Evaluación de Dos Estrategias Pedagógicas para el Desarrollo de la Competencia de Autogestión a través de la Lectura en Lengua Extranjera Inglés en Estudiantes de Primaria

Abstract

The ability of self-regulated learning determines the performance of students in all school subjects. Hence, guaranteeing a progressive development in this ability is a task that the educational system, led by teachers, must take seriously to potentiate the capacities of students, ensuring high standards of educational quality. Despite the pedagogical strategies applied by teachers at bilingual schools, and the similarities in age, socioeconomic level, and class methodology, there is always a group of students whose level of self-regulation is below expectations. both in the objectives set for the course and with their peers. Through this project it is intended to analyze two pedagogical strategies in two bilingual learning environments to determine if they impact the progress of the self- regulated learning ability in students that will allow them to "learn to learn" achieving a meaningful lifelong learning. The results reveal that, although there are several elements of self-regulated learning present in the activities carried out in both learning centers and extensive reading, students could benefit from explicit teaching of metacognitive skills that teach them how to reflect on their learning, identify areas for improvement, and plan strategies to address these areas.