Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context

Autor/in	Lozano Velandia, Sergio Andrés
Titel	Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 8 (2015) 2, S.131-160 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Goal Orientation; English for Special Purposes; Qualitative Research; Action Research; Grounded Theory; Role Playing; Vocabulary Development; Intervention; Teaching Methods; Learning Processes; Air Transportation; Foreign Countries; Self Efficacy; Self Concept; Second Language Learning; Second Language Instruction; Metacognition; Communicative Competence (Languages); Employees; Adult Education; Questionnaires; Observation; Audio Equipment; Instructional Design; Student Attitudes; Adult Students; Coding; Task Analysis; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Qualitative Forschung; Projektforschung; Rollenspiel; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Employee; Arbeitnehmer; Beschäftigter; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fragebogen; Beobachtung; Audio-CD; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Codierung; Programmierung; Aufgabenanalyse
Abstract	This qualitative action research study explored the interactions of young-adult learners carrying out self-reflection on their learning processes in an ESP (English for special purposes) course at an airline training-center in Bogotá, Colombia. Needs analysis revealed that learners had poor knowledge of technical English, and lacked strong communicative and interactional competences, as well as self-reflection and goal-setting strategies. Accordingly, the pedagogical intervention focused on the use communicative tasks appropriate to their professional context (English for cabin crews) and the development of self-reflection strategies (practiced before and after each communicative task). Data collected through three stages using four instruments was analyzed with the grounded theory approach. Findings suggest that self-set goals and reflection helped learners focus on the specific language functions and vocabulary necessary to complete communicative tasks (role-plays) successfully, and that this led to increased learner awareness, confidence, and positive self-concept. In addition, learners showed progress in development of specific (ESP) language functions and technical vocabulary. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01