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

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

Palavras-chave:

aprendizagem de inglês como língua estrangeira, consciência na aprendizagem, estratégias metacognitivas, estratégias de aprendizagem de vocabulário

Resumo

Referem-se os resultados de uma experiência de treinamento em estratégias para um grupo de 30 estudantes A1 de oitavo grau de dois colégios públicos na Colômbia. Nosso objetivo foi identificar como o desenvolvimento de estratégias metacognitivas e de aprendizagem de vocabulário influiu na forma de desenvolver uma tarefa de aprendizagem e os níveis de autonomia dos estudantes. Os dados analisaram-se com o enfoque da teoria fundamentada. Os resultados mostraram um aumento no uso de estratégias, a adoção de condutas metacognitivas e variados níveis de autonomia. Propõe-se incorporar o treinamento em estratégias às aulas de língua por meio de ferramentas tecnológicas para que os estudantes tenham um melhor controle de sua aprendizagem e desenvolvam estratégias transferíveis a outras situações.

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Biografia do Autor

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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