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The use of digital video making projects to enhance motivation in the English Foreign Language Teaching high school classroom 


Ilse Saavedra 


José Gabriel Brauchy




This study was framed within an interpretative paradigm with the categorization, analysis and interpretation of the participants’ opinions and experience regarding the use of Digital Video Making Projects (DVMP) to enhance motivation through collaborative work in the English Foreign Language Teaching (EFLT) high school classroom as an initiative developed by the EFLT Department of a public high school located in the Tomé area in the Biobío region. By using a qualitative research design, findings collected through open ended questions survey administered to both fifty- two students from 10th and 11th grades and two certified English teachers. Findings revealed that DVMPSSs did contribute to enhance motivation when students worked collaboratively. However, outcomes also revealed that students need previous training on the use of Information, Communication and Technologies (ICT) resources to benefit from the use of DVMPs in the EFLT classroom.  Findings also highlighted that working in a supportive and collaborative classroom environment can impact on students’ motivation.


Keywords: Digital video making projects; ICT resources; collaborative work. 



Niveles de comprensión en textos del área de lingüística: una aproximación desde el discurso académico disciplinar




Jadranka Gladic Miralles

Violeta Cautín-Epifani

Facultad de Letras


Pontificia Universidad Católica de Chile


Carolina González Ramírez

Instituto de Literatura y Ciencias del Lenguaje


Pontificia Universidad Católica de Valparaíso



Level of comprehension of linguistic texts: an overview from disciplinary academic discourse


The following research work has as an objective to determine the comprehension level that students from a Spanish and communication teaching program achieve when reading linguistics disciplinary texts. In order to do this, we designed two comprehension tests that were piloted and validated through expert judgement. These tests were applied to 60 students from a language teaching program from a public university of the central regions of Chile. Following van Dijk & Kintsch’s model (1983), these tests were designed to measure the microstructural coherence level, mesostructural coherence level, macrostructural coherence level and situation model. The results of this investigation show a low achievement from the part of the students in general, that does not exceed 60% and that decreases in tasks that were aimed at measuring deeper comprehension levels. This article concludes with a reflection regarding the needs of the creation of programs that focus in the development of written discourse comprehension targeted at university students.



Keywords: discourse comprehension, evaluation of discourse comprehension, academic discourse