linguistics Journal, [S.l.], v. 16, n. 1, p. 10-16, sep. 2014. ISSN 2248-7085. Available at: Date accessed: 13 Aug. 2015. doi:
  111. Ortiz de Zárate, A., Martinez, F., & Luengo, C. (2010). The Chilean EFL Education and Its Challenges. EFL and Art: Learning English with all our senses.
  112. Ortiz de Zárate, A., Walper, K., Aros, P., Hidalgo, D., Siebert, F., & Rojas, J. (2014). El papel de la interacción significativa y las técnicas dramáticas en la educación de estudiantes con discapacidad visual en la UACh. Colombian Applied Linguistics Journal, 16(2), 261-276.
  113. Pereira, H. & Ramos, L. (2016). Diseño de libros de texto para la enseñanza del inglés: una propuesta curricular. Colomb. Appl. Linguist. J., 18(2), pp. 149-160.
  114. Pérez, R. C., Fuentealba, M. M., De La Barra, M. M., Rojas, J. S., & Cisternas, M. T. (2013). The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks. Profile Issues in Teachers' Professional Development, 15(2), 149-163.
  115. Philominraj, A., Jeyabalan, D., & Vidal-Silva, C. (2017). Visual Learning: A Learner Centered Approach to Enhance English Language Teaching. English Language Teaching10(3), 54.
  116. Poblete Bravo, José Luis (2016). What’s up with the accents of English? Accents as a teaching opportunity in the EFL classroom. The Language, Education and Culture Journal, 3(1).
  117. Rodríguez, C. (2017). On the Pedagogical Implications of Critical Thinking Skills and EFL. International Journal of English and Education, 6, 1, ISSN: 2278-4012,108-114.
  118. Rodríguez, C. (2017). Understanding Our Cognitive Processes. International Education and Research Journal, 3, 3, ISSN: 2454-9916, 29-30.
  119. Rojas-Jara, Constanza et al. Teaching and Learning Styles in Higher Education: Analysis of Student Teachers’ Preferences in an English Pedagogy Program at Three Chilean Universities. Revista Electrónica Educare, [S.l.], p. 1-29, sep. 2016. ISSN 1409-4258. Available at: <>. Date accessed: 08 dec. 2016. doi:
  120. Romero, G. (2015) Sink or Swim: Surviving the First Years of Language Instruction. The LEC Journal 2(1). ISSN 0719-497
  121. Rosas, M. (2016). The communication strategies used by different level L2 English learners in oral interaction. Revista Signos.
  122. Ruecker, T. (2011). The potential of dual-language cross-cultural peer review. ELT Journal, 65 (4), 398-407.
  123. Saavedra, I., & Brauchy, J. G. (2017). The use of digital video making projects to enhance motivation in the English Foreign Language Teaching high school classroom. Language, Education, and Culture Journal, (4). Retrieved from J_Saavedra I.pdf?t=1500481410.
  124. Sato, M. and Lyster, R. (2012) ‘PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT: Monitoring, Practice, and Proceduralization’, Studies in Second Language Acquisition, 34(4), pp. 591–626. doi: 10.1017/S0272263112000356.
  125. Sato, M., & Ballinger, S. (2012). Raising language awareness in peer interaction: a cross-context, cross-methodology examination. Language Awareness, 21(1-2), 157-179.
  126. Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633.
  127. Sato, M. (2016). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2). 
  128. Sato, M., & Viveros, P. (2016). Interaction or collaboration? The proficiency effect on group work in the foreign language classroom. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 91-112). Amsterdam: John Benjamins.
  129. Salas, M. (2015). Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile. Colombian Applied Linguistics Journal, 17(2), 260-275. doi:
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Total: 159 articles

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