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

Autores/as

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

Palabras clave:

aprendizaje de inglés como lengua extranjera, autonomía del aprendiz, conciencia en el aprendizaje, estrategias metacognitivas, estrategias de aprendizaje de vocabulario, WebQues

Resumen

Se reportan los resultados de una experiencia de entrenamiento en estrategias a un grupo de 30 estudiantes A1 de octavo grado de dos colegios públicos en Colombia. Nuestro objetivo fue identificar cómo el desarrollo de estrategias me-tacognitivas y de aprendizaje de vocabulario influyó en la forma de desarrollar una tarea de aprendizaje y los niveles de autonomía de los estudiantes. Los datos se analizaron con el enfoque de la teoría fundamentada. Los resultados mostraron un aumento en el uso de estrategias, la adopción de conductas metacognitivas y varia-dos niveles de autonomía. Se propone incorporar el entrenamiento en estrategias a las clases de lengua a través de herramientas tecnológicas para que los estudian-tes logren mejor control de su aprendizaje y desarrollen estrategias transferibles a otras situaciones.

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Biografía del autor/a

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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