Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios

Abstract

This research intends to analyze the strategies and beliefs through the Strategy Inventory for Language Learning (SILL) and the Beliefs About Language Learning Inventory (BALLI), respectively, and examine the correlations between both instruments with a sample of 303 university students. This corresponds to a descriptive correlational study carried out under a transactional design. The Mann-Whitney U test was used to find gender-related differences and the Spearman's Correlation Test to find correlation between both SILL and BALLI. Results indicated that the category of ‘social strategies’ is used more often and gender differences in ‘memory strategies’ were also identified.

Analysis of didactic materials for teaching English vocabulary to Kichwa Cañari EFL students

“…In many contexts, foreign language teaching continues to be approached under a traditional way, where the repetition of audios, the use of books, the translation of some terms and the mechanical memorization of semantic structures prevail. In this educational paradigm, as Gómez et al (2021), the student plays a passive role, that is, he is limited to receiving information and repeating it as the teacher indicates, conditioning the development of his ability to analyze, interpret, relate, generalize and build new cognitive schemes in an orderly and sequential manner. based on his previous experiences.…”

Aprendizaje del inglés utilizando herramientas híbridas en educación superior Hispanoamérica: revisión sistemática.

“…Bajo la perspectiva de Gómez et al (2021): "En el contexto global, el idioma inglés se ha convertido en la lengua más utilizada, ya que esta es requerida en los mercados laborales actuales y entrega a los graduados las herramientas y habilidades comunicativas necesarias para dicho propósito" (p. 2); sin embargo, la coyuntura sanitaria (COVID -19) interrumpió el proceso regular de enseñanza universitaria, por lo que materias como el inglés tuvieron que reinventarse para continuar dotando a los estudiantes de las competencias necesarias, relacionadas a la lectura, escritura, comprensión y expresión verbal.…”