Reflexiones sobre el aprendizaje permanente en inglés como lengua extranjera: un estudio de caso en una corporación universitaria colombiana
DOI:
https://doi.org/10.22517/25393812.25536Resumen
Aprender una lengua extranjera como el inglés requiere un esfuerzo significativo en varias universidades, lo que lleva a los estudiantes a verlo como una actividad educativa que dura toda la vida. Sin embargo, los alumnos no siempre lo ven así y no parecen estar preparados para ese enfoque. Por lo tanto, es relevante identificar qué orientaciones guían el aprendizaje del inglés como lengua extranjera (EFL) y determinar su comprensión del desarrollo y adquisición del lenguaje a través del concepto de Lifelong Learning (LLL). Este estudio utilizó el cuestionario de aprendizaje permanente de Jean Proulx para evaluar el nivel de aprendizaje permanente entre estudiantes en diferentes modalidades de aprendizaje del idioma inglés en una universidad privada; el instrumento se ajustó con componentes enfocados en EFL (inglés como lengua extranjera). Los datos se recopilaron en línea y se establecieron rangos de evaluación para evaluar cuánto disfrutan los estudiantes de una universidad privada de Medellín aprendiendo el idioma, considerando elementos como género, edad y puntajes en áreas específicas como motivación, perseverancia, autorregulación y curiosidad. Se encontró que el género marca una diferencia significativa en las orientaciones de LLL de los estudiantes; la edad se consideró un hallazgo relevante en una población específica de estudiantes. Las secciones del cuestionario revelaron áreas de mejora en el programa de inglés como lengua extranjera de la institución, particularmente en mejorar la motivación, la perseverancia, la autorregulación y la curiosidad de los estudiantes. Se dan sugerencias para mejorar y promover el aprendizaje del idioma inglés a través de la educación continua en la institución, motivando a los estudiantes a desarrollar una actitud de aprendizaje permanente para sus respectivas carreras y brindando técnicas de aprendizaje para ayudar a los estudiantes a mejorar sus habilidades lingüísticas.
Descargas
Citas
Agudo-Peregrina, A. F., Hernández-García, A., & Pascual-Miguel, F. J. (2014). Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning. Computers in Human Behaviour, 34, 301-314. https://doi.org/10.1016/j.chb.2013.10.035
Bernal Castañeda, S. (2017) Lifelong learning and limiting factors in second language acquisition for adult students in post-obligatory education, Cogent Psychology, 4:1, 1404699, DOI: 10.1080/23311908.2017.1404699.
Castañeda, S. B. (2016). Methodologies for teaching English to adult students in Spanish vocational education programs. Journal of Professional, Continuing and Online Education, 2(1), 2016.
Coskun, Y.D. & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [University students’ propensities for lifelong learning], Hacettepe Universitesi Egitim Fakultesi Dergisi [Hacettepe University Education Faculty Journal], 42, 108-120
Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual. Psychological Assessment Resources.
Cotton, K. (1998). From high school student to lifelong learner your route to independence. Washington: Northwest Regional Educational Laboratory.
Cronholm, S. (2021). Lifelong learning: Principles for designing university education. Journal of Information Technology Education: Research, 20, 35-60. https://doi.org/10.28945/4686
Cronholm, S., & Göbel, H. (2018, December). Guidelines supporting the formulation of design principles. Proceedings of 29th Australasian Conference on Information Systems (ACIS) (pp. 1-11). Sydney, Australia: University of Sydney. https://doi.org/10.5130/acis2018.ak
Cronholm, S., & Göbel, H. (2019). Evaluation of action design research. Scandinavian Journal of Information Systems, 31(2), 35-82. https://aisel.aisnet.org/sjis/vol31/iss2/2/
Dascalu, M. I., Bodea, C. N., Mihailescu, M. N., Tanase, E. A., & Ordoñez de Pablos, P. (2016). Educational recommender systems and their application in lifelong learning. Behaviour & Information Technology, 35(4), 290-297. https://doi.org/10.1080/0144929x.2015.1128977
Deawele, J. M., & MacIntyre, P. (2014). Enjoyment and anxietyin second language communication. Sydney: Cape Breton University.
Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia - Social and Behavioral Sciences, 1, 1709-1716.
Deveci, T. (2013). Promoting lifelong learning. Asian EFL Journal Professional Teaching Articles, 72, 4-19
Deveci, T. (2015). A comparative study of the lifelong learning propensities of English language learners: nationality, gender and length of study. Learning and Teaching in Higher Education: Gulf Perspectives, 12(1).
Dimova S (2012). Foreign language for content: Aiming to develop lifelong learning dispositions. Doctoral Dissertation. Georgia State University, the U.S.A.
Dornan, T., Osborn, M., & Bushnell, J. A. (2015). Female medical students: Who are they and how do they perform? BMC Medical Education, 15(1), 84.
Duke C, Hinzen H. Adult Education and Lifelong Learning Within UNESCO: CONFINTEA, Education for All, and Beyond. Adult Learning. 2011;22(4):18-23. doi:10.1177/104515951102200404
Dunlap, J. C., & Lowenthal, P. R. (2013). Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills. In M. Khosrowpour (Ed.), IT policy and ethics: Concepts, methodologies, tools, and applications (pp. 170-193). IGI Global. https://doi.org/10.4018/978-1-4666-2919-6.ch009 g
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127.
Gorghiu, M., L., Gorghiu, G., Dogan, Y., Z. & Gerceker, P. (2013). Promoting the Nano - Technology Concepts in secondary Science Education through ICT Tools − the Romanian and Turkish teachers’ Perception, Global Journal on Technology. 3, 577-583
Gunuc, S., Odabasi, H.F. & Kuzu, A. (2012). Yasam boyu ogrenmeyi etkileyen faktorler [Factors affecting lifelong learning]. Gaziantep Universitesi Sosyal Bilimler Dergisi [Gaziantep University Social Sciences Journal], 11(2), 309-325.
James, L., Guile, D. & Unwin L. (2013). Learning and innovation in the knowledge-based economy: beyond clusters and qualifications. Journal of Education and Work, 26(3).
Klug, J., Krause, N., Schober, B., Finsterwald, M., & Spiel, C. (2014). How do teachers promote their students’ lifelong learning in class? Development and first application of the LLL Interview. Teaching and Teacher Education, 37(1), 119-129
Knapper, C., Cropley, A. (2000). Lifelong learning in higher education, London: Kogan Page
Kubota R (2011) Learning a foreign language as leisure and consumption: enjoyment, desire, and the business of eikaiwa. Int. J. Bilingual Educ. Bilingualism 14(4): 473-88.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S0261444817000088
Lasagabaster, D. (2014). Motivation and foreign language learning from theory to practice. Amsterdam: John Benjamins
Litman, J. A. (2005). Curiosity and the pleasures of learning: wanting and liking new information. Cognition and Emotion, 19(6), 793-814.
McCarthy, B., Garcia, A., & Heiser, D. (2019). Examining the differences in online versus face-to-face learning: A comparison of degree and certificate programs in homeland security. Journal of Emergency Management, 17(3), 175-183.
Meece, J. L., Wigfield, A., & Eccles, J. S. (2006). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 98(3), 485- 494.
Muñoz, C. (2010). Age-related differences in foreign language learning. Revisiting the empirical evidence. International Review of Applied Linguistics in Language Teaching, 46, 197–220
O'Callaghan, A., Murphy, J., & O'Connell, R. (2016). Gender differences in medical student career perceptions and related motivations. Academic Medicine, 91(9), 1239-1245.
Özcan, D., & Uzunboylu, H. (2012). Perceptions of Principals towards Lifelong Learning. Cypriot Journal of Educational Sciences, 7(3), 148-157.
Özdamlı, F., & Özdal, H. (2014). Life-long Learning Competence Perceptions of the Teachers and Abilities in Using Information-Communication Technologies. 4. World Conference on Educational Technology Researches
Preece, J. (2013). Africa and international policy making for lifelong learning: textual revelations. International Journal of Educational Development, 33(1), 98-105.
Raj, R., Arora, A., & Dhar, R. L. (2020). Impact of rural upbringing and demographics on entrepreneurial behaviour: A study of Indian women entrepreneurs. Journal of Entrepreneurship in Emerging Economies, 12(4), 762-779.
Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Internet and Higher Education, 6, 1-16.
Savina, T. (2015). Specificity of English-Language Teaching for Senior Learners within the Lifelong Learning Concept. Journal of Siberian Federal University. Humanities & Social Sciences. 8. 2606-2613. 10.17516/1997-1370-2015-8-11-2606-2613.
Soni, S (2012). Lifelong learning- Education and training. Paper presented in FIG Working Week 2012. Knowing to manage the territory, protect the environment, evaluate the cultural heritage, 6-10 May 2012, Rome: Italy
Todaka, Y. (2020) EFL Learning Motivation: Lifelong Enjoyment. International Journal of English Language Teaching. 7 (24). Doi:10.5430/ijelt.v7n2p24.
Descargas
-
Vistas(Views): 90
- PDF Descargas(Downloads): 45