Goal-setting and self-reflection to enhance learners’ interaction in an ESP context
This qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the be...
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| Format: | Article |
| Language: | English |
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Universidad de La Sabana
2015-10-01
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| Series: | Latin American Journal of Content and Language Integrated Learning |
| Online Access: | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5916 |
| _version_ | 1819237809622351872 |
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| author | Sergio Andrés Lozano Velandia |
| author_facet | Sergio Andrés Lozano Velandia |
| author_sort | Sergio Andrés Lozano Velandia |
| collection | DOAJ |
| description | This qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the beginning of the process showed that learners lacked strong communicative and interactional competences, had poor knowledge of technical English, and lacked self-reflection and goal-setting strategies. Accordingly, they were presented with a pedagogical intervention that implemented communicative tasks in an ESP (English for cabin crews) context, as well as learner training for the development of self-reflection strategies (to be used, based on their learning process, at the beginnings and ends of each communicative task). Data collection procedures carried out during the intervention comprised a piloting stage and three data collection stages, during which data was collected through four different instruments. Data analysis followed the grounded theory approach. Findings suggest that self-set goals and reflection allowed learners to maintain focus on the specific language functions and vocabulary necessary for them to complete communicative tasks (role-plays) successfully, which, in turn, led to increased learner awareness, confidence, and positive self-concept. In addition, learners evidenced progress on language development regarding specific (ESP) language functions and technical vocabulary. |
| first_indexed | 2024-12-23T13:26:14Z |
| format | Article |
| id | doaj.art-aeba63e071c140368762401e33e123f3 |
| institution | Directory Open Access Journal |
| issn | 2011-6721 2322-9721 |
| language | English |
| last_indexed | 2024-12-23T13:26:14Z |
| publishDate | 2015-10-01 |
| publisher | Universidad de La Sabana |
| record_format | Article |
| series | Latin American Journal of Content and Language Integrated Learning |
| spelling | doaj.art-aeba63e071c140368762401e33e123f32022-12-21T17:45:18ZengUniversidad de La SabanaLatin American Journal of Content and Language Integrated Learning2011-67212322-97212015-10-018210.5294/5916Goal-setting and self-reflection to enhance learners’ interaction in an ESP contextSergio Andrés Lozano Velandia0Universidad Minuto de Dios / Universidad Autónoma de Manizales / Universidad Santo TomasThis qualitative action research study explored 11 young-adult learners’ interactions in an ESP (English for special purposes) context while they carried out a self-reflection strategy on their learning processes at an airline training-center in Bogotá, Colombia. A needs analysis performed at the beginning of the process showed that learners lacked strong communicative and interactional competences, had poor knowledge of technical English, and lacked self-reflection and goal-setting strategies. Accordingly, they were presented with a pedagogical intervention that implemented communicative tasks in an ESP (English for cabin crews) context, as well as learner training for the development of self-reflection strategies (to be used, based on their learning process, at the beginnings and ends of each communicative task). Data collection procedures carried out during the intervention comprised a piloting stage and three data collection stages, during which data was collected through four different instruments. Data analysis followed the grounded theory approach. Findings suggest that self-set goals and reflection allowed learners to maintain focus on the specific language functions and vocabulary necessary for them to complete communicative tasks (role-plays) successfully, which, in turn, led to increased learner awareness, confidence, and positive self-concept. In addition, learners evidenced progress on language development regarding specific (ESP) language functions and technical vocabulary.https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5916 |
| spellingShingle | Sergio Andrés Lozano Velandia Goal-setting and self-reflection to enhance learners’ interaction in an ESP context Latin American Journal of Content and Language Integrated Learning |
| title | Goal-setting and self-reflection to enhance learners’ interaction in an ESP context |
| title_full | Goal-setting and self-reflection to enhance learners’ interaction in an ESP context |
| title_fullStr | Goal-setting and self-reflection to enhance learners’ interaction in an ESP context |
| title_full_unstemmed | Goal-setting and self-reflection to enhance learners’ interaction in an ESP context |
| title_short | Goal-setting and self-reflection to enhance learners’ interaction in an ESP context |
| title_sort | goal setting and self reflection to enhance learners interaction in an esp context |
| url | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5916 |
| work_keys_str_mv | AT sergioandreslozanovelandia goalsettingandselfreflectiontoenhancelearnersinteractioninanespcontext |