Publications on the Chilean ELT context

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Updated 24.10.2024

This section includes articles, books, book chapters, book reviews, and handbooks.

If you know a publication which is not listed here, please e-mail us at redicelt@gmail.com its full reference in APA 7th edition.22245

  1. Abarzúa S., L., Cornejo E., E., & Sánchez Z., C. (2020). El enfoque aprendizaje basado en tareas como mecanismo para mejorar el clima en el aula: una experiencia de dos años con estudiantes practicantes en inglés como lengua extranjera en Santiago. Contextos: Estudios De Humanidades Y Ciencias Sociales, (46).http://revistas.umce.cl/index.php/contextos/article/view/1557
  2. Abrahams, M. J., & Farías, M. (2011). Struggling for Change in Chilean EFL Teacher Education. Colombian Applied Linguistics Journal, 12(2), 110-118.
  3. 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.
  4. 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.
  5. 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 http://atenas.mes.edu.cu
  6. 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.
  7. 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 http://revista.inie.ucr.ac.cr/uploads/tx_magazine/metaforas-profesor-estudiante-pedagogia-alarcon.pdf
  8. 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.
  9. 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.
  10. Aliaga-Salas, L. (2019). Curriculum change in language teacher education: what does it take? (T. Pattison, Ed.). In IATEFL 2018 Brighton Conference selections (pp. 232-233). Faversham: IATEFL.
  11. Aliaga Salas, L. & Oncevska Ager, E.  (Eds.) (2020). “Creating Quiet Reflective Spaces: Language Teacher Research as Professional Development”. Faversham, Kent: IATEFL. Retrieved from: http://resig.weebly.com/uploads/2/6/3/6/26368747/creating_quiet_reflective_spaces.pdf 
  12. Alvarado, M, Neira, M., Westmacott, A. (2019). Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research 7(3), pp. 53-70. Retrieved from: http://ijltr.urmia.ac.ir/article_120736_30e5008c0b7750e5e20c0b0301e0997e.pdf 
  13. Anabalón, C., Casanova, F. , & Molina, S. (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).
  14. Anabalon Schaaf, R. (2022). The pedagogy of love: a register of precarised English teachers in Chile. International Journal of the Sociology of Language, 2022(276), 15-39. https://doi.org/10.1515/ijsl-2021-0095
  15. Arancibia, M.C. & Sadlier, S. (2018). The development of advanced academic writing in collegiate second language immersion programs: a genre – based approach. European Journal of Foreign Language Teaching, 3(4). Retrieved 21/09/2018, from https://www.researchgate.net/publication/327777312_European_Journal_of_Foreign_Language_Teaching_THE_DEVELOPMENT_OF_ADVANCED_ACADEMIC_WRITING_IN_COLLEGIATE_SECOND_LANGUAGE_IMMERSION_PROGRAMS_A_GENRE-BASED_APPROACH_i
  16. 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).
  17. Aravena, E., Castro, J., Gedda, O., & Peñaloza, R.(2016). Anxiety in English oral test performance. The Language, Education and Culture Journal, 3(1).
  18. Archanjo, R., Barahona, M. & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colomb. Appl. Linguistic. J., 21(1), pp. 62-75
  19. 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: https://doi.org/10.15517/aie.v18i1.31807
  20. Arellano, R., Masykar, T., & Almulhim, A. (2018). The Rationale for A Proposal for English Language Education: The Experience of Developing a Curriculum to Teach English for Young Learners. In S, Chan, R. Mulyany, H. Fahlevi, H. Basri, M. Arfan & T. Masykar (Eds.), Advances in Social Sciences, Education and Humanities Research: Proceedings of the 1st Aceh Global Conference 2018 (pp. 179-185). Banda Aceh, Indonesia: Atlantis Press.https://www.atlantis-press.com/proceedings/agc-18/5591104
  21. Arellano, R. (2019). Learning discourse analysis from a TESOL perspective. English Australia Journal, 35(2), 35-44. Retrieved from: https://www.englishaustralia.com.au/documents/item/767 
  22. Arellano, R. (2020). Challenges and opportunities to teach applied linguistics in the context of EFL teacher training. ELT RESEARCH. (35), 40-43. http://resig.weebly.com/issue-35.html 
  23. Arellano, R., Reinao, P., Marianjel, A., & Curaqueo, G. (2020). Un estudio comparativo entre las metodologías usadas en la enseñanza del mapudungun como segunda lengua y el inglés como lengua extranjera. Forma y Función, 33(1), 87-114. https://revistas.unal.edu.co/index.php/formayfuncion/article/view/7965 
  24. Arellano, R. & Nanetti, V. (2021). How to teach (applied) linguistics from the EFL teacher trainee’s perspective. English Language Teacher Education and Development journal (ELTED), 24, 72-80. http://www.elted.net/uploads/7/3/1/6/7316005/0_article_6_arellano___nanetti_2021.docx__1_.pdf
  25. Arellano, R. (2022). Errores orales producidos por profesores de inglés chilenos en formación ¿qué esperar de su competencia lingüística? Actas de la V Jornada de Jóvenes Lingüistas (pp. 1-10). Argentina: Universidad de Buenos Aires.  http://eventosacademicos.filo.uba.ar/index.php/JLL/VJJL/paper/viewFile/6644/3970
  26. Arellano, R., Hatoss, A. (2023). Caught Between a Bilingual Policy and Monolingual English Practices in Chile: Opportunities and Challenges of Translanguaging. In: Raza, K., Reynolds, D., Coombe, C. (eds) Handbook of Multilingual TESOL in Practice. Springer, Singapore. https://doi.org/10.1007/978-981-19-9350-3_13
  27. Arellano, R., & Gerigk, K. (2023). Insights from corpus linguistics: Using keywords-in-context to teach and assess English learning. English Australia Journal, 39(2), pp.66-75.
  28. Arias-Contreras, C. (2022). Teaching Language and Content in Chilean Vocational Education Training (VET) Schools: Exploring the Perspectives of Industry Professionals and EFL Teachers. In Christison, A., Crandall, J, and Christian, D. (Eds.) Research on Integrating Language and Content in Diverse Contexts (pp. 110-125). Routledge.
  29. Asenjo, N. and Yancovic-Allen, M. (2024). Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection. Profile: Issues in Teachers’ Professional Development, 26(2), 43–57. https://doi.org/10.15446/profile.v26n2.108568
  30. 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
  31. 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. http://dx.doi.org/10.18870/hlrc.v5i2.236
  32. Astorga, E., & Bahamondes, P. (2021). Grammaring, its effects on oral performance among EFL beginner-level learners in Higher. Canadian Center of Science and Education, 14 (10), 130 – 142. DOI:  https://doi.org/10.5539/elt.v14n10p130
  33. Arévalo, F., Briesmaster, M. (2018). “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. https://doi.org/10.15446/profile.v20n2.63554.
  34. Bachler R, Segovia-Lagos P and Porras C. (2023). The role of emotions in educational processes: the conceptions of teacher educators. Front. Psychol. 14:1145294. https://doi.org/10.3389/fpsyg.2023.1145294
  35. 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 http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112013000100010&lng=en&tlng=en.10.4067/S0716-58112013000100010.
  36. Baker, T., Montoya, K., Odu, P. and Villegas, C. (2021). Collaborative Development and Testing of a Textbook Evaluation Instrument. WAESOL Educator. 47(1). https://waesol.org/wp-content/uploads/2022/01/Collaborative-Development-and-Testing-of-a-Textbook-Evaluation-Instrument-by-Thomas-Baker-Kathy-Montoya-Paddy-Odu-Carola-Villegas.pdf
  37. Banegas, D., de Stefani, M., Rebolledo, P., Rico Troncoso, C. & Smith, R. (eds.). (2020). Horizontes 1: ELT teacher research in Latin America. Faversham: IATEFL. Available at http://resig.weebly.com/uploads/2/6/3/6/26368747/horizontes_ebook.pdf  
  38. 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.
  39. Barahona, M. (2014) Pre-service teachers’ beliefs in the activity of learning to teach English in the Chilean context. Cultural-Historical Psychology. Moscow, Russia.http://psyjournals.ru/authors/67576.shtml
  40. Barahona, M. (2014). Exploring the curriculum of second language teacher education (SLTE) in Chile: A case study. Perspectiva Educacional, 53(2), 45-67.
  41. 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
  42. Barahona, M. (2015). English Language Teacher Education in Chile: A cultural historical activity theory perspective. Routledge.
  43. 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:http://dx.doi.org/10.14507/epaa.24.2448
  44. 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 http://ro.ecu.edu.au/ajte/vol42/iss12/9
  45. Barahona, M. (2018). Trends in Teacher Development Programs. The TESOL Encyclopedia of English Language Teaching. 1–14.
  46. Barahona, M., & Ibaceta-Quijanes, X. (2019). Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context. RELC Journal. https://doi.org/10.1177/0033688219847315
  47. Barahona, M. (2019). What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum. Journal of Education for Teaching, 45(3), 262-276. doi:10.1080/09589236.2019.1599509
  48. Barahona, M., & Ibaceta-Quijanes, X. (2019).La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile. IKALA, 24(3). doi: 10.17533/udea.ikala.v24n03a03
  49. Barahona, M., & Benitez, R. (2020). Empowering Student-Teachers to become highly capable English language Educators. In Banegas, D. (ed). Content Knowledge in English Language Teacher Education International Experiences. London: Bloomsbury. pp. 185-200.
  50. Barahona, M. (2020). Developing and enacting professional pedagogical responsibility: a CHAT perspective. The European Journal of Applied Linguistics and TEFL, (9), 2, 131-152.
  51. Barahona, M.(2020). The potential of translanguaging as a core teaching practice in an EFL context, System, https://doi.org/10.1016/j.system.2020.102368.
  52. Barahona, M., & Davin, K. J. (2021). A practice-based approach to foreign language teacher preparation: A cross-continental collaboration. Profile: Issues in Teachers’ Professional Development, 23(1), 181–196. https://doi.org/10.15446/profile.v23n1.85326
  53. Barahona, M., Delaporte-Raurich, C., & Ibaceta-Quijanes, X. (2021). “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, n/a(n/a), e578. https://doi.org/https://doi.org/10.1002/tesj.578
  54. Barahona, M., & Darwin, S. (2021). Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context. Language Teaching Research. https://doi.org/10.1177/13621688211054145
  55. Barahona, M. & Ibaceta-Quijanes, X. (2022). Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility. Teachers and Teaching. DOI: 10.1080/13540602.2022.2062726
  56. Barahona, M. & Toledo-Sandoval, F. (2022) Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2022.2075875
  57. Barahona, M., David, V., Gallegos, F., Reyes, J., Ibaceta-Quijanes, X., & Darwin, S. (2023). Analysing preservice teachers’ enactment of the UDL framework to support diverse students in a remote teaching context. System, https://doi.org/10.1016/j.system.2023.103027.
  58. Barahona, M., & Darwin, S. (2023). Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231183905
  59. Barahona, M., Darwin, S., Durán-Castro, M., & Lobos Stevens, C. (2024). Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2356429
  60. Barger, C., & Sandoval Rubilar, P. (2020). Language Orientations of Chilean Secondary Students in Relation to the Study of English as a Foreign Language. Colombian Applied Linguistics Journal, 22(2). https://doi.org/10.14483/22487085.15554
  61. 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.
  62. Barrios Bulling, T., & Guzmán, N. G. (2020). Suggestions to Increase Oral Participation in an at-risk Chilean Public Primary EFL Classroom. Arab World English Journal (AWEJ), 11(1).
  63. Baynham, M. (1983). Mother tongue materials and second language literacy. ELT Journal, 37(4), 312-318.
  64. 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). http://www.rieoei.org/deloslectores/3551Blazquez.pdf
  65. 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.
  66. 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 https://ei.britishcouncil.org/sites/default/files/latin-america-research/English%20in%20Chile.pdf. Last Access: 15.06.15
  67. 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. https://doi.org/10.15446/profile.v20n1.66236.
  68. 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.
  69. Bustos Beck, M. (2007). Applied Linguistics/Learning to Read in ESL. Literatura y lingüística, (18), 233-251. Retrieved July 25, 2014, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112007000100014&lng=en&tlng=en. 10.4067/S0716-58112007000100014.
  70. Bustos-Moraga, C. (2018). The Use of L1 in Teaching and Learning Vocabulary in a State-funded Chilean School. The Warwick ELTzine (15). Retrieved from: https://thewarwickeltezine.wordpress.com/2018/11/03/785/ 
  71. Calisto Miranda, S., Ulloa Salazar, G., & Díaz Larenas, C. (2018). Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools. InterSedes, 19(39). doi:http://dx.doi.org/10.15517/isucr.v19i39.34071
  72. Campaña, A., & Farias, M. (2022). Literacidad medioambiental de profesores de inglés en formación. Contextos: Estudios De Humanidades Y Ciencias Sociales, (51), 43-62. http://revistas.umce.cl/index.php/contextos/article/view/1674
  73. Canales Volpone, P., Tironi, Ángela, Pozo, M., Sandoval, C., & Palominos, M. (2021). Un enfoque basado en principios de ELT para la educación universitaria: innovador proyecto piloto de cursos de inglés. Contextos: Estudios De Humanidades Y Ciencias Sociales, (48). http://revistas.umce.cl/index.php/contextos/article/view/1553
  74. Cancino, M. (2015). Assessing Learning opportunities in EFL classroom interaction: What can conversation analysis tell us? RELC Journal, 46(2), 115 –129
  75. Cancino, M., Durán, M., & Solorza, C. (2020). What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs. English Teaching & Learning, 1-16. doi: 10.1007/s42321-019-00044-z
  76. Cancino, M. (2019). Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence. Studies in Second Language Learning and Teaching, 9(4), 581-606.
  77. Cancino, M., & Díaz, G. (2020). Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach. Profile: Issues in Teachers´ Professional Development, 22(2), 115-130. doi:https://doi.org/10.15446/profile.v22n2.81152
  78. Cancino Avila, M. and Panes Alvarez, J. (2021). The impact of Google Translate L2 writing quality measures: Evidence from Chilean EFL high school learners, System,  https://doi.org/10.1016/j.system.2021.102464.
  79. Cancino, M., & Ibarra, P. (2023). EFL Secondary Education Teachers’ Perceptions Toward Using Online Student Response Systems. Profile: Issues in Teachers’ Professional Development, 25(1), 97–111. https://doi.org/10.15446/profile.v25n1.101107
  80. Cancino, M. (2023). Topic interest increases L2 incidental vocabulary learning and effective dictionary look-up behaviour. Learning and Motivation, 83, 101920. https://doi.org/10.1016/j.lmot.2023.101920 
  81. Cancino, M., & Nuñez, I. (2023). EFL Teachers’ Perceptions Towards Multicultural Classrooms: The Role of Intercultural Sensitivity in Developing Intercultural Communicative Competence. REFLections, 30(3), 620–646. https://doi.org/10.61508/refl.v30i3.267833 
  82. Cancino, M., & Tomicic, N. (2023). English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study. Teaching English as a Second or Foreign Language–TESL-EJ, 26(4), 1–28. https://doi.org/10.55593/ej.26104a12
  83. Cancino, M., & Gonzalez, N. (2023). Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners. Journal of Language and Education, 9(4), 31–45. https://doi.org/10.17323/jle.2023.16303
  84. Cancino, M., & Viguera, C. (2024). The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a Chilean primary EFL school. Revista de Lingüística y Lenguas Aplicadas, 19, 33–43. https://doi.org/10.4995/rlyla.2024.19932 
  85. 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.
  86. Carabantes, L. (2024) ‘It’s like English is given more emphasis than the topic’: Designing Materials in English Language Teacher Education. TESOL Quarterly. https://doi.org/10.1002/tesq.3353
  87. 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.
  88. Carabantes, L. (2018). How do preservice teachers learn to design ELT materials? Teacher Training and Education SIG newsletter, 9-11.
  89. Carabantes, L. and Paran, A. (2022), ‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education. TESOL Quarterly. https://doi.org/10.1002/tesq.3102
  90. Carabantes, L. and Paran, A. (2022), “I Preferred to Take Another Activity From the Textbook”: An Activity–Theoretical Study of Learning to Design Language Teaching Materials. The Modern Language Journal. https://doi.org/10.1111/modl.12803
  91. Carbonne, Soffía, & de la Barra-Van Treek, E. (2024). Introducing Cooperative Learning for ELT in Chile: Two Teachers’ Perceptions and Use. REXE- Revista De Estudios Y Experiencias En Educación, 23(51), 391–408. https://doi.org/10.21703/rexe.v23i51.1744 
  92. Cárcamo, B. (2018). Types of listening comprehension promoted in the Chilean EFL textbook Global English. Colomb.appl. linguist. j., 20(1), pp. 49-61.
  93. Cárcamo Morales, B. (2016). Improving performance in interaction tasks by implementing effective feedback strategies and task repetition. The Language, Education and Culture Journal, 3(1).
  94. Cárcamo, B. (2020). Readability and types of questions in Chilean EFL high school textbooks. TESOL Journal, 11(2).  https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.498
  95. Cárcamo, B. (2020). Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal. Profile: Issues in Teachers´ Professional Development, 22(2), 211-222. doi:https://doi.org/10.15446/profile.v22n2.79924
  96. Cárcamo, B. & Pérez, C. (2022). Toward autonomous learning: Exploring participating in an online second language course. International Journal of Information and Education Technology, 12(5), 449-455.
  97. Cárcamo, B. (2023). The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading. International Journal of Applied Linguistics, 33(2), 292-326.
  98. Cárcamo, B. (2023). El impacto de una experiencia de enseñanza en la autoeficacia de los profesores de inglés como lengua extranjera (ILE) en etapa de formación. Revista de Estudios y Experiencias en Educación, 22(50), 336-354.
  99. Cárcamo, B. (2023).  The issue of readability in the Chilean EFL textbook. How, 30(2), 135-155.
  100. Cárcamo, B., & Hernandez, C. (2024). “There Are Days When You Feel Alone”: Exploring English as a Foreign Language Teachers’ Perceptions of their Efforts to Promote Interaction in Online Classes. Colombian Applied Linguistics, 26(1), 47-61.
  101. Cárcamo, B. (2024). Within the ‘Educational Chasm’: The Chilean ELT Textbook and the Development of Multimodal Literacy. Language Teaching Research Quarterly, 40, 161-174.
  102. Cárcamo, B., & Carmona, C. (2024). The Impact of a Vision Intervention on Translation and Interpretation Students’ L2 Motivation. Ikala, 29(1), 1-19.
  103. Cárdenas Claros, M. and Oyanedel, M. (2016). Teachers’ implicit theories and use of ICTs in the language classroom. Technology, Pedagogy and Education, 25(2), pp.207-225.
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