Publications on the Chilean ELT context (A-Z)

Updated 29.07.2018

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This section includes articles, books, book chapters, book reviews, and handbooks.
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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. Abrahams, MJ., & Silva, P. (2016). The Career Trajectories of English Language Teachers. In P. Haworth & C. Craig (Eds.), The Career Trajectories of English Language Teachers (pp. 141-150). Oxford: Symposium Books.
  3. Abrahams, MJ., & Silva, P. (2017). What happens with English in Chile? Challenges in Teacher Preparation. In Kamhi-Stein, L., G. Díaz Maggioli, L. . de Oliveira (Eds), English language Teaching in South America. Policy, Preparation and Practice. (pp. 109-122). Multilingual Matters. ISBN 9781783097968.
  4. 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
  5. 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.
  6. 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
  7. 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.
  8. 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.
  9. 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).
  10. Arancibia, B., Diaz, C, and Tapia, M. 2011. La enseñanza y aprendizaje del inglés como lengua extranjera: aproximaciones desde la investigación. Concepcion: Red Internacional del Libro (RIL).
  11. Aravena, Erick , Castro, Juan Luis, Gedda, Oriana , & Peñaloza, Raquel (2016). Anxiety in English oral test performance. The Language, Education and Culture Journey, 3(1).
  12. Arellano, R. (2018). A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second language in Chile. Revista Actualidades Investigativas de Educación. 18(1), pp.1-19. DOI:
  13. 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
  14. 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.
  15. 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.
  16. 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.
  17. ARÉVALO BALBOA, Fabiola; BRIESMASTER, Mark. “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 143-160, july 2018. ISSN 2256-5760. Available at: <>. Date accessed: 15 july 2018. doi:
  18. Barahona, M. (2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology. Moscow, Russia.
  19. Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional, 53(2), 45-67.
  20. Barahona, M. (2015) Contradictions in the Activity of Learning to Teach English in Chile." Cultural-historical Approach : Educational Research in Different Contexts.Porto Alegre: EDIPUCRS, 2015. pp.73-98
  21. Barahona, M. (2015). English Language Teacher Education in Chile: A cultural historical activity theory perspective. Routledge.
  22. 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:
  23. Barahona, M. (2017). Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration. Australian Journal of Teacher Education, 42(12).  Retrieved from
  24. Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching. 1–14.
  25. 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.
  26. Baynham, M. (1983). Mother tongue materials and second language literacy.ELT Journal37(4), 312-318.
  27. 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).
  28. 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.
  29. British Council (2015). English in Chile: An examination of policy, perceptions, and influencing factors. In English in Latin America: An examination of policy and perceptions of seven countries. Retrieved from Last Access: 15.06.15
  30. Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 15-23.
  31. 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.
  32. 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. 
  33. Cancino, M. (2015). Assessing Learning opportunities in EFL classroom interaction: What can conversation analysis tell us? RELC Journal, 46(2), 115 –129
  34. Carabantes, L. (2016). Book review: English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. English Language Teacher Education and Development (ELTED) Journal 19, pp.54-56.
  35. Carabantes, L. and A. Paran (2018). "English language teaching in South America. Policy, preparation and practices, Lia D. Kamhi-Stein, Gabriel Díaz Maggioli, Luciana C. de Oliveira (Eds.), Multilingual Matters, Bristol & Blue Ridge Summit (2017)." System: 1-3.
  36. Cárcamo, B. (2018). Types of listening comprehension promoted in the Chilean EFL textbook Global English. Colomb.appl. linguist. j., 20(1), pp. 49-61.
  37. 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).
  38. 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.
  39. 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.
  40. Cautín, V. (2015) Análisis crítico del discurso: una discusión sobre su relevancia. The LEC Journal 2(1). ISSN 0719-497
  41. Cerna, M. (2017). Reflective innovations to overcome challenges in a Chilean action research project: my personal reflections. ELTED 20 (1).
  42. 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. 
  43. 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. 
  44. 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.
  45. 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
  46. 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.
  47. 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. 
  48. 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. 
  49. Charbonneau-Gowdy, P. (2017).  Moving Outside the Box: Researching e-Learning in Disruptive Times. Electronic Journal of e-Learning, 15(1), p. 59-69. 
  50. 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. 
  51. 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.
  52. 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. 
  53. 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).
  54. Darwin, S. and M. Barahona (2018). "Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs." Educational Action Research: 1-17.
  55. 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
  56. De la Barra, E., Veloso, S. & Maluenda, L.(2018). Integrating Assessment in a CLIL-Based Approach for Second-Year University Students. Profile: Issues in Teachers´ Professional Development, [S.l.], p. 111-126, july 2018. ISSN 2256-5760. Available at: <>. Date accessed: 15 july 2018. doi:
  57. Delicio, R. (2009). The Role of Output in Language Learning: The Chilean Context. Revista Alicanto, 83-95. Retrieved August 4, 2015, from
  58. 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
  59. Díaz Larenas, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Issues in Teachers Professional Development, 13(2), 85-98.
  60. 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
  61. 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.
  62. 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.
  63. 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.   
  64. Díaz, C., Ramos, L., &  Ortiz, M. (2017). Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. Profile: Issues in Teachers' Professional Development, 19(2), 87-100.
  65. 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
  66. 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.
  67. Dissington, P. A. (2018). Addressing the problem of negative lexical transfer errors in Chilean university students. Profile: Issues in Teachers’ Professional Development, 20(1), 25-40.
  68. 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".
  69. Edwards, S. (2013). Documenting the presence of English in the expanding circle: Linguistic landscapes of Santiago, Chile. Linguistic Landscape.
  70. 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).
  71. Farias, M (2000). "EFL teachers' perception of school reform." Paper presented at the 6th International of IATEFL-Chile, Santiago, Chile. Last access: 28/08/2013 
  72. 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.
  73. Farías, M. and D. Cabezas. 2015. IDENTITY IMPOSITION IN EFL TEXTBOOKS FOR ADULT SECONDARY EDUCATION IN CHILE. In: I. VAN DE CRAATS, J. KURVERS and R. VAN HOUT, eds. Adult literacy, second language, and cognition.  Nijmegen, Netherlands: Radboud Universities, pp.69-88.
  74. 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.
  75. 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.
  76. 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.
  77. Faúndez, C. V. (2013). Effect of trained peer feedback on text organization in EFL writing. Estudios Hemisféricos y Polares, 4(1), 56-65.
  78. Ferreira, A., J. García, S. Morales. (2015). Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language. In Information Resources Management Association (Eds) Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications. Hershey:USA, pp. 1166-1184
  79. Ulloa Salazar, G., & Díaz Larenas, C. (2018). Using an audiovisual materials-based teaching strategy to improve EFL young learners’ understanding of instructions. HOW, 25(2), 91-112.
  80. 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.
  81. 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.
  82. 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
  83. Glas, K. (2013). Teaching English in Chile, A Study of Teacher Perceptions of their professional identity, student motivation and pertinent Learning contents, Frankfurt: Peter Lang GmbH.
  84. Glas, K. (2015) Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation, Research Papers in Education, DOI: 10.1080/02671522.2015.1049287
  85. 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
  86. 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.
  87. 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:
  88. 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
  89. 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).
  90. Gregersen, T. (2000). The individual differences that distinguish high and low output students. Revista Signos 33(47), 87-99.
  91. 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.
  92. 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.
  93. 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
  94. Higginson, S. (2011). A Case Study on the Impact of Weblogs on the Writing of Low-level Learners in the University of Chile. Universal-Publishers. 
  95. 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.
  96. Inostroza, MJ. (2018). Chilean young learners’ perspectives on their EFL lesson in primary schools. Revista Actualidades Investigativas de Educación. 18(1), pp.1-20. DOI:
  97. Iturriaga, C., Toledo, G. (2014) Humorous Acts and Foreign Language Proficiency. The LEC Journal 1(1). ISSN 0719-497
  98. 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
  99. 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.
  100. 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.
  101. Jullian, P. (2000). Creating Word-meaning awareness. ELT Journal 54(1), 36-46.
  102. Jullian, P. (2002). Uncovering implicit information in original compounds. ELT Journal, 56 (4), 359-367.
  103. 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.
  104. 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.
  105. Jullian, P. (2000). Las Inferencias en la Interpretación de Compuestos Originales en Inglés. Onomazein, 4, 465-480.
  106. Jullian, P. (2001). Mental Representation of English Complex Nominals by Spanish Speakers. Onomazein, 6, 239-247.
  107. Jullian, P. (2002). The Reconstruction of Complex Nominal Phrases by ESL Learners. Research / ESP SIG Newsletter, 21, 21-28. IATEFL Publications.
  108. Jullian, P. (2002). The Study of Semantic Features in Near Synomys: ESL learner’s Lexical Expansion. Claritas, 4(1), 81-91.
  109. Jullian, P. (2002). Word Association: A Resource to Raise Awareness on Lexical on Semantic Relations. Onomazein, 7, 239-247.
  110. King, P. (2007). Multidimentional analysis of spoken discourse in textbooks of English as a foreign language. Revista Signos, 40(63), 101-126.
  111. 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
  112. 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
  113. Latorre, G., & Baeza, G. (1975). The Construction and Use of EFL Crossword Puzzles1. ELT Journal, 30(1), 45-55.
  114. Lebrón, J., & Nuñez, L. (2017). Journeys through Changing Practice: The Chilean English Teachers' network. In S. Baily, F. Shahrokhi, & T. Carsillo (Eds.), Experiments in Agency. A Global Partnership to Transform Teacher Research (Vol. 7, pp. 205-220). Rotterdam: Sense Publishers
  115. 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.
  116. 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
  117. Lizasoain, A., & Becchi, C. (2014). Evaluation of a rural self-learning English program in Chile. Enjoy Teaching Journal, 2(2), 4-18.
  118. 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
  119. 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.
  120. Lizasoain, A.; Ortiz de Zárate, A. (2009). Efficiency and Effectiveness of Drama techniques in the English Classroom. ERIC.
  121. Loewen, S., & Sato, M. (2018). State-of-the-Art Article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. DOI: 10.1017/S0261444818000125
  122. Magaña, H. (2014) Toward Self-Reliance: Reflections on the State of Our Educational System. The LEC Journal 1(1). ISSN 0719-497
  123. Martin, A. (2016). The EFL Methodology Course in Chile: SLTE in the Expanding Circle. Colombian Applied Linguistics Journal 18(1), pp.24-42.
  124. 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.
  125. 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.
  126. McKay, S. (2003). Teaching English as an international language: the chilean context. ELT Journal, 57, 139-148.
  127. 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.
  128. MENARD‐WARWICK, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL quarterly, 42(4), 617-640.
  129. 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
  130. Menard-Warwick, J. (2011). Chilean English Teacher Identity and Popular Culture: Three Generations. International Journal of Bilingual Education and Bilingualism 14(3): 261-277.
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