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Artículo para optar al título de Profesor de Inglés y grado de Licenciado en Educación. Universidad Adventista de Chile, Chillán, 2019.

Bibliograía: h. 10-12

Abstract
Situated on an observational, descriptive, and experimental quantitative approach, this
study shows the results of a five-week intervention in a local school in Chillan, where
students worked collaboratively on a didactic reading-based unit. Collaborative learning
instruction was used to measure high school graders’ engagement in the English class. The
sample comprised 132 male and female students, from different classes, ranging from 15 to
17 years old. To gain pre-intervention data on learners’ engagement in the English class, a
19-item survey was applied to each participant. During the intervention, the participants
worked collaboratively in groups of 4-6 accounting for a specific role (organizer, speaker,
assistant, summarizer, recorder and elaborator). After the intervention, participants were
surveyed again to test their engagement. The results revealed significant effects on
learners’ engagement using collaborative-based instruction. Future studies may specify
whether the use of collaborative learning tasks, over a longer period, would maintain an
active engagement in the English classroom.