Mejorando la habilidad de comprensión auditiva en una clase de Inglés como lengua extranjera, mediante estrategias metacognitivas

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María Fernanda Valdés Mendoza
Margarita López Pinzón

Resumen

Aprender un idioma extranjero puede ser un desafío para muchos y la habilidad de comprensión auditiva tiende a ser una de las habilidades más difíciles para los estudiantes de inglés. Por lo tanto, este artículo informa los hallazgos de un estudio de investigación-acción cualitativa sobre el impacto de las estrategias metacognitivas en la habilidad de comprensión auditiva de nueve estudiantes en un instituto de idiomas privado. El propósito de este estudio fue determinar cómo el uso de estrategias metacognitivas podría contribuir al desarrollo de la habilidad de escucha. Se diseñaron algunos talleres para la intervención y se presentaron estrategias metacognitivas a los alumnos. Cada lección se registró en un diario para realizar un seguimiento de sus actitudes, progreso y respuestas a las estrategias. Además, los estudiantes fueron evaluados en su desempeño en cada taller. También se les preguntó acerca de sus percepciones sobre el uso de estrategias durante las tareas de escucha. Adicionalmente, se implementó una prueba previa y una prueba posterior de comprensión auditiva para comparar los resultados de los alumnos, que se obtuvieron antes y después de la intervención. Los resultados mostraron que las estrategias metacognitivas ayudaron a los alumnos a tomar conciencia de su propio proceso de aprendizaje. Tuvieron un impacto positivo en sus habilidades para comprender un audio y mejoraron la precisión de los estudiantes en términos de las tareas de escucha implementadas.

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Cómo citar
Valdés Mendoza, M. F., & López Pinzón, M. (2022). Mejorando la habilidad de comprensión auditiva en una clase de Inglés como lengua extranjera, mediante estrategias metacognitivas. Shimmering Words: Research and Pedagogy E-Journal, 11, 147-173. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2472
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Biografía del autor/a

María Fernanda Valdés Mendoza, SENA - Regional Córdoba

holds a B.A. in English teaching, Córdoba University, and a MA in English Didactics from Caldas University, extension with Universidad de San Buenaventura, Cartagena. She has been teaching English for 6 years. Currently, she is an English instructor at SENA - Regional Córdoba.

Margarita López Pinzón, Universidad de Caldas

holds an MA in English Didactics from Caldas University; she has been conducting educational research for several years, sharing her research findings in different events in the country and abroad. She has been the author and co-author of articles, books related to bilingualism and classroom research.

Citas

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