Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

Joan Rubin

doi:10.15446/profile.v21n2.75121

Published

2019-07-01

Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

Ayudando a docentes de lenguas a promover el autoaprendizaje en el estudiante: reporte de una becaria de Fulbright en Ecuador

DOI:

https://doi.org/10.15446/profile.v21n2.75121

Keywords:

Goal Setting, Learner Self-Management, Learning Strategies, Task Analysis (en)
análisis de tareas, autogestión del aprendiz, establecimiento de metas, estrategias de aprendizaje (es)

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Joan Rubin Joan Rubin Associates

Abstract (en)
Abstract (es)

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.

Ecuador se ha propuesto ser completamente bilingüe en diez años y, en este marco, este artículo describe la experiencia de una becaria de la comisión Fulbright en un Centro de Lenguas de una universidad ecuatoriana. En su trabajo, la becaria aplicó teoría derivada de lo que se conoce como la autogestión o autorregulación del aprendiz y hace una descripción de la enseñanza por medio de conceptos relacionados como el establecimiento de metas SMART, el análisis de tareas, y las estrategias cognitivas y afectivas. Además, la autora delinea las creencias de los maestros del Centro en cuanto al papel del maestro y del estudiante, así como los problemas más urgentes para la enseñanza de la lengua que se detectaron. La autora también presenta una historia breve del desarrollo de las estrategias de los aprendices y la importancia de las estrategias y conocimientos metacognitivos.

References

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How to Cite

APA

Rubin, J. (2019). Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador. Profile: Issues in Teachers’ Professional Development, 21(2), 145–153. https://doi.org/10.15446/profile.v21n2.75121

ACM

[1]

Rubin, J. 2019. Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador. Profile: Issues in Teachers’ Professional Development. 21, 2 (Jul. 2019), 145–153. DOI:https://doi.org/10.15446/profile.v21n2.75121.

ACS

(1)

Rubin, J. Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador. Profile: Issues Teach. Prof. Dev. 2019, 21, 145-153.

ABNT

RUBIN, J. Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 21, n. 2, p. 145–153, 2019. DOI: 10.15446/profile.v21n2.75121. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/75121. Acesso em: 14 mar. 2026.

Chicago

Rubin, Joan. 2019. “Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador”. Profile: Issues in Teachers’ Professional Development 21 (2):145-53. https://doi.org/10.15446/profile.v21n2.75121.

Harvard

Rubin, J. (2019) “Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador”, Profile: Issues in Teachers’ Professional Development, 21(2), pp. 145–153. doi: 10.15446/profile.v21n2.75121.

IEEE

[1]

J. Rubin, “Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador”, Profile: Issues Teach. Prof. Dev., vol. 21, no. 2, pp. 145–153, Jul. 2019.

MLA

Rubin, J. “Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador”. Profile: Issues in Teachers’ Professional Development, vol. 21, no. 2, July 2019, pp. 145-53, doi:10.15446/profile.v21n2.75121.

Turabian

Rubin, Joan. “Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador”. Profile: Issues in Teachers’ Professional Development 21, no. 2 (July 1, 2019): 145–153. Accessed March 14, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/75121.

Vancouver

1.

Rubin J. Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador. Profile: Issues Teach. Prof. Dev. [Internet]. 2019 Jul. 1 [cited 2026 Mar. 14];21(2):145-53. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/75121

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CrossRef Cited-by

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1. Walfredo González Hernández. (2023). The Teaching-Learning Process or the Teaching Process and the Learning Process. Culture & Psychology, 29(1), p.96. https://doi.org/10.1177/1354067X221097610.

2. Naomi R. Boyer, Shelley Suzanne Payne. (2022). Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy. Advances in Higher Education and Professional Development. , p.78. https://doi.org/10.4018/978-1-7998-7661-8.ch005.

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