Facilitating vocabulary learning through metacognitive strategy training and learning journals

Promoción del aprendizaje de vocabulario a través del entrenamiento en estrategias metacognitivas y diarios de aprendizaje

  • Carmen Luz Trujillo Becerra Universidad de la Sabana
  • Claudia Patricia Álvarez Ayure
  • Mirtha Nohemí Zamudio Ordoñez
  • Gloria Morales Bohórquez
Keywords: learning journals, metacognitive awareness, metacognitive strategies, self-directed learning, vocabulary learning (en_US)
Keywords: diarios de aprendizaje, conciencia metacognitiva, estrategias metacognitivas, aprendizaje autodirigido, aprendizaje de vocabulario (es_ES)

Abstract (en_US)

This paper reports on a mixed-method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito, and Tocaima. The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS) through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines. Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

Abstract (es_ES)

Este trabajo da cuenta de un estudio mixto de investigación acción que se llevó a cabo con participantes de tres colegios públicos en diferentes regiones de Colombia: Bogotá, Orito y Tocaima. El propósito de este estudio fue analizar si el entrenamiento en el uso de estrategias metacognitivas a través de diarios de aprendizaje podría mejorar el aprendizaje de vocabulario de los participantes. Los datos fueron recogidos principalmente a través de diarios de aprendizaje de los estudiantes, notas de campo de los profesores y cuestionarios, los cuales fueron analizados siguiendo los principios de muestreo teórico. Los resultados sugieren que el entrenamiento ayudó a los participantes a desarrollar la conciencia metacognitiva de sus procesos de aprendizaje de vocabulario y su competencia léxica sobre sus rutinas diarias. De manera similar, los participantes mostraron actitudes de pensamiento crítico y de auto-dirección que pueden favorecer su aprendizaje de vocabulario. Finalmente, se propone que el entrenamiento en estrategias metacognitivas y vocabulario se implemente en la enseñanza de lenguas para promover un alto grado de control de los estudiantes en su aprendizaje y así facilitar la transferencia de estas estrategias a otras áreas de conocimiento.


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How to Cite
Trujillo Becerra, C. L., Álvarez Ayure, C. P., Zamudio Ordoñez, M. N., & Morales Bohórquez, G. (2015). Facilitating vocabulary learning through metacognitive strategy training and learning journals. Colombian Applied Linguistics Journal, 17(2), 246-259. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a05
Published: 2015-10-23
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