Análisis de las estrategias de aprendizaje de lenguas utilizadas por estudiantes de inglés como lengua extranjera en tareas de producción oral
Resumen
Este artículo presenta un estudio de caso cualitativo sobre las estrategias de aprendizaje de lenguas utilizadas por estudiantes en una clase de inglés en una universidad colombiana. El estudio tuvo como objetivo analizar cómo un grupo de 36 estudiantes empleó estrategias de aprendizaje al presentar informes orales en inglés mediante un ejercicio controlado de lectura intensiva. Los datos se recopilaron a través de grupos focales, una encuesta y observaciones en el aula. Los resultados mostraron que las estrategias fueron utilizadas de manera diferente, no porque unas sean más importantes que otras, sino porque se adoptan en distintas etapas de las tareas orales. Además, los hallazgos revelan que el uso de estrategias varía entre estudiantes con alto y bajo rendimiento, incluso cuando se siguen las mismas directrices para los informes orales. En conclusión, las diferencias en los estilos de aprendizaje, los procesos de adquisición y el nivel de competencia en inglés sugieren que los estudiantes con menor dominio tienden a utilizar más estrategias para cerrar la brecha en las tareas orales, en comparación con aquellos con mayor dominio.
Citas
Agustin, W., Wahyudin, A., & Isnaini, S. (2021). Language learning strategies and academic achievement of English department students. Journal of Arts and Education, 1(1), 19-29.
Akhter, S. (2021). Exploring the significance of speaking skill for EFL learners. SJESR, 4(3), 1-9. https://archives.palarch.nl/index.php/jae/ article/view/5149
Al Raqqad, Y., Ismail, H., & Al Raqqad, K. (2019). The impact of reading strategies on EFL students: a research review. International Journal of English, Literature and Social Sciences (IJELS), 4(6), 2042-2048. https://dx.doi.org/10.22161/ijels.46.65
Amerstorfer, C. M. (2018). Past its expiry date? The SILL in modern mixed-methods strategy research. Studies in Second Language Learning and Teaching, 8 (2), 497-523.
Amin, Y., Sulistyo, T., Weganofa, R., & Herawati, S. (2024). Students’ learning strategies in oral productions across speaking proficiencies. Journey: Journal of English Language and Pedagogy, 7 (1), 1-13. https://doi.org/10.33503/journey.v7i1.823
Basalama, N., Bay, I., & Abubakar, A. (2020). Student’s learning strategies in English speaking class. Jambura Journal of English Teaching and Literature, 1 (1), 27-39. https://ejurnal.ung.ac.id/index.php/jetl/article/view/5636
Bastidas, J. (2017). More than half a century teaching EFL in Colombian secondary schools: tracing back our footprints to understand the present. HOW, 24 (1), 10-26. https://doi.org/10.19183/how.24.1.348
Burns, A., & Richards, J. (2018). Language learning strategies. The Cambridge guide to learning English as a second language. Cambridge University Press.
Cabaysa, C., & Baetiong, L. (2010). Language learning strategies of students at different levels of speaking proficiency. Education Quarterly, 68 (1), 1-2.
Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: techniques and procedures for developing grounded theory. Sage.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
El-Sakka, S. (2016). Self-regulated strategy instruction for developing speaking proficiency and reducing speaking anxiety of Egyptian university students. English Language Teaching, 9(12), 22-33. https://files.eric.ed.gov/fulltext/EJ1119606.pdf
Flemming, N. (1995). I’m different; not dumb. Modes of presentation (V.A.R.K.) in the tertiary classroom. In A. Zelmer, Research and development in higher education, proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA) (pags. 308-313). HERDSA.
Gani, S., Fajrina, D., & Hanifa, R. (2015). Students’ learning strategies for developing speaking ability. Studies in English Language and Education, 2 (1), 16-28. https://pdfs.semanticscholar.org/5b1e/8a1db104cc2041d4a9d9bfcf46749216cca5.pdf
Gharbavi, A., & Mousavi, S. (2012). A content analysis of textbooks: investigating gender bias as a social prominence in Iranian high school English textbooks. English Linguistics Research, 1(1), 42-49. http://dx.doi.org/10.5430/elr.v1n1p42
Gundumogula, M. (2020). Importance of focus groups in qualitative research. International Journal of Humanities and Social Science (IJHSS), 8 (11), 299-302. https://doi.org/10.24940/theijhss/2020/v8/i11/HS2011-082
Günes, Ç., & Sarigöz, I. (2021). Speaking struggles of young EFL learners. International Journal of Curriculum and Instruction, 13 (2), 1267-1308. https://eric.ed.gov/?id=EJ1292324
Hong-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34 (3), 399-415.
Insuasty, A. (2020). Enhancing reading comprehension through an intensive reading approach. HOW, 27(1), 69-82. https://www.howjournalcolombia.org/index.php/how/article/view/518
Islam, M., & Stapa, M. (2021). Students’ low proficiency in spoken English in private universities in Bangladesh: reasons and remedies. Language Testing in Asia, 11 (22), 1-31. https://doi.org/10.1186/s40468-021-00139-0
Kaman, Z., & Othman, Z. (2016, 24-26 May). Validity, reliability and triangulation in case study method: an experience. Qualitative Research Conference. Penang, Malaysia. https://www.semanticscholar.org/paper/Qualitative-Research-Conference-(-QRC-)-2016-24-26-Kaman-Othma n/1ac8927dcb974948c2f62cd956269ebc7b11e7fe
Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research, 12 (2), 67-76. https://files.eric.ed.gov/fulltext/EJ1096670.pdf
Leong, L., & Ahmadi, S. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2 (1), 34-41. https://ijreeonline.com/browse.php?a_code=A-10-26-1&sid=1&slc_lang=en
Merchán Pita, J. M., & Rivadeneira Barreiro, M. P. (2021). La lectura intensiva como estrategia para desarrollar el hábito de lectura en estudiantes de Educación Básica Elemental. Mikarimin. Revista Científica Multidisciplinaria, 7(2), 75–80.
Merriam, S., & Tisdell, E. (2015). Qualitative research: a guide to design and implementation. John Wiley & Sons.
Ministry of National Education [MEN]. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. MEN: https://www. mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf
Ministry of National Education [MEN]. (2016). Lineamientos estándar para proyectos de fortalecimiento del inglés. MEN: https://www. mineducacion.gov.co/1759/articles-357562_recurso_3.pdf
Nisa, F. (2020). Students’ English learning strategies in speaking skill [Bachelor thesis]. Universitas Islam Negeri Walisongo.
Numan, E. (2019). Impact of intensive reading strategy on English for specific purposes college students’ in developing vocabulary. Arab World English Journal (AWEJ), 10 (2), 181-195.
Obilor, E. (2023). Convenience and purposive sampling techniques: are they the same? International Journal of Innovative Social & Science Education Research, 11 (1), 1-7.
Ojha, L. (2022). World Englishes, monolingual bias, and standardized tests in a multilingual world: ideologies, practices, and the missing link. Journal of NELTA, 27 (1-2), 88-105.
O’Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Osman, A., & Hassan, T. (2015). The impact of intensive reading on improving EFL learners’ speaking skills. European Academic Research, 3 (7), 8265-8279.
Oxford, R. (1990). Language learning strategies: what every teacher should know. Heinle & Heinle Publishers.
Rao, P. (2019). The role of English as a global language. Research Journal of English, 4 (1), 65-79.
Safari, M., & Fitriati, S. (2016). Learning strategies used by learners with different speaking performance for developing speaking ability. English Education Journal, 6 (2), 87-100.
Santamaría, J. (2019). Intensive reading strategies to develop the oral interaction [Master thesis]. Universidad Técnica de Ambato.
Saud, M. (2020). Teaching English as an international language (EIL) in Nepal. Online Submission, 2 (1), 29-41.
Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1 (1), 24-36.
Sudarmo, S. (2021). The importance of speaking in English as a foreign language between skillful and thoughtful competencies: studying sociolinguistics perspectives. Linguistics and Culture Review, 5 (1), 113-124. https://doi.org/10.21744/lingcure.v5nS1.1321
Suwarso, P., & Praseno, M. (2022). Developing an intensive reading material for EFL students: a final product. Journal of Applied Linguistics and Literature, 7 (1), 259-275.
Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. Tesol Quarterly, 53 (1), 232-247.
Vlčková, K., & Völkle, M. (2013). Classification theories of foreign language learning strategies: an exploratory analysis. Studia Paedagogica, 18 (4), 93-113. https://journals.phil.muni.cz/studia-paedagogica/article/view/18930
Wael, A., Asnur, M., & Ibrahim, I. (2018). Exploring students’ learning strategies in speaking performance. International Journal of Language Education, 2 (1), 65-71.
Yin, R. (2009). Case study research: design and methods (vol. 5). Sage.
Descargas
Derechos de autor 2025 Folios
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
