metacognición

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Inferential vocabulary learning—deriving word meanings from context—plays a central role in vocabulary expansion, yet little is known about how writing systems shape learning outcomes and learners’ confidence in this process. This study investigated the effects of writing system on inferential vocabulary learning in learners whose first language uses the Latin alphabet. Forty-eight native Portuguese speakers learned pseudowords though incidental contextual inference. The pseudowords were presented in four scripts: Latin alphabetic, Cyrillic alphabetic, Arabic abjad, and Chinese logographic. Learning took place in either visual or auditory modality. After learning, we administered a recognition...

A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement

Jing Wang, Xiaoqi Jin, Barry Bai (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The interconnectedness of reading and writing necessitates a dynamic approach to learning, particularly for English as a Foreign Language (EFL) learners. Self-regulated reading-to-write (SR-R2W) emerges as a promising approach, empowering EFL learners to consciously integrate reading and writing to address writing weaknesses and enhance writing proficiency. However, individual differences in EFL learners’ self-regulated R2W and writing strategy use remain largely unexplored. This study proposed a revised self-regulated writing (RSRW) framework by integrating SR-R2W into the existing self-regulated writing framework. Building on this framework, the study identified distinct SR-R2W and RSRW profiles and examined their associations with English reading, writing, and general performance, as well as motivational beliefs. Participants were...

Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication

Masatoshi Sato, Claudia Dussuel Lam (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8–9 years old) from two intact classes participated in the study. The learners in Class A (n = 23) engaged in a series of activities designed to increase their metacognition in relation to WTC, while Class B (n = 21) served as the control. Three outcome measures were explored in the pre-post design: (1) WTC questionnaire; (2) second language (L2) production during group work; and (3) empty WTC pyramids that the participants drew before and after the intervention. In addition, post-intervention interviews were conducted to understand the...

La orientación en el camino hacia la autonomía: una experiencia práctica en el aula de E/LE

Juan Francisco Urbán Parra, Silvia López López (2012)

Foro de profesores de ELE

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Tipo: artículo

Metodología: trabajo teórico

Temas: aprendizaje autónomo

Resumen:

En esta comunicación abordaremos el tema de la orientación de los alumnos en el aula de lenguas extranjeras o segundas lenguas (LE/L2), entendiendo el concepto de orientación según la perspectiva de Galperin (Galperin 1992; Haenen 1996, 2000). Tanto desde el punto de vista del docente como del de investigadores en la acción, este concepto nos parece especialmente interesante, ya que creemos que ocupa un lugar central en los procesos de aprendizaje, al tiempo que supone un aspecto fundamental en el desarrollo de la autonomía de los alumnos.

From Strategy Awareness to Engagement: Self-Regulated Learning Strategies-Based Writing Instruction in L2 Essay Development

Javad Zare, Khadijeh Aqajani Delavar, Ali Derakhshan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential explanatory design, to investigate whether and how SRL strategies-based writing instruction of English argumentative essays affected L2 learners’ task engagement in the short and long term. The intervention and control intervention consisted of a 14-session instructional program on writing English argumentative essays. The intervention was enhanced with an SRL strategies-based instruction based...

Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultural dialogue globally

María-del-Carmen Méndez-García, Esther Cores Bilbao (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By...

Foro de profesores de ELE

Donde habita el olvido

Lorena Rivera León (2016)

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

Con el convencimiento de que la literatura posee un potencial didáctico que la convierte en un material idóneo para ser llevado al aula de ELE, proponemos una secuencia didáctica articulada en torno a una selección del cómic Arrugas (2007) de Paco Roca. Las actividades, pensadas para un nivel B2, están concebidas como una práctica con los tiempos del pasado a través de la producción de textos pertenecientes a distintos géneros discursivos (el diálogo cinematográfico y el relato breve). Se pretende, asimismo, que los estudiantes se familiaricen con el modo de abordar estratégicamente las tareas que realizan, tanto dentro como fuera del aula, y que empleen de forma pautada procedimientos...

La presencia social a través del feedback en entornos online de aprendizaje de idiomas

Francisco Javier López Tapia, Lola Torres Ríos, Vanessa Ruiz Torres (2021)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: feedback/retroalimentación

Resumen:

En el presente artículo se ofrece un recorrido teórico por los principios, estrategias e indicaciones claves a la hora de ofrecer un feedback efectivo en entornos en línea de aprendizaje de idiomas, de forma que maximicemos la presencia cognitiva, social y reflexiva de los aprendientes y los profesores. Proponemos llevar estas ideas al terreno del aula y de la práctica del aprendizaje mediante una hoja de ruta, abierta y flexible, con una serie de recursos y estrategias concretas para ofrecer y recibir feedback en los contextos en línea, entornos colaborativos y personales. Se tendrán especialmente en cuenta los procesos de feedback relacionados con la evaluación entre pares, metacognición y...

Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy

Mingzhe Wang, Lawrence Jun Zhang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining...

Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

Huahui Zhao, Beibei Zhao (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an...