La pandemia mundial y las clases online han remecido el proceso de enseñanza y aprendizaje en Chile y el mundo. Este artículo busca explorar y analizar las reflexiones de un grupo de profesores chilenos de inglés en servicio, sobre las dimensiones de su trabajo pedagógico y cómo han abordado este proceso desde sus creencias, cogniciones, conocimientos y competencias profesionales. Se utilizó una metodología cualitativa de naturaleza exploratoria, basada en entrevistas semi-estructuradas derivadas de las dimensiones del Marco para la Buena Enseñanza (MBE). Sus reflexiones y experiencias se analizan desde referencias existentes que conceptualizan la construcción del conocimiento docente. Así, se considera la propuesta estatal a través de la evaluación docente y el MBE, las creencias y cognición docente la competencia multidimensional y el conocimiento tecnológico pedagógico del contenido o TPACK Los resultados de esta investigación evidencian una fuerte preocupación por parte de las y los docentes por diseñar oportunidades de aprendizaje, considerando su propia autonomía y los factores contextuales y socio-afectivos que puedan estar afectando a sus estudiantes en la toma de decisiones didácticas. Este proceso de adaptación a una nueva realidad de clases, también ha reestructurado sus creencias epistemológicas, sus competencias y sus percepciones como profesionales de la educación reflexionando sobre el proceso de enseñanza-aprendizaje.

This research assessed the use of multimodal texts for vocabulary acquisition and retention of 18 EFL young learners from 6th grade aged between 11 and 12 years and enrolled in a primary school in Chile. The multimodal texts (memes) were designed by the researchers and selected to meet different criteria in terms of vocabulary. To gather information, three vocabulary tests were administered: before, right after, and two weeks after the end of the intervention. The data from the tests were analyzed with descriptive statistics, while the focus groups were interpreted with the content analysis technique. The results reveal an increase in the acquisition and retention of the selected vocabulary. Furthermore, the focus group conducted with the students shows that young learners value the acquisition of English as a foreign language, especially through the use of vocabulary. Finally, the use of multimodal texts in the classroom is perceived by students as an innovative and fun way to learn.

This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher’s correction and feedback when done carefully and clearly and considering students’ affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.