Exploring adult learners' perceptions of learning english as a foreign language within a learner-centered approach
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Archivos
Fecha
2022
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
Investigadores en la enseñanza del inglés como lengua extranjera han cambiado su foco de
enseñar desde un método basado en el docente a métodos basados en el estudiante, incluyendo
educación remota. Sin embargo, ejemplos de cómo poner en práctica esta teoría aun no son
necesarios especialmente en Chile. Este estudio de investigación en la acción les da a los
estudiantes el poder de estar a cargo de su propio aprendizaje. Los participantes de este estudio
fueron 8 estudiantes de un instituto de educación superior en Chile. Entrevistas, diarios
reflexivos mantenido por los estudiantes y el docente-investigador fueron empleadas para la
recolección de datos. Este estudio ayuda a la comprensión de las percepciones que tiene los
participantes tienen sobre aprender inglés bajo una metodología enfocada en el estudiante, y
como esta experiencia impactó en su agencia, su propio rol y en el rol del docente en términos
de su presente y futuro aprendizaje.
Scholarship in EFL has for decades shifted its focus on teaching approach way from mostly teacher-directed approaches to learner-centered ones, including in online settings. Yet examples of putting theory to real practice in the adoption of the more contemporary approaches are still needed especially in Chile. This action-research study gives a group of adult learners the power to be in charge of their learning. The participants of this study were 8 students from a highertechnical institution in Chile. Focus group interviews, reflective journals kept by the students and the teacher-researcher, and field notes were used to collect the data. This study provides insights into these participants’ perceptions of learning English with a learner-centered approach, and how the experience impacted their agency, their own roles and that of the teachers and as well as in terms of their present and future learning.
Scholarship in EFL has for decades shifted its focus on teaching approach way from mostly teacher-directed approaches to learner-centered ones, including in online settings. Yet examples of putting theory to real practice in the adoption of the more contemporary approaches are still needed especially in Chile. This action-research study gives a group of adult learners the power to be in charge of their learning. The participants of this study were 8 students from a highertechnical institution in Chile. Focus group interviews, reflective journals kept by the students and the teacher-researcher, and field notes were used to collect the data. This study provides insights into these participants’ perceptions of learning English with a learner-centered approach, and how the experience impacted their agency, their own roles and that of the teachers and as well as in terms of their present and future learning.
Notas
Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Educación de Adultos, Investigaciones, Inglés, Estrategias de Enseñanza, Chile