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

Auteurs-es

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

Mots-clés :

apprentissage de l ́anglais langue étrangère, autonomie de l ́élève, prise de conscience du processus d ́apprentissage, stratégies cognitives, stratégies pour acquérir du vocabulaire, WebQuest

Résumé

Cet article rend compte des résultats d ́une expérience pédagogique qui fomente des stratégies d ́apprentissage, menée avec un groupe de 30 lycéens A1 de hui-tième (13 ans) en Colombie. Notre objectif a consisté à identifier comment le développement de stratégies métacognitives et d ́apprentissage de vocabulaire modifie l ́acquisition lors d ́une activité ainsi que leurs degrés d ́autono-mie. Les données ont été analysées en suivant les postulats de la théorie ancrée. Les résultats montrent un recours plus grand à ces stratégies, l ́adoption de con-duites métacognitives et de différents degrés d ́autonomie. Finalement, pour mieux intégrer les stratégies métacognitives dans les cours de langue, on propose d ́introduire des outils informatiques afin que les élèves puissent développer une plus grande conscience de leur apprentissage et transférer ces compétences á d ́autres situations d ́apprentissage.

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Bibliographies de l'auteur-e

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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