• Patricia Alejandra INSIRILLO & Patricia del Valle ORTIZ

27. Students’ vocabulary learning strategies profile in reading comprehension courses – School Auditorium

(research paper #121)

Teaching strategies to learn vocabulary can speed up the process of vocabulary learning in reading comprehension courses. The purpose of the study is to explore the VLS profiles of students attending reading comprehension courses at the beginning of their instruction period in the School of Philosophy and Arts, UBA.


28. Creative and Constructive Solutions to Teaching Challenges – Salón AMICANA

(demonstration #135)

The presenter will provide a framework for her Supervised Teaching class, and model a professional development module: Creative and Constructive Solutions, in which collaboration will provide participants the opportunity to reflect on their own context, encourage positive solutions, and discuss guiding our new and student-teachers to implement the same strategy.

  • Eladio DONOSO

29. The use of Spanish in EFL Chilean classrooms – Room 7

(research paper #101)

The goal of the presentation is to report a study that accounts for the perceptions of 229 EFL teacher trainees regarding the use of Spanish as L1 in EFL classes. These future EFL teachers belong to their first and fourth year course levels of training in tertiary education in the degree in English Pedagogy of four Chilean universities.

  • Lyda LEIBOVICH &  Patricia SAMPIETRO

30. Integrating ICT through the virtual campus into face-to-face teaching – Room 8

(demonstration #149)

Virtual campuses offer tools that can be integrated into face-to-face teaching. Are we teachers aware of the benefits of introducing them in our classes? In this presentation, we will demonstrate how the tool Glossary has been used to help students categorize technical vocabulary in an ESP course in Mechatronics Engineering.

  • María Susana GONZÁLEZ & María Claudia ALBINI

31. Importance of abstracts as a mini academic genre – Room 9

(research paper #151)

Students who are being trained in reading comprehension at the School of Philosophy and Letters, Universidad de Buenos Aires, should become aware of the fact that the reading of abstracts takes place during the anticipation period and that this activity is really important for the formulation of specific hypotheses.


  • María Ines PISTORO

32. Describing Listening Strategy Patterns by Upper Secondary School Students – Room 25

(research paper #128)

 The presenter will describe the listening strategy patterns of direct and indirect strategies used by upper secondary school students of English in Córdoba, Argentina. In addition, she will specify the categories of memory, cognitive, compensation, metacognitive and social affective strategies, and will compare gender differences according to the task performed.

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