Autonomía del alumno y uso de la estrategia de aprendizaje antes y durante la pandemia de Covid 19
Palabras clave:
estrategias de aprendizaje de idiomas, autonomía del alumno, aprendizaje en línea, estrategias metacognitivas, Covid 19Resumen
El objetivo de este estudio es investigar el nivel de uso y autonomía de estrategias de aprendizaje en la educación tradicional y en línea. En el estudio participaron 155 estudiantes de secundaria de la universidad estatal. Los datos se recopilaron utilizando la Estrategia de Aprendizaje de Idiomas (LLS) de Oxford (1990) y un cuestionario de autonomía del alumno (Zhang y Li, 2004). Se utilizó SPSS22 para analizar los datos. Los hallazgos revelaron que el nivel de autonomía era alto en la educación tradicional, pero moderado en toda la educación en línea. Además, los resultados de los cuestionarios de LLS revelaron que los estudiantes emplearon un número moderado de estrategias de aprendizaje de idiomas tanto en la educación tradicional como en línea. Además, los resultados de los cuestionarios de LLS revelaron que los estudiantes emplearon un número moderado de estrategias de aprendizaje de idiomas en la educación tradicional y en línea. Finalmente, el análisis de correlación utilizado para determinar la asociación entre la autonomía del alumno y el uso de LLS reveló una relación positiva y lineal entre las dos variables.
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Citas
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Thangpatipan, K. (2014). A survey study of language learning strategies uses by Thai high school students in an English program. Bangkok, Thailand: Thammasat U.
White, C. (1995). Autonomy and strategy use in distance foreign language learning: research findings. System, 23(2), 207-221.
Wong, M.S.L. (2005). Language learning strategies and language self-efficiency. Rational Language Centre Journal, 36(3), 245-269.
Wong, M.S.L. (2011). Language learning strategy use: A study of pre-service teachers in Malaysia, 1-21.
Yıldırım, O. (2008). Turkish EFL learners’ readiness for learner autonomy. Dil ve Dilbilimi Çalışmaları Dergisi, 4(1).
Zaharah, Z., & Kirilova, G.I. (2020). Impact of Corona Virus Outbreak Towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(3).
Zhang, L.X. & Li X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
Zhong, Q.M. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85.
Barbara, N. (2007). Autonomy in ESP: Solution or recipe. Languages for specific purposes: Searching for common solutions, 18-31.
Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839-843.
Benson, P. (2011). What’s new in autonomy. The Language Teacher, 35(4), 15-18.
Brown, A.V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60.
Ceylan, N.O. (2017). Öğrenci özerkliği ile dil öğrenme stratejileri arasındaki ilişki. Karaelmas Eğitim Bilimleri Dergisi, 5(1).
Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in higher education, 6(4), 505-518.
Charoento, M. (2016). Individual learner differences and language learning strategies. Contemporary Education Research Journal, 7, 57–72.
Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language Teaching, and Language Learning. Modern Language Journal, 100, 64–80.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109-117.
Dawadi, S. (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational and Social Sciences, 2, 42–55.
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22.
Dişlen, G. (2011). Exploration of how students perceive autonomous learning in an EFL context. Edited by David Gardner.
Docekal, V., & Tulinska, H. (2015). The Impact of Technology on Education Theory. Procedia - Social and Behavioral Sciences, 174, 3765–3771.
Lai, Y. C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly, 43(2), 255-280.
Lamatya, Y. (2010). A study of English language learning strategies of M.5 students with different English achievement. Bangkok: Thammasat University.
Liu, H.J. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6, 1165-1174.
Macaro, E. (2006). Strategies for language learning and language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.
Marinoni, G., Land, H.V., & Jensen, T. (2020). The Impact of COVID-19 On Higher Education Around the World IAU Global Survey Report.
Olmanson, J., & Liu, X. (2018). The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem. The Emerging Learning Design Journal, 4(1), 1.
Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle.
Oxford, R.L. (1999). Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Revista Canaria de Estudios Ingleses, 38(1), 109-126.
Padem, S. (2012). Üniversite hazırlık sınıfı öğrencilerinin dil öğrenme stratejileri kullanımlarının çeşitli değişkenlere göre incelenmesi. Yüksek lisans tezi, Düzce Üniversitesi Sosyal Bilimler Enstitüsü, Düzce.
Pfenninger, S.E., & Singleton, D. (2017). Beyond Age Effects in Instructional L2 Learning: Revisiting the Age Factor. Clevedon: Multilingual Matters.
Platsidou, M., & Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. Journal of Language and Literature, 5, 253–260.
Qing, Y.Y. (2013). A survey study of language learning strategies used by EFL learners at Santirat Wittayalai School in Bangkok. Bangkok, Thailand: Thammasat U.
Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44, 90–106.
Rusdin, N.M. (2018). Teachers’ Readiness in Implementing 21st Century Learning. International Journal of Academic Research in Business and Social Sciences, 8(4), 1293–1306.
Sakai, S., & Takagi, A. (2009). Relationship between learner autonomy and English language proficiency of Japanese learners. The Journal of Asia TEFL, 6(3), 297-325.
Samaie, M., Khany, R., & Habibi, N. (2015). On the relationship between learner autonomy and language learning strategies among Iranian EFL students. International Journal of Educational Investigations, 6(2), 96-109.
Saengaroon, J. (2015). Gender and English language learning strategies of undergraduate at Rajamangala University of Technology Lanna Tak. Bangkok, Thailand: Language Institute, Thammasat University.
Shang, H. F. (2010). Reading strategy use, self-efficacy, and EFL reading comprehension. The Asian EFL Journal, 12, 18–42.
Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56–71.
Sönmez, G. (2016). How Ready Are Your Students for Autonomous Language Learning?. Turkish Online Journal of English Language Teaching (TOJELT), 1(3), 126-134.
Swatevacharkul, R. (2008). An investigation on readiness for learner autonomy approaches to learning of tertiary students and the roles of English language teachers in enhancing learner autonomy in higher education. Bangkok: Dhurakijpundit U.
Tayjasanant, C., & Suraratdecha, S. (2016). Thai EFL teachers and learners' beliefs and readiness for autonomous learning. The SE. Asi. J. of Eng. Lang. Stu., 22(3), 153-169.
Thangpatipan, K. (2014). A survey study of language learning strategies uses by Thai high school students in an English program. Bangkok, Thailand: Thammasat U.
White, C. (1995). Autonomy and strategy use in distance foreign language learning: research findings. System, 23(2), 207-221.
Wong, M.S.L. (2005). Language learning strategies and language self-efficiency. Rational Language Centre Journal, 36(3), 245-269.
Wong, M.S.L. (2011). Language learning strategy use: A study of pre-service teachers in Malaysia, 1-21.
Yıldırım, O. (2008). Turkish EFL learners’ readiness for learner autonomy. Dil ve Dilbilimi Çalışmaları Dergisi, 4(1).
Zaharah, Z., & Kirilova, G.I. (2020). Impact of Corona Virus Outbreak Towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(3).
Zhang, L.X. & Li X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
Zhong, Q.M. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85.
Publicado
28-06-2024
Cómo citar
Irgatoğlu, A. (2024). Autonomía del alumno y uso de la estrategia de aprendizaje antes y durante la pandemia de Covid 19. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (42). Recuperado a partir de https://revistaseug.ugr.es/index.php/portalin/article/view/20921
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