El uso de Logbooks con estudiantes de segundas lenguas y lenguas extranjeras en la educación superior: La autonomía del estudiante en curso

Autores/as

DOI:

https://doi.org/10.12795/PH.2020.v34.i01.06

Palabras clave:

Autonomía del estudiante; aprendizaje de idiomas; cuaderno de bitácora; reflexion

Resumen

En este artículo se presentan datos de una investigación realizada recientemente con estudiantes universitarios de idiomas que asisten a un programa de máster en ciencias del lenguaje. El estudio tenía por objeto explorar hasta qué punto la realización de un cuaderno de bitácora podría permitirles progresar en su autonomía de aprendizaje al dedicarse a un aprendizaje más reflexivo, consciente y responsable de una segunda lengua o de una lengua extranjera. Se pidió a cada estudiante llevar en el cuaderno, durante una semana, un registro de su proceso personal de aprendizaje de idiomas, y posteriormente responder a algunas preguntas reflexivas para dar cuenta de su percepción sobre la experiencia del cuaderno de bitácora. Al adoptar un enfoque interpretativo de la investigación y un análisis cualitativo de los datos, se comprobó que, en general, los estudiantes percibían su utilidad para mejorar el aprendizaje de idiomas y estimular la reflexión metacognitiva, la conciencia de sí mismo y su intervención. Aunque se identificaron límites en el uso de esta herramienta (como por ejemplo, la constancia necesaria para llevar registros con regularidad, la disponibilidad de tiempo y las aptitudes de organización apropiadas), algunos estudiantes expresaron su intención de utilizar el cuaderno en el futuro, si bien con ajustes personalizados en función de las necesidades y de los objetivos de aprendizaje.

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Biografía del autor/a

Marcella Menegale, Ca' Foscari University of Venice, Italy

Department of Linguistics and Comparative Cultural Studies, PhD

Citas

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Publicado

2020-12-17

Cómo citar

Menegale, M. (2020). El uso de Logbooks con estudiantes de segundas lenguas y lenguas extranjeras en la educación superior: La autonomía del estudiante en curso. Philologia Hispalensis, 34(1), 99–119. https://doi.org/10.12795/PH.2020.v34.i01.06