Promoting the use of metacognitive and vocabulary learning strategies in 8th graders

Claudia Patricia Alvarez-Ayure; Cristina Barón-Peña; Magda Liliana Martínez Orjuela

doi:10.17533/udea.ikala.v23n03a06

Authors

Claudia Patricia Alvarez-Ayure Universidad de La Sabana https://orcid.org/0000-0001-7425-6437
Cristina Barón-Peña Colegio República Dominicana
Magda Liliana Martínez Orjuela I.E. Técnica Empresarial El Jardín

DOI:

https://doi.org/10.17533/udea.ikala.v23n03a06

Keywords:

EFL learning, learner autonomy, learning awareness, metacognitive strategies, vocabulary learning strategies, WebQuest.

Abstract

This paper reports on the results of a strategy training experience on a group of 30 A1-eight graders from two public schools in Colombia. Our goal was to identify how the development of metacognitive and vocabulary learning strategies, executed through a WebQuest, influenced the students’ performance in a vocabulary-learning task and their levels of learning autonomy. Data were analysed following the grounded theory approach. The results showed increases in the percentage of students using learning strategies, the adoption of metacognitive behaviours and levels of learner autonomy. Therefore, we propose that classroom practices should incorporate a greater degree of strategy training, mediated by Web-based tools, to help students achieve higher levels of learning control and to develop skills that can be transferred to other learning situations.

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Author Biographies

Claudia Patricia Alvarez-Ayure, Universidad de La Sabana

Lecturer and researcher in the Department of Languages & Cultures at the Universidad de La Sabana where she tutors for the Master's programmes. Her experience at the graduate level includes the design and coordination of teacher training programmes. Her research ranges over online environments, the implementation of formative assessment practices and teacher education

Cristina Barón-Peña, Colegio República Dominicana

MA in English Language Teaching for self-directed learning from Universidad de la Sabana (Colombia) and a TESOL graduate diploma from Anaheim University (USA). She currently works as an English language teacher at República Dominicana IED and at Universidad CIDE. Her principal research interests include e-learning and learning autonomy.

Magda Liliana Martínez Orjuela, I.E. Técnica Empresarial El Jardín

MA in English Language Teaching for self-directed Learning from Universidad de la Sabana (Colombia) and a TESOL Graduate Diploma from Anaheim University (USA). She currently teaches both secondary and university level students. Her research interests include e-learning and the development of learning strategies.

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