Metacognitive strategies to foster oral production in university students of an english as a foreign language course
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Archivos
Fecha
2019
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La habilidad de hablar en inglés parece ser una de las habilidades más difíciles de manejar entre
los estudiantes chilenos que han recibido instrucción del idioma inglés principalmente en el
sistema escolar. Con la intensión de ayudar a 14 estudiantes universitarios de administración y
negocios a mejorar y desarrollar la habilidad de habla, se les dio instrucción sobre estrategias
metacognitivas para rendir de mejor manera en un examen internacional validado y estandarizado
(examen KET de Cambridge) en la forma de una prueba posterior. Los participantes del estudio
de caso recibieron cuatro semanas de instrucción acerca de estrategias metacognitivas en una
universidad privada en la ciudad de Rancagua, región de O’Higgins en Chile, después de realizar
una prueba previa KET en la sección oral solamente. Hubo una diferencia estadística significativa
entre los resultados de la prueba previa y la prueba posterior, lo que indica que las estrategias
metacognitivas podrían ayudar a los estudiantes a mejorar una habilidad el idioma aplicando sus
principios.
The speaking skill appears to be one of the most challenging to be managed among Chilean students who have received English language instruction at the school mainly. In an effort to help 14 business and administration university students improve and develop their speaking skill, metacognitive strategies were taught to them to perform better in a validated and standardized international examination (KET Cambridge exam) in the shape of a post-test. The case study participants received four weeks of metacognitive strategies instruction in a private university in Rancagua, O’Higgins region of Chile, after taking a KET exam pre-test oral section only. There was a statistically significant difference between the pre-test results and the post-test results after the participants were taught about metacognitive strategies which indicates that metacognitive strategies could help students improve a language skill by applying its principles.
The speaking skill appears to be one of the most challenging to be managed among Chilean students who have received English language instruction at the school mainly. In an effort to help 14 business and administration university students improve and develop their speaking skill, metacognitive strategies were taught to them to perform better in a validated and standardized international examination (KET Cambridge exam) in the shape of a post-test. The case study participants received four weeks of metacognitive strategies instruction in a private university in Rancagua, O’Higgins region of Chile, after taking a KET exam pre-test oral section only. There was a statistically significant difference between the pre-test results and the post-test results after the participants were taught about metacognitive strategies which indicates that metacognitive strategies could help students improve a language skill by applying its principles.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera Master of Arts in TESOL)
Palabras clave
Metacognición, Inglés, Inglés Hablado, Chile, Rancagua