Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model
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 tw...
- Autores:
-
Guapacha Chamorro, Maria Eugenia
Benavidez Paz, Luis Humberto
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66891
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66891
http://bdigital.unal.edu.co/67919/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
learning strategies
task-based language teaching
tertiary education
aprendizaje basado en tareas
educación terciaria
estrategias de aprendizaje
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | 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. |
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