Staff View: Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre

Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre

This research seeks to explore the impact of the use of metacognitive strategies in autonomous training during the process of learning English as a second language directed to a group of students of the foreign language program at a public university. In the same way, this research aims to examine t...

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Institution:	Universidad de Sucre
Main Authors:	Alean Paternina, Natalia, Daza Lan, Katy, González Tovar, Katherine, Reyes Fernández, Liliana
Format:	Trabajo de grado - Pregrado
Language:	English
Published:	Universidad de Sucre 2019
Edition:	primera edición
Subjects:	Lenguaje y Lenguas Aprendizaje Autónomo Estudiantes de Lenguas Extranjeras Enseñanza
Online Access:	https://repositorio.unisucre.edu.co/handle/001/1690
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id	oai:null:001-1690
recordtype	dspace
spelling	Reyes Fernández, Liliana Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine Sincelejo Sucre Colombia 2023-03-28T19:48:36Z 2023-03-28T19:48:36Z 2019 https://repositorio.unisucre.edu.co/handle/001/1690 This research seeks to explore the impact of the use of metacognitive strategies in autonomous training during the process of learning English as a second language directed to a group of students of the foreign language program at a public university. In the same way, this research aims to examine the slam of training on the implementation of metacognitive strategies in the academic achievements of second semester students in an English class. It tends to be qualitative research and uses the format of an action case study to allow an analysis and perception of the participants through their voices and for an intervention with a small but diverse sample. The data will be collected through focus groups, interviews and artifact instruments that will provide information that will be collected and analyzed using a learner-based Approach as an essential and vital practice and the general inductive foreign language field. According to Machemer and Crawford (2007), learner-based approach is not a passive experience, but active learning which helps learners to learn by themselves. This provides the students with the most important tools to learn in an independent way in which the teacher does not stop participating in the process. The expected results will try to provide information on how students use metacognitive strategies and the use of self-assessment in their learning process, taking into account autonomous learning as a tool to help them reach their academic achievements. This research can also serve as a point of focus for student teachers because they will be able to develop and implement learning strategies Pregrado Licenciado(a) en Lenguas Extranjeras primera edición Licenciatura en Lenguas Extranjeras 84 páginas application/pdf eng Universidad de Sucre Facultad Educación y Ciencias Sincelejo https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Archivo pdf Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre Trabajo de grado - Pregrado info:eu-repo/semantics/bachelorThesis info:eu-repo/semantics/updatedVersion http://purl.org/coar/resource_type/c_7a1f Text https://purl.org/redcol/resource_type/TP http://purl.org/coar/version/c_ab4af688f83e57aa Lenguaje y Lenguas Aprendizaje Autónomo Estudiantes de Lenguas Extranjeras Enseñanza N/A Publication
institution	Universidad de Sucre
collection	d_repositorio.unisucre.edu.co-DSPACE
title	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre
spellingShingle	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine Reyes Fernández, Liliana Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine Lenguaje y Lenguas Aprendizaje Autónomo Estudiantes de Lenguas Extranjeras Enseñanza
title_short	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre
title_full	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre
title_fullStr	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre
title_full_unstemmed	Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre
title_sort	autonomous learning in the third semester students of the roreign language teaching program at a state university in sincelejo, sucre
author	Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine Reyes Fernández, Liliana Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine
author_facet	Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine Reyes Fernández, Liliana Alean Paternina, Natalia Daza Lan, Katy González Tovar, Katherine
building	Repositorio digital
topic	Lenguaje y Lenguas Aprendizaje Autónomo Estudiantes de Lenguas Extranjeras Enseñanza
topic_facet	Lenguaje y Lenguas Aprendizaje Autónomo Estudiantes de Lenguas Extranjeras Enseñanza
publishDate	2019
language	English
publisher	Universidad de Sucre
physical	84 páginas
format	Trabajo de grado - Pregrado
description	This research seeks to explore the impact of the use of metacognitive strategies in autonomous training during the process of learning English as a second language directed to a group of students of the foreign language program at a public university. In the same way, this research aims to examine the slam of training on the implementation of metacognitive strategies in the academic achievements of second semester students in an English class. It tends to be qualitative research and uses the format of an action case study to allow an analysis and perception of the participants through their voices and for an intervention with a small but diverse sample. The data will be collected through focus groups, interviews and artifact instruments that will provide information that will be collected and analyzed using a learner-based Approach as an essential and vital practice and the general inductive foreign language field. According to Machemer and Crawford (2007), learner-based approach is not a passive experience, but active learning which helps learners to learn by themselves. This provides the students with the most important tools to learn in an independent way in which the teacher does not stop participating in the process. The expected results will try to provide information on how students use metacognitive strategies and the use of self-assessment in their learning process, taking into account autonomous learning as a tool to help them reach their academic achievements. This research can also serve as a point of focus for student teachers because they will be able to develop and implement learning strategies
edition	primera edición
geographic_facet	Sincelejo Sucre Colombia
url	https://repositorio.unisucre.edu.co/handle/001/1690
url_str_mv	https://repositorio.unisucre.edu.co/handle/001/1690
_version_	1797111699325583360
score	11.245726

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Autonomous learning in the third semester students of the roreign language teaching program at a state university in Sincelejo, Sucre