Instrucción de concienciación metacognitiva: un estudio de método mixto sobre el desarrollo de escritura y la motivación intrínseca de los estudiantes de EFL de la escuela secundaria

Autores/as

DOI:

https://doi.org/10.17162/au.v10i4.504

Palabras clave:

conciencia metacognitiva, escritura, motivación intrínseca, EFL.

Resumen

El objetivo de este estudio fue investigar el impacto del uso de la instrucción de conciencia metacognitiva (MAI) en la habilidad de escritura de los estudiantes de EFL y su motivación intrínseca. Para seguir este objetivo, se diseñaron y propusieron tres preguntas de investigación. Las preguntas buscaban explorar el impacto del uso de la instrucción de conciencia metacognitiva en el desempeño de la escritura de los alumnos y también saber si se podía observar alguna relación significativa entre el desarrollo de la escritura de los alumnos y su motivación intrínseca. Para alcanzar estos objetivos, dos grupos de estudiantes de EFL de secundaria establecieron a los participantes del estudio. Para recopilar los datos del estudio, se utilizaron tres instrumentos: una prueba de homogeneización, pruebas previas y posteriores a la escritura y finalmente un cuestionario de motivación intrínseca desarrollado y examinado por (Payne, 2007). Los logros del estudio indicaron el impacto positivo del uso de MAI en la mejora de la escritura de los alumnos. Además, la motivación escrita de los alumnos aumentó significativamente. Finalmente, se pudo observar una relación significativa entre los niveles de escritura y la orientación de motivación de los alumnos.

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Citas

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Publicado

2020-08-20

Cómo citar

Akbarzadeh, M. ., Tajadini, M. ., & Haddad Narafshan, M. . (2020). Instrucción de concienciación metacognitiva: un estudio de método mixto sobre el desarrollo de escritura y la motivación intrínseca de los estudiantes de EFL de la escuela secundaria. Apuntes Universitarios, 10(4), 189 - 202. https://doi.org/10.17162/au.v10i4.504