Titulo:
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas
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Sumario:
Los estudiantes de lenguas extranjeras de cualquier nivel de escolaridad deben ser agentes activos en su aprendizaje y desarrollar su competencia estratégica para ser aprendices y hablantes competentes del idioma que aprenden, en este caso, inglés. Éste estudio investigó el efecto del entrenamiento de Estrategias Metacognitivas para planear, monitorear y evaluar en la habilidad oral y auditiva de un grupo de 42 estudiantes de nivel principiante de un colegio público quienes recibieron un ciclo de seis talleres de entrenamiento explícito de dichas estrategias, siguiendo las fases del enfoque CALLA (preparación, presentación, práctica, evaluación y expansión). Los resultados evidenciaron que dichas estrategias impactaron positiva... Ver más
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Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas Developing Aural and Oral Skills of Beginner Learners of English as a Foreign Language Through Explicit Metacognitive Strategies Training Los estudiantes de lenguas extranjeras de cualquier nivel de escolaridad deben ser agentes activos en su aprendizaje y desarrollar su competencia estratégica para ser aprendices y hablantes competentes del idioma que aprenden, en este caso, inglés. Éste estudio investigó el efecto del entrenamiento de Estrategias Metacognitivas para planear, monitorear y evaluar en la habilidad oral y auditiva de un grupo de 42 estudiantes de nivel principiante de un colegio público quienes recibieron un ciclo de seis talleres de entrenamiento explícito de dichas estrategias, siguiendo las fases del enfoque CALLA (preparación, presentación, práctica, evaluación y expansión). Los resultados evidenciaron que dichas estrategias impactaron positivamente las habilidades de escucha y producción oral, favoreciendo el aprendizaje de nuevo vocabulario, mejorando las actitudes hacia las habilidades de habla y escucha, así como los sentimientos de éxito en el aprendizaje. Lo anterior implica que la instrucción directa de Estrategias Metacognitivas debe ser incorporada a las clases regulares de inglés para ayudar a los estudiantes a ser más auto-regulados. Learners of foreign languages from different levels of education need to be active agents of their learning process. They need to develop strategic competence to become proficient learners and users of the foreign language. One way to foster this active and strategic role is to instruct learners in the use of Metacognitive Strategies. This work of research studied the effect of Metacognitive Strategies training on students’ aural and oral skills. Forty-two seventh graders from a public institution participated in a six-workshop training cycle on strategies for planning, monitoring and evaluating learning tasks, following the model of the Cognitive Academic Language Learning Approach- CALLA (preparation, presentation, practice, evaluation and expansion). The findings showed that Metacognitive Strategies positively impacted students’ aural and oral skills, favored their vocabulary repertoire, produced a favorable change in their attitudes towards listening and speaking, and raised their feeling of success and self-efficacy. This implies that Metacognitive Strategies should be incorporated into the regular language class to help students become more self-regulated learners. Velásquez Jaramillo, Mercedes Aprendizaje auto-regulado Conciencia Metacognitiva Estrategias Metacognitivas Habilidad auditiva Habilidad oral Instrucción efectiva Aural skills effective instruction Metacognitive awareness Metacognitive Strategies self-directed learning oral skills 17 1 Núm. 1 , Año 2021 : Enero-Junio Artículo de revista Journal article 2021-01-01T00:00:00Z 2021-01-01T00:00:00Z 2020-01-01 application/pdf Universidad de Caldas Latinoamericana de Estudios Educativos 1900-9895 2500-5324 https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4270 10.17151/rlee.2021.17.1.7 https://doi.org/10.17151/rlee.2021.17.1.7 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ 120 141 Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network ISRN Education, 2012, 6 pages. https://doi.org/10.5402/2012/734085 Burns, A. (2001). Collaborative action research for english language teachers. Cambridge University Press. Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual review of Applied Linguistics, 25, 112-130. https://doi.org/10.1017/ S0267190505000061 Chamot, A.U., Barnhardt, S., El Dinary, P., Carbonaro, G. & Robbins, J., (1993). Methods for teaching Learning strategies in the foreign language classroom and Assessment of Language skills for instruction. Final report. Georgetown University. https://files.eric.ed.gov/fulltext/ED365157.pdf Cohen, A. D. (1996). Second language learning and use strategies: clarifying the issues. Center for Advanced Research on Language Acquisition University of Minnesota, Minneapolis. Revised version. Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL, 4(1), 35-50. https://eric.ed.gov/?id=ED509339 Diaz, I. (2015). Training in metacognitive strategies for students’ vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102. http://dx.doi.org/10.15446/profile.v17n1.41632 Guapacha Chamorro, M. E., & Benavidez Paz, L. H. (2017). Improving language learning strategies and performance of pre-service language teachers through a CALLATBLT model. Profile Issues in TeachersProfessional Development,19(2), 101-120. http://dx.doi.org/10.15446/profile.v19n2.57581 Ismael, H. A., (2015). The role of metacognitive knowledge in enhancing learners autonomy. International journal of language and linguistics, 2(4), 95-102 James, C. J. (1985). The testing of proficiency in listening comprehension: guiding for teaching. In a meeting the call for excellence in the foreign language classroom and selected papers from the Central States Conference on the Teaching of Foreign Languages.(9 pages) Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and second language learning. http://old.fltrp.com/download/07041802.pdf Larsen-Freeman, D. and Anderson, M. (2011). Techniques and Principles in Language Teaching. (Third ed). Oxford. Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 88-99. http://dx.doi.org/10.5539/ijel.v4n2p88 Nunan, D. (1992). Research Methods in Language Learning. Cambridge UK: Cambridge University Press. O’Malley, J. M., & Valdez-Pierce, L. V. (1996). Oral language assessment. In Authentic assessment for English language learners. Addison Wesley O’Malley, J. M. & A. U. Chamot (1990). Learning strategies in second language acquisition. Cambridge University Press. Rahimi, A. H., Birjandi, P. (2012). The effect of metacognitive strategy instruction on the listening performance of EFL students. In International Journal of Linguistics,4(2),495-517. https://doi.org/10.5296/ijl.v4i2.1707 Rahimi, M., Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency.The Journal of Teaching Language Skills, 5(2), 69-90. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=489532 Rahimirad, M. (2014).The impact of metacognitive strategy instruction on the listening performance of university students. Procedia - Social and Behavioral Sciences 98, 1485 – 1491. https://doi.org/10.1016/j.sbspro.2014.03.569 Rashtchi, M., & Khani, P. (2010). Improving EFL learners’ oral proficiency through metacognitive strategy instruction. JELS, 1(4),137-156 Richards, J. C. (2005). Second thoughts on teaching listening. Regional Language Centre Journal, 36(1), 85-92. Rost, M. (1994). Introducing listening. Penguin. Trujillo, C. L., Álvarez, C. P., Zamudio, M. N. & Morales, G. (2015). Facilitating vocabulary learning through metacognitive strategy training and learning journals. Colombian applied linguistic journal,17(2),246-259. Ur, P. (2013). A course in english language teaching. (First South Asian edition). Cambridge University Press. Vandergrift, L. (2003). Orchestrating strategy use: towards a model of the skilled L2 listener. Language Learning, 53, 461–494. http://dx.doi.org/10.1111/1467-9922.00232 Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied linguistics,19(4), 515-537. https://doi.org/10.1093/applin/19.4.515 https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/4270/3927 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD DE CALDAS |
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Latinoamericana de Estudios Educativos |
| title |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas |
| spellingShingle |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas Velásquez Jaramillo, Mercedes Aprendizaje auto-regulado Conciencia Metacognitiva Estrategias Metacognitivas Habilidad auditiva Habilidad oral Instrucción efectiva Aural skills effective instruction Metacognitive awareness Metacognitive Strategies self-directed learning oral skills |
| title_short |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas |
| title_full |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas |
| title_fullStr |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas |
| title_full_unstemmed |
Desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de Estrategias Metacognitivas |
| title_sort |
desarrollo de las habilidades de escucha y habla en aprendices principiantes de inglés como lengua extranjera mediante el entrenamiento explícito de estrategias metacognitivas |
| title_eng |
Developing Aural and Oral Skills of Beginner Learners of English as a Foreign Language Through Explicit Metacognitive Strategies Training |
| description |
Los estudiantes de lenguas extranjeras de cualquier nivel de escolaridad deben ser agentes activos en su aprendizaje y desarrollar su competencia estratégica para ser aprendices y hablantes competentes del idioma que aprenden, en este caso, inglés. Éste estudio investigó el efecto del entrenamiento de Estrategias Metacognitivas para planear, monitorear y evaluar en la habilidad oral y auditiva de un grupo de 42 estudiantes de nivel principiante de un colegio público quienes recibieron un ciclo de seis talleres de entrenamiento explícito de dichas estrategias, siguiendo las fases del enfoque CALLA (preparación, presentación, práctica, evaluación y expansión). Los resultados evidenciaron que dichas estrategias impactaron positivamente las habilidades de escucha y producción oral, favoreciendo el aprendizaje de nuevo vocabulario, mejorando las actitudes hacia las habilidades de habla y escucha, así como los sentimientos de éxito en el aprendizaje. Lo anterior implica que la instrucción directa de Estrategias Metacognitivas debe ser incorporada a las clases regulares de inglés para ayudar a los estudiantes a ser más auto-regulados.
|
| description_eng |
Learners of foreign languages from different levels of education need to be active agents of their learning process. They need to develop strategic competence to become proficient learners and users of the foreign language. One way to foster this active and strategic role is to instruct learners in the use of Metacognitive Strategies. This work of research studied the effect of Metacognitive Strategies training on students’ aural and oral skills. Forty-two seventh graders from a public institution participated in a six-workshop training cycle on strategies for planning, monitoring and evaluating learning tasks, following the model of the Cognitive Academic Language Learning Approach- CALLA (preparation, presentation, practice, evaluation and expansion). The findings showed that Metacognitive Strategies positively impacted students’ aural and oral skills, favored their vocabulary repertoire, produced a favorable change in their attitudes towards listening and speaking, and raised their feeling of success and self-efficacy. This implies that Metacognitive Strategies should be incorporated into the regular language class to help students become more self-regulated learners.
|
| author |
Velásquez Jaramillo, Mercedes |
| author_facet |
Velásquez Jaramillo, Mercedes |
| topicspa_str_mv |
Aprendizaje auto-regulado Conciencia Metacognitiva Estrategias Metacognitivas Habilidad auditiva Habilidad oral Instrucción efectiva |
| topic |
Aprendizaje auto-regulado Conciencia Metacognitiva Estrategias Metacognitivas Habilidad auditiva Habilidad oral Instrucción efectiva Aural skills effective instruction Metacognitive awareness Metacognitive Strategies self-directed learning oral skills |
| topic_facet |
Aprendizaje auto-regulado Conciencia Metacognitiva Estrategias Metacognitivas Habilidad auditiva Habilidad oral Instrucción efectiva Aural skills effective instruction Metacognitive awareness Metacognitive Strategies self-directed learning oral skills |
| citationvolume |
17 |
| citationissue |
1 |
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Núm. 1 , Año 2021 : Enero-Junio |
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Universidad de Caldas |
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Latinoamericana de Estudios Educativos |
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https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4270 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network ISRN Education, 2012, 6 pages. https://doi.org/10.5402/2012/734085 Burns, A. (2001). Collaborative action research for english language teachers. Cambridge University Press. Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual review of Applied Linguistics, 25, 112-130. https://doi.org/10.1017/ S0267190505000061 Chamot, A.U., Barnhardt, S., El Dinary, P., Carbonaro, G. & Robbins, J., (1993). Methods for teaching Learning strategies in the foreign language classroom and Assessment of Language skills for instruction. Final report. Georgetown University. https://files.eric.ed.gov/fulltext/ED365157.pdf Cohen, A. D. (1996). Second language learning and use strategies: clarifying the issues. Center for Advanced Research on Language Acquisition University of Minnesota, Minneapolis. Revised version. Coşkun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL, 4(1), 35-50. https://eric.ed.gov/?id=ED509339 Diaz, I. (2015). Training in metacognitive strategies for students’ vocabulary improvement by using learning journals. Profile Issues in TeachersProfessional Development, 17(1), 87-102. http://dx.doi.org/10.15446/profile.v17n1.41632 Guapacha Chamorro, M. E., & Benavidez Paz, L. H. (2017). Improving language learning strategies and performance of pre-service language teachers through a CALLATBLT model. Profile Issues in TeachersProfessional Development,19(2), 101-120. http://dx.doi.org/10.15446/profile.v19n2.57581 Ismael, H. A., (2015). The role of metacognitive knowledge in enhancing learners autonomy. International journal of language and linguistics, 2(4), 95-102 James, C. J. (1985). The testing of proficiency in listening comprehension: guiding for teaching. In a meeting the call for excellence in the foreign language classroom and selected papers from the Central States Conference on the Teaching of Foreign Languages.(9 pages) Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and second language learning. http://old.fltrp.com/download/07041802.pdf Larsen-Freeman, D. and Anderson, M. (2011). Techniques and Principles in Language Teaching. (Third ed). Oxford. Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 88-99. http://dx.doi.org/10.5539/ijel.v4n2p88 Nunan, D. (1992). Research Methods in Language Learning. Cambridge UK: Cambridge University Press. O’Malley, J. M., & Valdez-Pierce, L. V. (1996). Oral language assessment. In Authentic assessment for English language learners. Addison Wesley O’Malley, J. M. & A. U. Chamot (1990). Learning strategies in second language acquisition. Cambridge University Press. Rahimi, A. H., Birjandi, P. (2012). The effect of metacognitive strategy instruction on the listening performance of EFL students. In International Journal of Linguistics,4(2),495-517. https://doi.org/10.5296/ijl.v4i2.1707 Rahimi, M., Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency.The Journal of Teaching Language Skills, 5(2), 69-90. https://www.sid.ir/en/journal/ViewPaper.aspx?ID=489532 Rahimirad, M. (2014).The impact of metacognitive strategy instruction on the listening performance of university students. Procedia - Social and Behavioral Sciences 98, 1485 – 1491. https://doi.org/10.1016/j.sbspro.2014.03.569 Rashtchi, M., & Khani, P. (2010). Improving EFL learners’ oral proficiency through metacognitive strategy instruction. JELS, 1(4),137-156 Richards, J. C. (2005). Second thoughts on teaching listening. Regional Language Centre Journal, 36(1), 85-92. Rost, M. (1994). Introducing listening. Penguin. Trujillo, C. L., Álvarez, C. P., Zamudio, M. N. & Morales, G. (2015). Facilitating vocabulary learning through metacognitive strategy training and learning journals. Colombian applied linguistic journal,17(2),246-259. Ur, P. (2013). A course in english language teaching. (First South Asian edition). Cambridge University Press. Vandergrift, L. (2003). Orchestrating strategy use: towards a model of the skilled L2 listener. Language Learning, 53, 461–494. http://dx.doi.org/10.1111/1467-9922.00232 Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied linguistics,19(4), 515-537. https://doi.org/10.1093/applin/19.4.515 |
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