<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000300088</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i3.34330</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Consciousness raising tasks for the learning of grammar in high school English language classrooms]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias didácticas para concientización de elementos formales de la Gramática Inglesa en Educación Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Miranda]]></surname>
<given-names><![CDATA[Jean Pool]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada Fallas]]></surname>
<given-names><![CDATA[Estefany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Blanco]]></surname>
<given-names><![CDATA[Massiel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrantes Salas]]></surname>
<given-names><![CDATA[Dayana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrigal Alfaro]]></surname>
<given-names><![CDATA[Luis Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Vásquez]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Nacional de Idiomas  ]]></institution>
<addr-line><![CDATA[Grecia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Discovery Language Academy  ]]></institution>
<addr-line><![CDATA[Palmares ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,masi3227@hotmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Ministerio de Educación Pública  ]]></institution>
<addr-line><![CDATA[Matina ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Centro Cultural de Idiomas  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>88</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000300088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000300088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000300088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the pedagogical mediation of English grammar, many instructors heavily rely on textbooks, but many textbooks promote memorization instead of conscious use of grammar. Based on this premise, this article aims to evaluate the effectiveness of Consciousness Raising Grammar Tasks as a strategy to teach three verb tenses in English. The study followed a mixed method approach with a component of classroom action research, where the researchers taught the simple past, the past continuous, and the present perfect to a group of ninth graders in the Reading and Writing class at the Palmares Bilingual High School, Alajuela, Costa Rica within the tasks studied. The data analyzed consisted of the mean scores of the tasks (pre-post-delayed) and the triangulation of the perspectives of students, cooperating teacher, and the researchers. The results of the mean scores revealed an improvement in all the tenses in the post test and that most scores were retained in the delayed test. Through the triangulation of perspectives, the researchers identified that these tasks were positively assessed and that they encouraged active participation and critical thinking on the part of students. The conclusions pointed to a possible cumulative effect of the implementation of the tasks and to a need for exploring the impact of these tasks on the students&#8217; ability for self-monitoring in more independent practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[english]]></kwd>
<kwd lng="en"><![CDATA[teaching grammar]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[gramática]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
</kwd-group>
</article-meta>
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