ARTICLES
Matus, I., and Inostroza Araos, M.-J. (2024). Approximation to the Use of the Color Vowel ®Approach to Foster 4th Graders’ Decoding Skills for Vowels /i:/, /u/, /eɪ/, and /aʊ/. Colombian Applied Linguistics Journal, 26(2), 118–142. https://doi.org/10.14483/22487085.21580
Werlinger, B. L., & Inostroza, A. M.-J. (2024). The contribution of board games to pre-kindergarten students' oral production. HOW, 31(1), 123–147.
https://doi.org/10.19183/how.31.1.781
Inostroza, M.-J., Perez-Villalobos, C., & Tabalí, P. (2024). Chilean primary learners' motivation and attitude towards English as a foreign language. Education Sciences, 14(3), 262. https://doi.org/10.3390/educsci14030262
Cañete, G., & Inostroza, M. J. (2022). Exploring the contribution of self-assessment checklists to improve oral presentations. HOW Journal, 29 (1), 57-80. https://doi.org/10.19183/how.29.2.702
Inostroza, M. J., Quero, E., & Berríos, A. (2021). Perfil de los participantes de internados de mapuzugun de la organización Mapuzuguletuaiñ. Nueva Revista del Pacífico, 74, 361-384. http://dx.doi.org/10.4067/S0719-51762021000100361
González, N., Ibáñez, P., Inostroza, M. J., & Strickland, B. (2021). Exploratory action research: Teaching EFL vocabulary to deaf students through the use of visual aids. Colombian Applied Linguistics Journal, 23 (1). https://doi.org/10.14483/22487085.16125
Contreras, K., Arredondo, C., Díaz, C., Inostroza, M. J., & Strickland, B. (2020). Examining differences between pre- and in-service teachers’ cognition when lesson planning. System, 91, 102240. https://doi.org/10.1016/j.system.2020.102240
Ortiz, M., Díaz, C., & Inostroza, M. J. (2020). Effect of metalinguistic feedback on Chilean preservice teachers’ written use of the third person singular suffix -s. Journal of Research in Applied Linguistics, 11 (1), 3-20. https://doi.org/10.22055/RALS.2020.15414
Alarcón, P., Díaz, C., Tagle, T., Vásquez, V., Inostroza, M. J., Quintana, M., & Ramos, L. (2019). Map, foundations, recipe, burden: Teachers’ conceptual metaphors on lesson planning. D.E.L.T.A., 35 (4), 1-22. http://dx.doi.org/10.1590/1678-460x2019350408
Telles, N., Inostroza, M. J., & Rosas, M. (2019). Points of improvement: Reflective strategy to support Chilean EFL pre-Service teachers’ lesson planning. HOW Journal, 26 (2), 18-105. https://doi.org/10.19183/how.26.2.498
Inostroza, M. J. (2018). Chilean young learners’ perspectives on their EFL lesson in primary schools. Actualidades Investigativas en Educación, 18 (1), 1-20.
https://doi.org/10.15517/aie.v18i1.31323
BOOK CHAPTERS
Inostroza, M. J. (2018). Using language practice games to teach English in Chilean primary classrooms. Copland & Burns; Garton (Eds.). Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. 85-90. TESOL: Alexandria, VA, USA.
https://www.researchgate.net/publication/339956787_Using_Language_Practice_Games_to_Teach_English_in_Chilean_Primary_Classrooms
OTHER PUBLICATIONS
Inostroza, M. J. (2019). Inclusive practices in the early years classroom. IATEFL TEYL Worldwide. (1). 41-42. Reino Unido
https://www.iatefl.org/resources/sig/yltsig-teylt-worldwide-issue-1-2019
Inostroza, M. J. (2019) Chilean primary learning experiences – The power of storytelling, IATEFL YLTSIG Blog.
https://yltsig.iatefl.org/2019/02/06/chilean-primary-learning-experiences-the-power-of-storytelling/
Aliaga, L., Inostroza, M. J., Rebolledo, P., Romero, G., & P, Tabali. (2015). RICELT: Creating a research community in Chilean ELT. ELT Research. 30. 34-35. https://www.researchgate.net/publication/272474567_RICELT_Creating_a_research_community_in_Chilean_ELT