Goal-setting and self-reflection to enhance learners’ interaction in an ESP context

Sergio Andrés Lozano Velandia

Abstract


This qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the beginning of the process showed that learners lacked strong communicative and interactional competences, had poor knowledge of technical English, and lacked self-reflection and goal-setting strategies. Accordingly, they were presented with a pedagogical intervention that implemented communicative tasks in an ESP (English for cabin crews) context, as well as learner training for the development of self-reflection strategies (to be used, based on their learning process, at the beginnings and ends of each communicative task). Data collection procedures carried out during the intervention comprised a piloting stage and three data collection stages, during which data was collected through four different instruments. Data analysis followed the grounded theory approach. Findings suggest that self-set goals and reflection allowed learners to maintain focus on the specific language functions and vocabulary necessary for them to complete communicative tasks (role-plays) successfully, which, in turn, led to increased learner awareness, confidence, and positive self-concept. In addition, learners evidenced progress on language development regarding specific (ESP) language functions and technical vocabulary.


Full Text:

PDF

References


Bandura, A. (1995). Self-efficacy in changing societies. Cambridge, UK: Cambridge University Press.

Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study and everyday life. TESOL Quarterly, 40(1), 133–151.

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Longman.

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge.

Chimentão, G., & Aparecida de Souza, N. (2013). Self-regulation in the learning process: Actions through self-assessment activities with Brazilian students. International Education Studies, 6(10), 47–62.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, UK: Routledge.

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.

Creswell, J. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, UK: Cambridge University Press.

Dinçay, T. (2011). Designing a learner-centered ESP course for adults and incorporating the learners’ aims into a situational-based syllabus. Ekev Academic Review, 15(49), 235–247.

Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge, UK: Cambridge University Press.

Förster, N., & Souvignier, E. (2014). Learning progress assessment and goal-setting: Effects on reading achievement, reading motivation and reading self-concept. Learning and Instruction, 32, 91–100.

Harmer, J. (2004). How to teach writing. White Plains, NY: Pearson Longman.

Harmer, J. (2007). The practice of English language teaching (4th ed.). White Plains, NY: Pearson Longman.

Harris, M., & McCann, P. (1994). Assessment. Oxford, UK: Heinemann.

Hurd, S., & Lewis, T. (2008). Language learning strategies in independent settings. Bristol, UK: Multilingual Matters.

Hutchinson, T., & Waters, A. (1991). English for specific purposes: A learning-centred approach. Oxford, UK: Oxford University Press.

McDonough, J. (2010). English for specific purposes: A survey review of current materials. ELT Journal, 64(4), 462–477.

Miles, M. B., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.

Moeller, A., Theiler, J., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96, 153–169.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

Oxford, R. L. (2011). Teaching and researching language learning strategies. London, UK: Pearson Education.

Rhoden, S., Ralston, R., & Ineson, E. (2008). Cabin crew training to control disruptive airline passenger behavior: A cause for tourism concern? Tourism Management, 29(3), 538–547.

Richards, J. (2006). Communicative language teaching today. Cambridge, UK: Cambridge University Press.

Sánchez Luján, A. F. (2013). The influence of self-monitoring on vocabulary learning and self-efficacy in an A1 teenage group of Colombian state school students (Unpublished Master’s thesis). Universidad de La Sabana, Chía, Colombia. Retrieved from http://hdl.handle.net/10818/8299

Sánchez Luján, D. K. (2012). The effect of self-monitoring and self-reflection in A1 adult learners in an English blended learning environment (Unpublished Master’s thesis). Universidad de La Sabana, Chía, Colombia. Retrieved from http://hdl.handle.net/10818/3161

Scarcella, R. C., & Oxford, R. L. (1992). The Tapestry of Language Learning: The individual in the communicative classroom. Boston, MA: Heinle & Heinle.

Schunk, D. H. (2002). Self-regulation through goal-setting. Retrieved from ERIC database. (ED462671).

Tajima, A. (2003). Use of second language and aviation safety: Analysis of fatal miscommunication and attempts for prevention. San Diego, CA: International Communication Association.

Judge, J. W. (2012). Use of language learning strategies by Spanish adults for Business English. International Journal of English Studies, 12(1), 37–54. http://dx.doi.org/10.6018/ijes.12.1.117951

Willis, J. (1996). A framework for task-based learning. Harlow, UK: Longman.

Wood, D. (2009). Preparing ESP learners for workplace placement. ELT Journal, 63(4), 323–331.

Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory into Practice, 41(2), 64–70.




DOI: https://doi.org/10.5294/5916

Refbacks

  • There are currently no refbacks.






This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.

Indexed in: DOAJLinguistics Abstracts Online,Google ScholarsMLA Bibliography - Language, Linguistics and LiteratureOpen J-Gate,Directory of Research Journals Indexing, EBSCOProQueste-Revist@sPublindexERICEmerging Sources Citation IndexORE (Open-Access Research in English Language Teaching)Cabell's International (The White List)Red Iberoamericana de Innovación y Conocimiento Científico (Redib)

Email: laclil@unisabana.edu.co