Students' perceptions of metacognitive strategies to develop listening comprehension through task-based activities using authentic material
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Archivos
Fecha
2016
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
Esta investigación describe el impacto de un task-based approach y la percepción de estudiantes respecto de la comprensión auditiva a través de actividades utilizando material auditivo de tipo auténtico. 13 estudiantes participaron en las sesiones de la intervención pedagógica y completaron pre y post tests relacionadas con sus habilidades en comprensión auditiva. Además, los estudiantes completaron cuestionarios y una bitácora acerca de su percepción de la compresión auditiva y las actividades basadas en task-based instruction a través de material de audio auténtico. Los datos recogidos fueron analizados a través del uso de desviación estándar de los pre y post tests de desempeño en comprensión auditiva y el análisis estadístico descriptivo. Se llevó a cabo un análisis de tipo cualitativo para el análisis de las bitácoras de los estudiantes. Los principales hallazgos muestran que los estudiantes fueron capaces de incrementar su rendimiento en comprensión auditiva a través del uso de estrategias metacognitivas en las task-based activities con material auditivo auténtico. A su vez, los estudiantes perciben que fueron capaces de aplicar las estrategias metacognitivas más beneficiosas al momento de escuchar.
This research describes the impact of a task-based approach and students’ perception of listening comprehension through the use of task-based activities using authentic listening material. 13 students participated in the pedagogical intervention sessions and were asked to complete pre and post tests related to their listening performance in English. Also, students were required to answer questionnaires and write journal entries about their perceptions towards listening and the use of task-based activities for listening to authentic texts. The data were analyzed by means of standard deviation of the pre and post-test and a descriptive statistical analysis. A qualitative analysis was carried out by means of a codification process in the case of students’ journal entries. Main findings show that students were able to raise their listening comprehension performance through the use of metacognitive strategies in task-based activities using authentic material. Students perceived that they mastered metacognitive strategies which were beneficial at the time of listening.
This research describes the impact of a task-based approach and students’ perception of listening comprehension through the use of task-based activities using authentic listening material. 13 students participated in the pedagogical intervention sessions and were asked to complete pre and post tests related to their listening performance in English. Also, students were required to answer questionnaires and write journal entries about their perceptions towards listening and the use of task-based activities for listening to authentic texts. The data were analyzed by means of standard deviation of the pre and post-test and a descriptive statistical analysis. A qualitative analysis was carried out by means of a codification process in the case of students’ journal entries. Main findings show that students were able to raise their listening comprehension performance through the use of metacognitive strategies in task-based activities using authentic material. Students perceived that they mastered metacognitive strategies which were beneficial at the time of listening.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Comprensión Auditiva, Enseñanza, Inglés, Enseñanza Media, Metodología, Task-Based Language Teaching