Contenido principal del artículo

Jing Liu
Anhui Normal University
China
Biografía
Núm. 36 (2021): Junio, Artículos, Páginas 9-25
DOI: https://doi.org/10.30827/portalin.v0i36.13897
Recibido: Mar 11, 2020 Aceptado: May 25, 2021 Publicado: Jun 21, 2021
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Resumen

El artículo tiene la intención de explorar si existen correlaciones significativas entre la autoeficacia de los estudiantes y la precisión de su autoevaluación y cómo la primera interviene en la segunda. Enmarcado dentro de un aula de interpretación de pregrado en China, que comparte objetivos pedagógicos similares con cursos generales de idiomas extranjeros, un total de 53 estudiantes de último año completaron una escala de autoeficacia en la interpretación (ISE) antes de autoevaluar su desempeño de interpretación consecutiva inglés-chino. Se emplearon pruebas de correlación de Spearman para investigar las correlaciones entre el nivel de ISE de los estudiantes y la precisión de su autoevaluación, en comparación con las calificaciones del maestro. Aunque ISE y la precisión de la autoevaluación se correlacionaron positivamente, la relación no fue significativa. El ISE de nivel medio a bajo solo podía predecir vagamente el desempeño de la autoevaluación de los estudiantes, pero los estudiantes eran capaces de realizar una autoevaluación precisa independientemente de su nivel de ISE. Esto justifica una reflexión más rigurosa sobre el aprendizaje autorregulado gracias a una autoevaluación precisa en las aulas de idiomas, que está informada simultáneamente por múltiples variables sociales y psicológicas que experimentan los alumnos individuales, como la autoeficacia.

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