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

Sergio Andrés Lozano Velandia

doi:10.5294/5916

Autores/as

Sergio Andrés Lozano Velandia Autor/a Universidad Minuto de Dios / Universidad Autónoma de Manizales / Universidad Santo Tomas

DOI:

https://doi.org/10.5294/5916

Palabras clave:

inglés para propósitos específicos (ESP), autorreflexión, formulación de objetivos, actividades comunicativas

Resumen

Este estudio cualitativo de investigación-acción exploró la interacción de estudiantes adultos jóvenes que llevaban a cabo autorreflexión sobre sus procesos de aprendizaje en un curso de inglés para propósitos específicos (ESP) en el centro de formación de una aerolínea en Bogotá, Colombia. Un análisis de necesidades evidenció que los estudiantes tuvieron un conocimiento deficiente de inglés técnico, y una carencia en competencias comunicativas e interactivas fuertes, además de estrategias de autorreflexión y formulación de objetivos de aprendizaje. Por consiguiente, la intervención pedagógica se enfocó en el uso de tareas comunicativas apropiadas para su contexto profesional (inglés para auxiliares de vuelo) y el desarrollo de estrategias de autorreflexión (practicadas al principio y al final de cada tarea comunicativa). Los datos recopilados en 3 etapas por medio de 4 instrumentos se analizaron por el muestreo teórico. Los resultados sugieren que la autoformulación de objetivos y autorreflexión ayudan a los estudiantes a que se concentren en las funciones del lenguaje específicas y en el vocabulario necesario para completar las tareas comunicativas (juegos de rol) con éxito y, a su vez, conducen a un aumento en la conciencia, la confianza, y el autoconcepto positivo de los estudiantes. Asimismo, los estudiantes evidenciaron avances en el desarrollo del lenguaje en cuanto a funciones comunicativas específicas y vocabulario técnico (ESP)

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Biografía del autor/a

Sergio Andrés Lozano Velandia, Universidad Minuto de Dios / Universidad Autónoma de Manizales / Universidad Santo Tomas

Sergio Lozano Velandia currently teaches for the Education Faculty at the Universidad Minuto de Dios (Bogotá, Colombia) in the Licenciatura en Idioma Extranjero Inglés undergraduate program. He also teaches English at the Universidad Santo Tomás (Bogotá, Colombia) and at the Universidad Autónoma de Manizales (Bogotá, Colombia) in the Distance Learning Department. He holds a Master’s degree in English Language Teaching (ELT) from the Universidad de La Sabana (Chía, Colombia), and a Bachelor’s degree in ELT from the Universidad Distrital (Bogotá, Colombia). His research interests include blended learning environments, virtual learning environments, and autonomous learning.

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