Exploring the effects of a mixed writing feedback model integrating artificial intelligence on primary learners english graphophonemic awareness

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dc.catalogadorgjm
dc.contributor.advisorLobos Vásquez, Leyla
dc.contributor.authorPearsall, Charlotte Rose
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date.accessioned2024-03-18T13:51:42Z
dc.date.available2024-03-18T13:51:42Z
dc.date.issued2023
dc.date.updated2024-03-13T18:13:35Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2023.
dc.description.abstractThis mixed-methods action research project aimed to improve graphophonemic awareness through a mixed writing feedback model in second-grade English students within a multilingual classroom at an international school in Santiago, Chile. The reasons for the students' lack of graphophonemic awareness includes the mix of first languages and issues during early literacy acquisition during the pandemic in online classes. Students took pre-tests and post-tests and over two intervention cycles, students composed spontaneous texts, which received writing corrective feedback from their peers, teacher, and artificial intelligence. The study's outcomes demonstrated that a mixed writing feedback model improved students' graphophonemic awareness, increased writing motivation, and improved students’ self-perceptions of spelling competence. Additionally, the study revealed that while spelling errors vary among first language groups, the ə/, /ɪ/, and /eɪ/ phonemes present the most challenging sounds for students when spelling.
dc.fechaingreso.objetodigital2024-03-18
dc.format.extent131 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/LET/84583
dc.identifier.urihttps://doi.org/10.7764/tesisUC/LET/84583
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/84583
dc.information.autorucFacultad de Letras; Lobos Vásquez, Leyla; S/I; 94035
dc.information.autorucFacultad de Letras; Pearsall, Charlotte Rose; S/I; 1246230
dc.language.isoen
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.subjectConciencia grafofonémica
dc.subjectFeedback correctivo escrito
dc.subjectAulas multilingües
dc.subjectEscritura de segundo grado
dc.subjectInteligencia artificial en la educación
dc.subject.ddc400
dc.subject.deweyLenguases_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleExploring the effects of a mixed writing feedback model integrating artificial intelligence on primary learners english graphophonemic awareness
dc.typetesis de maestría
sipa.codpersvinculados94035
sipa.codpersvinculados1246230
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3.11 Tesis magíster