Metacognition and self-learning techniques in the development of English productive skills

This research is conducted with the purpose of understanding the factors that influence the lack of self-learning, as well as determining the degree of metacognition and self-directed learning among university students. It focuses solely on developing the speaking skill, which is a productive skill, while also benefiting the writing skill. Furthermore, this research explores why there is a lack of interest in self-directed learning and how a lack of motivation hinders learning, specifically in the case of English. It is considered that factors such as cognitive, affective-social, environmental, and study organization play a fundamental role in this issue, which is of great relevance to second language learning. This study employs a mixed methodology, in which quantitative and qualitative data are collected, analyzed, combined, and integrated through surveys conducted with university students from the “Pontificia Universidad Católica del Ecuador Sede Ibarra” and interviews with teachers from the same institution. The findings show that students are aware of self-directed learning, but the lack of interest, whether self-induced or encouraged by external factors or third parties, such as teachers, family, the institution, etc., impedes the proper development of skills when learning English. Additionally, speaking is one of the most challenging skills to acquire within the educational environment, as there is a greater focus on the other productive skill, writing. Thanks to the obtained results, it is possible to guide the research towards a proposal. This proposal focuses on analyzing the theoretical bases of metacognition and the lack of self-learning techniques for oral expression, which is one of the productive skills in English. Through the bibliographic study conducted in this research, strategies for self-learning can be proposed and recommended to future researchers, serving as support for future research efforts.

• Autor principal: Varga Santos, María Camila (author)
• Formato: bachelorThesis
• Publicado em: 2024
• Assuntos: autoaprendizaje, metacognición, hablar, escribir, falta de interés, motivación, segundo idioma, investigación
• Acesso em linha: https://repositorio.puce.edu.ec/handle/123456789/44618