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


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




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


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.

Author Biography

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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Proceedings of the 5th Biennial CLIL Symposium