Análisis teórico de la autorregulación sobre la motivación de los estudiantes de efl para hablar basado en un enfoque transformativo
DOI:
https://doi.org/10.29051/el.v7iesp.4.15652Palabras clave:
Aprendizaje de autorregulación, Enfoque transformador, Estudiantes de inglés como lengua extranjera, Expresión oralResumen
Este estudio investigó el impacto del enfoque de instrucción transformador al hablar sobre las motivaciones de los estudiantes de inglés como lengua extranjera para hablar. Con este fin, participaron en el estudio un total de 62 estudiantes de inglés como lengua extranjera (EFL) de un instituto de idiomas en Irán. El estudio tomó un período de dos meses en un salón de clases. Los participantes fueron expuestos a un enfoque de instrucción transformador y se investigó su motivación siguiendo las prácticas relevantes. Este estudio adoptó un enfoque de métodos mixtos para la recopilación de datos, así como el análisis de datos, que ofrece una visión más rica y profunda de los hallazgos. Para medir el desarrollo del habla de los estudiantes antes y después del tratamiento, se implementó la Prueba Preliminar de inglés. Los hallazgos verificaron el valor del enfoque de enseñanza transformadora para mejorar la habilidad de hablar. Además, los hallazgos de este estudio sugieren que las condiciones de instrucción, en particular el enfoque transformador, mejoran las conductas autorreguladas de los alumnos cuando los alumnos asumen la responsabilidad principal de su aprendizaje.
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