EIL input, gender, and metacognitive listening strategies in CEFR-aligned primary EFL

• Moreno Fuentes, Elena ^[2] ; Vázquez Pérez, Mª Luisa ^[3] ; Nieto García, Jesús Manuel ^[1]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
  2. [2] UNIR / Centro Universitario Sagrada Familia
  3. [3] Centro Universitario Sagrada Familia

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• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 46, 2026, págs. 127-143
• Idioma: inglés
• Títulos paralelos:
  • Input en ILI, género y estrategias metacognitivas de comprensión oral en ILE de primaria alineada con el MCER
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio investiga el uso de estrategias metacognitivas de comprensión auditiva entre estudiantes españoles de educación primaria de inglés como lengua extranjera (ILE) y examina la influencia de la variabilidad del input, el género y el curso escolar. Se empleó un diseño cuantitativo, cuasiexperimental y transversal con una muestra de 1.038 estudiantes de quinto y sexto curso. Los participantes se dividieron en un grupo de control, expuesto a input en inglés nativo, y un grupo experimental, expuesto al inglés como lengua internacional (ILI). Los datos se recopilaron mediante una adaptación del Cuestionario de Conciencia Metacognitiva de Comprensión Auditiva (MALQ) y una Prueba de Comprensión Auditiva específica. Los resultados revelaron que la exposición al inglés nativo produjo un rendimiento global de comprensión auditiva y una atención dirigida significativamente mayores en comparación con el ILI. Se observaron diferencias significativas de género: las alumnas mostraron un rendimiento superior en planificación-evaluación, atención dirigida, resolución de problemas y conciencia metacognitiva general, mientras que los alumnos mostraron una mayor dependencia de la traducción mental. Además, se observó una paradoja en el desarrollo: los estudiantes de sexto curso reportaron un menor uso explícito de estrategias metacognitivas a pesar de obtener mejores puntuaciones en comprensión, lo que sugiere un cambio hacia la automatización cognitiva. Estos hallazgos destacan la necesidad de intervenciones pedagógicas metacognitivas continuadas, multidimensionales y personalizadas en contextos de ILE en educación primaria.

     

  • English

    This study investigates the use of metacognitive listening strategies among Spanish primary school learners of English as a Foreign Language (EFL) and examines the influence of input variability, gender, and grade level. A quantitative, quasi-experimental cross-sectional design was employed with a sample of 1,038 fifth- and sixth-grade students. Participants were divided into a control group exposed to native English input and an experimental group exposed to English as an International Language (EIL). Data were collected using an adapted Metacognitive Awareness Listening Questionnaire (MALQ) and a tailored Listening Comprehension Test. Results revealed that exposure to native English yielded significantly higher overall listening performance and directed attention compared to EIL. Significant gender differences were observed: female learners demonstrated superior performance in planning-evaluation, directed attention, problem-solving, and overall metacognitive awareness, while males exhibited a higher reliance on mental translation. Furthermore, a developmental paradox was noted: sixth-grade students reported lower explicit metacognitive strategy use despite achieving higher listening scores, suggesting a shift towards cognitive automaticity. These findings highlight the need for sustained, multidimensional, and personalized metacognitive pedagogical interventions in primary EFL contexts.

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