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Mauricio Enrique Véliz Campos

Director de Escuela

Universidad de Talca

Linares, Chile

Líneas de Investigación


Proceso de aprendizaje de pronunciación de inglés como lengua adicional; Estrategias de aprendizaje (de pronunciación) de inglés como lengua adicional; Variables cognitivas y afectivas que inciden en aprendizaje de inglés como lengua adicional.

Educación

  •  Magíster Artium en Lingüística Anglosajona, UNIVERSIDAD DE SANTIAGO DE CHILE. Chile, 2004
  •  Doctorate in TESOL and Education, UNIVERSITY OF EXETER. Reino Unido, 2015
  •  Profesor de Inglés, UNIVERSIDAD METROPOLITANA DE CIENCIAS DE LA EDUCACION. Chile, 1997

Experiencia Académica

  •   Titular Full Time

    UNIVERSIDAD CATOLICA CARDENAL RAUL SILVA HENRIQUEZ

    2000 - At present

  •   Director Full Time

    UNIVERSIDAD DE TALCA

    Facultad de Ciencias de la Educación

    Linares, Chile

    2019 - At present

  •   Dean Full Time

    UNIVERSIDAD DE TALCA

    Faculty of Educational Sciences

    Linares, Chile

    2022 - At present

Experiencia Profesional

  •   Director Ejecutivo de Convenio de Desempeño Full Time

    Universidad Católica Silva Henríquez

    Chile

    2014 - 2018

  •   Académico de postgrado

    Universidad Andrés Bello

    Chile

    2012 - At present

  •   Director de Escuela de Humanidades y Ciencias

    Universidad Católica Silva Henríquez

    Chile

    2010 - 2012

  •   Jefe de Carrera de Pedagogía en Inglés

    Universidad Católica Silva Henríquez

    Chile

    2005 - 2010

  •   Académico permanente

    Universidad Católica Silva Henríquez

    Chile

    1999 - 2005

  •   Académico por horas

    Universidad de Santiago de Chile

    Chile

    1997 - 2004

  •   Director de Escuela de Pedagogías en Inglés Full Time

    Universidad de Talca

    Linares, Chile

    2019 - At present

  •   Dean Full Time

    University of Talca

    Linares, Chile

    2022 - At present


 

Article (18)

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

Veliz; L.; Véliz-Campos; M

Article ISI SCOPUS
Educational Review  (2025)

On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio-semiotic study

Veliz-Campos, Mauricio; Roa, Felipe; Veliz, Leonardo

Article ISI SCOPUS
Asian-Pacific Journal of Second and Foreign Language Education  (2024)

Digital competences in Chilean Year-1 university students from technical-vocational secondary education (TVSE) and scientific-humanistic secondary education (SHSE)

Rioseco, M, Véliz-Campos, M., & Silva, J.

Article
Educational and Information Technologies  (2023)

Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile

Villegas, Carola

Article SCOPUS
Language Teaching Research Quarterly  (2023)

A Socio-Semiotic Analysis of Latino Migrants’ Metaphorical Conceptualizations of Language Learning

Veliz L.; Véliz-Campos M.

Article SCOPUS
Journal of Latinos and Education  (2022)

Longitudinal Effects of Phono-logical Short-Term Memory and Working Memory Capacity on L2 Grammar Knowledge

Biedron, A; Veliz-Campos M.; Zychowicz K.

Article ISI SCOPUS
Advances in Cognitive Psychology  (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

Gaete, Jorge; Ramírez, Saray; Araya, Ricardo

Article ISI SCOPUS
Trials  (2022)

International students' perceptions of and attitudes towards their chinese accented english in academic contexts

Veliz L.; Veliz-Campos M.

Article SCOPUS
Mextesol Journal  (2021)

Assessment in the English language classroom in chile: Exploring the washback effect of traditional testing and Alternative assessment on seventh grade students



Article ERIH PLUS
PAIDEIA  (2020)

Game-based student response systems: The impact of Kahoot in a chilean vocational higher education EFL classroom

Cárdenas-Moncada C.

Article SCOPUS
CALL-EJ  (2020)

L2 Motivational Self System, International Posture, and the Socioeconomic Factor in Efl at University Level: The Case of Chile

Polanco-Soto, Mical; Biedro?, Adriana

Article SCOPUS
Psychology of Language and Communication  (2020)

Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry



Article SCOPUS
ISSUES IN EDUCATIONAL RESEARCH  (2019)

An interrogation of the role of critical thinking in English language pedagogy in Chile



Article WOS (ex ISI); SCOPUS
TEACHING IN HIGHER EDUCATION  (2019)

Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile

Contreras-Soto, Amanda; Veliz-Campos, Mauricio; Veliz, Leonardo

Article SCOPUS
INTERNATIONAL JOURNAL OF INSTRUCTION  (2019)

Pronunciation learning strategies, aptitude, and their relationship with pronunciation performance in pre-service English language teachers in Chile



Article SCOPUS
IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH  (2018)

Evaluación de It’s my Turn, una herramienta de autoaprendizaje de inglés como lengua extranjera para contextos rurales de Chile. 

Andrea Lizasoain; Amalia Ortiz de Zárate; Mauricio Véliz; Andrea Luci; Julio Rojas-Mora

Article ERIH PLUS; SCIELO
CALIDAD EN LA EDUCACION  (2016)

A study of language learning strategies that successful preservice teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study



Article SCOPUS
Literatura y lingüística  (2015)

Matches and Mismatches: Pre-service English language teachers’ perceptions of school-based tutors’ feedback versus the actual discourse of feedback. 

MAURICIO VÉLIZ CAMPOS; ANDREA LUCI ALARCÓN

Article OTRA INDIZACIÒN CON REVISIÓN DE PARES
REVISTA EDUCACION ANDRES BELLO  (2015)

BookSection (1)

Trainability of Foreign Language Aptitudes in Children

Rokita-Ja?kow, J

BookSection
 (2021)

Proyecto (3)

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

, Yasna Ivonne Pereira Reyes

Proyecto
 (2022)

Desarrollo temprano de habilidades 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



Proyecto
 (2021)

On the permeability of L2 aptitude: The effects of an L2 motivational vision enhancement classroom intervention on L2 aptitude



Proyecto
 (2017)

1
RAMON CASTILLO

Full Professor

Psychology

UNIVERSIDAD DE TALCA

Talca, Chile

1
Cristian Rojas

Profesor Asociado

Universidad de Talca

Talca, Chile

22
Mauricio Véliz

Director de Escuela

Universidad de Talca

Linares, Chile