Metacognition and learner autonomy : a case study on the learning experiences of self-taught bilingual CSRs at a call center.

Díaz Rivera, Andrés Felipe

Metacognition and learner autonomy : a case study on the learning experiences of self-taught bilingual CSRs at a call center.

dc.contributor.advisor	Toro Vargas, Jhonatan	spa
dc.contributor.author	Díaz Rivera, Andrés Felipe
dc.coverage.spatial	Bogotá, Colombia	spa
dc.date.accessioned	2024-03-14T20:23:36Z
dc.date.available	2024-03-14T20:23:36Z
dc.date.issued	2023
dc.description.abstract	Este documento presenta el informe final del estudio de caso cualitativo titulado “Metacognición y Autonomía del Alumno: un estudio de caso sobre las experiencias de aprendizaje de RSC bilingües autodidactas en un call center”, el cual se llevó a cabo con un grupo de 6 hablantes de inglés autodidactas no nativos que trabajan como representantes de servicio al cliente en un call center bilingüe. El principal objetivo del estudio fue indagar sobre el papel de la metacognición y la autonomía del alumno en la experiencia de aprendizaje del idioma inglés de los participantes. Los métodos para la recopilación de datos fueron cuestionarios y grabaciones de vídeo presentados en The Metacognitive Awareness Inventory (MAI) de Schraw, G. & Dennison, R.S. (1994)., The Strategy Inventory for Language Learning (SILL) de Oxford, R (1986), The Semi-structured Interview for self-taught non-native English Speakers diseñada por el investigador mismo basándose en el MAI. El análisis y la triangulación de los datos mostraron que todos los participantes tenían altos niveles de conciencia metacognitiva (LOMA), lo que significa que todos eran expertos en conocerse profundamente a sí mismos como estudiantes en términos metacognitivos. Además, también se encontró que, entre las diferentes estrategias de aprendizaje de idiomas propuestas por Oxford, las Estrategias Metacognitivas fueron las más preferidas por los participantes. Además, se encontró que la metacognición y la autonomía del alumno estaban presentes principalmente en términos de un fuerte sentido de compromiso y responsabilidad por el proceso de aprendizaje al hacer que los participantes tomaran el control de su proceso de aprendizaje de idiomas como conocedores y reguladores de este. Por otro lado, se encontró que la regulación del proceso de aprendizaje en aspectos de planificación y evaluación fue el más desafiante de la experiencia de aprendizaje para la mayoría de los participantes.	spa
dc.description.abstractenglish	This document presents a final report of the qualitative case study titled “Metacognition and Learner Autonomy: a case study on the learning experiences of self-taught bilingual CSRs at a call center”, which was carried out with a group of 6 self-taught non-native English speakers who work as customer service representatives at a bilingual call center. The main objective of the study was to inquire about the role of metacognition and Learner Autonomy in the English Language Learning Experience of the participants. The methods for data collection were questionnaires and video-recordings in the shape of The Metacognitive Awareness Inventory (MAI) by Schraw, G. & Dennison, R.S. (1994)., The Strategy Inventory for Language Learning (SILL) by Oxford, R (1986), The Semi-structured Interview for self-taught non-native English Speakers designed by the researcher himself based on the MAI. The analysis and triangulation of the data showed that all of the participants had high levels of metacognitive awareness (LOMA), which means that they all were adept at deeply knowing themselves as learners metacognitively speaking. Besides, it was also found that among the different language learning strategies proposed by Oxford, Metacognitive Strategies were the most preferred ones by the participants. Furthermore, it was found that Metacognition and Learner Autonomy were mainly present in terms of a strong sense of commitment and responsibility for the learning process by making the participants taking control of their language learning process as knowers and regulators of it. On the other hand, it was found that regulation of the learning process in aspects of planning and evaluation was the most challenging aspect of the learning experience for most of the participants.	spa
dc.description.degreelevel	Maestría	spa
dc.description.degreename	Magister en Enseñanza de Lenguas Extranjeras	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12209/19504
dc.language.iso	eng	spa
dc.publisher	Universidad Pedagógica Nacional	spa
dc.publisher.faculty	Facultad de Humanidades	spa
dc.publisher.program	Maestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francés	spa
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dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Metacognición	spa
dc.subject	Conciencia metacognitiva	spa
dc.subject	Estrategias metacognitivas	spa
dc.subject	Autonomía del alumno	spa
dc.subject.keywords	Metacognition	eng
dc.subject.keywords	Metacognitive knowledge	eng
dc.subject.keywords	Metacognitive strategies	eng
dc.subject.keywords	Learner autonomy	eng
dc.title	Metacognition and learner autonomy : a case study on the learning experiences of self-taught bilingual CSRs at a call center.	spa
dc.title.translated	Metacognition and Learner Autonomy: a case study on the learning experiences of self-taught bilingual CSRs at a call center.	spa
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc	eng
dc.type.driver	info:eu-repo/semantics/masterThesis	eng
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Maestría	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa