Últimas Publicaciones

Veliz, L., Gao, X. (Andy), & Véliz-Campos, M. (2024). Racialised identities of multilingual teachers: stories, experiences and agentic action of Indonesian teachers in Australian schools. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2024.2361718 

Véliz-Campos, M., Roa, F., Veliz, L. (2024). On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio‑semiotic study. Asian-Pacific Journal of Second Language Education, 9(45). https://doi.org/10.1186/s40862-024-00268-y 

Veliz, L., & Véliz-Campos, M. (2023): Multimodality as a “third space” for English as an additional language or dialect teaching: early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms, Educational Review. https://doi.org/10.1080/00131911.2023.2287415

Véliz-Campos, M., Villegas, C., & Véliz, L. (2023). Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile. Language Teaching Research Quarterly, 35, 37-56. https://doi.org/10.32038/ltrq.2023.35.03

Rioseco, M, Véliz-Campos, M., & Silva, J. (2023). Digital competences in Chilean Year-1 university students from technical-vocational secondary education (TVSE) and scientific-humanistic secondary education (SHSE). Education and Information Technologies. https://doi.org/10.1007/s10639-023-12207-4 

Rojas-Barahona, C., Gaete, J., Véliz, M., Castillo, R., Ramírez, S., & Araya, R. (2022). The effectiveness of a tablet-based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: study protocol for a randomized controlled trial. Trials, 23, 1-12. https://doi.org/10.1186/s13063-022-06875-9

Biedroń, A., Véliz-Campos, M., & Zychowicz, K. (2022). Longitudinal effects of phonological short-term memory and working memory capacity on L2 grammar knowledge. Advances in Cognitive Psychology, 18(2), 113-121. https://doi.org/10.5709/acp-0353-1

Véliz, L., & Véliz-Campos, M. (2021). International Students’ Perceptions of and Attitudes towards their Chinese Accented English in Academic Contexts. MEXTESOL Journal, 45(2), 1-11.

Biedroń, A., & Véliz-Campos, M. (2021). Trainability of Foreign Language Aptitudes in Children. In Rokita-Jaśkow, J. & Wolanin, A. (eds.), Facing diversity in child foreign language education. Springer. https://doi.org/10.1007/978-3-030-66022-2_3. ISBN- 10: 3030660214 ISBN-13: 978-3030660215

Véliz-Campos, M., Polanco-Soto, M., Biedroń, A. (2020). L2 motivational self system, international posture, and the socioeconomic factor in EFL at university level: the case of Chile. Psychology of Language and Communication, 24(1), 142-174. https://doi.org/10.2478/plc-2020-0009

Cárdenas-Moncada, C., Véliz-Campos, M., Véliz, L. (2020). Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL Classroom. CALL-EJ, 21(1), 64-78.

Véliz-Campos, M., Muñoz, P., & Véliz, L. (2019). Assessment in the English language classroom in Chile: Exploring the washback effect of traditional testing and Alternative assessment on seventh grade students. Paideia, 64, 97-108.

Walker-Janzen, W., Véliz-Campos, M. & Veliz, L. (2019). Academic journeys of socially disadvantaged students in Chile’s more equitable pathways to university entry. Issues in Educational Research, 29(4), 1348-1368.Leonardo Veliz & Véliz-Campos, M. (2019). A Socio-Semiotic Analysis of Latino Migrants’ Metaphorical Conceptualizations of Language Learning, Journal of Latinos and Education https://doi.org/10.1080/15348431.2019.1630285 

Contreras, A., Véliz-Campos, M, & Véliz, L. (2019). Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile. International Journal of Instruction, 12(1), 181-198.

Véliz-Campos, M. (2018). Pronunciation learning strategies, aptitude, and their relationship with pronunciation performance in pre-service English language teachers in Chile. Iranian Journal of Language Teaching Research, 6(2), 57-76.

Veliz, L. & Véliz-Campos, M. (2018). An interrogation of the role of critical thinking in English language pedagogy in Chile. Teaching in Higher Education. https//doi.org/10.1080/13562517.2018.1456424

Lizasoain, A., Ortiz de Zárate, A., Véliz, M., Luci, A., Rojas-Mora, J. (2016). Evaluación de It’s my Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile. Revista Calidad de Educación, 44, 98-128.

Véliz-Campos, M. y Luci Alarcón, A. (2015). Matches and Mismatches: Pre-service English language teachers’ perceptions of school-based tutors’ feedback versus the actual discourse of feedback. Revista Educación Andrés Bello, 01, 65-91.

Hitt, L. and Véliz, M. (2015). A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: A case study. Literatura y Lingüística 31, 245-268.

Proyectos de investigación con financiamiento interno o externo

2022: Se adjudica Proyecto Foncedyt 1220209 titulado On the effects of implicit and explicit corrective feedback on perception and production of English sentence accent and (post-)nuclear intonation as mediated by L2 foreign language aptitude, working memory, and musical ability

2021: Coinvestigador Proyecto Fondecyt Regular 1210989 titulado Desarrollo temprano de habiliddes académicas en el aula: efecto a corto y mediano plazo de un juego en Tablet que estimula habilidades cognitivas, emocionales y sociales, para niñas y niños de Pre-Kínder para implementación durante los años 2021-2024

2017: Se adjudica Proyecto Foncedyt 11170031 titulado On the permeability of L2 aptitude: The effects of an L2 motivational vision enhancement classroom intervention on L2 aptitude, para implementación durante 2017-2019/20.