Self-regulation strategies in foreign language virtual exchanges

Copelia Mateo-Guillen; Marta Del Pozo Beamud; Marta González-Lloret

Autores/as

Copelia Mateo-Guillen Universidad de Alicante (Corresponding author)
Marta Del Pozo Beamud Universidad de Castilla-La Mancha
Marta González-Lloret University of Hawaii, Manoa, USA

Palabras clave:

interacciones L2 mediadas por tecnología; estrategias de autorregulación; intercambios virtuales; aprendizaje autorregulado en línea; AICLE.

Resumen

A pesar de la creciente popularidad de los intercambios virtuales por su potencial para el trabajo colaborativo en todas las áreas de la educación, se ha investigado poco sobre su uso para el desarrollo de estrategias de autorregulación, esenciales para el aprendizaje de lenguas. Para abordar esta carencia, este estudio exploratorio investiga qué estrategias de autorregulación emplean los estudiantes de enseñanza superior cuando interactúan virtualmente en su L2 con compañeros de otra universidad. Los participantes de este estudio fueron 45 estudiantes de dos universidades españolas matriculados en cursos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) con programas de estudios similares. Partiendo de criterios de autorregulación previamente propuestos para la comunicación presencial (Martínez-Adrián et al., 2019), se analizaron cuatro semanas de interacciones realizadas por nueve grupos de estudiantes. Los resultados del estudio aportan evidencias del potencial de los VE para apoyar experiencias virtuales orientadas a tareas de aprendizaje de contenidos y lenguas e impulsar el uso de estrategias de autorregulación en la comunicación oral. Además, al investigar las interacciones mediadas por tecnología, se descubrió que estaban presentes otros tipos de estrategias de autorregulación que no se daban en la interacción cara a cara y que deberían tenerse en cuenta en futuras investigaciones.

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Biografía del autor/a

Copelia Mateo-Guillen, Universidad de Alicante (Corresponding author)

Dr Copelia Mateo Guillen holds an International PhD in linguistics applied to teaching English as a foreign language. She works in the Faculty of Education of the University of Alicante. She has participated in different research projects and in research networks in university teaching. Her research focuses on technology in language learning, innovative methodologies, and internationalization in education. She is also part of GIDU-EDUTIC/IN Research Group and the NAER editorial team.

Marta Del Pozo Beamud, Universidad de Castilla-La Mancha

Dr Marta del Pozo Beamud is a lecturer at the University of Castilla-La Mancha. She holds a doctorate in Applied Linguistics. She works at the Department of Modern Languages of the Faculty of Education of Cuenca, Universidad de Castilla La-Mancha (Spain). Her main research interests and her area of expertise are affective variables, bilingualism and CLIL. She is a member of both AESLA (Spanish Association of Applied Linguistics) and ADEAN (Spanish Association of Anglo-American Studies).

Marta González-Lloret, University of Hawaii, Manoa, USA

Dr Marta González Lloret teaches Spanish Applied Linguistics at the University of Hawai'i, Manoa. Her research focuses on CALL (Computer-assisted Language Learning), Task-based language teaching, L2 pragmatics and uses of Applied CA. Her most recent book is a co-edited volume with M. Vinagre "Comunicación Mediada por Tecnologías: Aprendizaje y Enseñanza de la Lengua Extranjera" (Equinox, 2018). She is co-editor in Chief of System Journal, VP of CALICO Organization, and Secretary of the IATBLT.

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