Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

Published

2017-07-01

Mejoramiento de las estrategias de aprendizaje y desempeño en inglés de profesores en formación en idiomas a través del modelo académico-cognitivo y basado en tareas para el aprendizaje de lenguas

Keywords:

learning strategies, task-based language teaching, tertiary education (en)
aprendizaje basado en tareas, educación terciaria, estrategias de aprendizaje (es)

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Authors

Maria Eugenia Guapacha Chamorro
Luis Humberto Benavidez Paz

Abstract (en)
Abstract (es)

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

Este artículo versa sobre una investigación-acción en estrategias de aprendizaje en educación terciaria en una universidad colombiana. El estudio buscaba mejorar el desempeño en inglés y el uso de estrategias de aprendizaje de 33 profesores en formación en idiomas de primer año al combinar elementos de dos modelos: enfoque cognitivo y académico para el aprendizaje de lenguas y aprendizaje basado en tareas. Los datos se recolectaron a través encuestas, un grupo focal, diarios de los profesores y estudiantes, pruebas de inglés y análisis documental. Los resultados revelaron el mejoramiento de los estudiantes en la oralidad, escritura, gramática, vocabulario y en el desarrollo de estrategias de aprendizaje. Como conclusión, la instrucción explícita en estrategias dentro del modelo propuesto resultó ser una adecuada combinación para mejorar el desempeño en lengua y en estrategias de aprendizaje de los estudiantes.

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