El uso de Logbooks con estudiantes de segundas lenguas y lenguas extranjeras en la educación superior: la autonomía del estudiante en curso

• Marcella Menegale ^[1]
  1. [1] Ca Foscari University of Venice

     Ca Foscari University of Venice

     Venezia, Italia

     
• Localización: Philologia hispalensis, ISSN-e 2253-8321, ISSN 1132-0265, Vol. 34, Nº 1, 2020, págs. 99-119
• Idioma: español
• DOI: 10.12795/PH.2020.v34.i01.06
• Títulos paralelos:
  • Using logbooks with second and foreign language learners in higher education: learner autonomy in progress1
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo se presentan datos de una investigación realizada recientemente con estudiantes universitarios de idiomas que asisten a un programa de máster en ciencias del lenguaje. El estudio tenía por objeto explorar hasta qué punto la realización de un cuaderno de bitácora podría permitirles progresar en su autonomía de aprendizaje al dedicarse a un aprendizaje más reflexivo, consciente y responsable de una segunda lengua o de una lengua extranjera. Se pidió a cada estudiante llevar en el cuaderno, durante una semana, un registro de su proceso personal de aprendizaje de idiomas, y posteriormente responder a algunas preguntas reflexivas para dar cuenta de su percepción sobre la experiencia del cuaderno de bitácora. Al adoptar un enfoque interpretativo de la investigación y un análisis cualitativo de los datos, se comprobó que, en general, los estudiantes percibían su utilidad para mejorar el aprendizaje de idiomas y estimular la reflexión metacognitiva, la conciencia de sí mismo y su intervención. Aunque se identificaron límites en el uso de esta herramienta (como por ejemplo, la constancia necesaria para llevar registros con regularidad, la disponibilidad de tiempo y las aptitudes de organización apropiadas), algunos estudiantes expresaron su intención de utilizar el cuaderno en el futuro, si bien con ajustes personalizados en función de las necesidades y de los objetivos de aprendizaje.

  • English

    This paper reports data from a study recently carried out with university language students attending a Master’s degree programme in Language Sciences. The study aimed at explor-ing to what extent logbook writing could allow them to progress in their learner autonomy by engaging in more reflective, conscious, and responsible second/foreign language learn-ing. The class was asked first to write a logbook for a week with the purpose of keeping track of their personal language learning process and then to answer some reflective questions to give an account of their perception about the logbook experience. By taking an interpre-tive approach to the investigation and adopting qualitative data analysis, it was found that the logbook was generally perceived as useful in improving language learning and stimulat-ing meta-cognitive reflection, self-awareness and learner’s intervention. While limits were identified in the use of this tool (i.e., persistence needed to regularly keep logs, time avail-ability and appropriate organisation skills), some students declared their intention to use the logbook in the future, after making personalised adjustments according to their learn-ing needs and goals

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