Procesos metacognitivos en ambientes bilingües de aprendizaje: un análisis de la metacognición en los Model United Nations (MUN)

Abstract

This research analyzes how metacognitive processes are manifested in high school students at George’s Noble School during their participation in Model United Nations (MUN), understood as bilingual immersion learning environments. The study was developed from a descriptive-interpretive approach, supported by descriptive analysis of a survey administered to 24 students and thematic analysis of qualitative information obtained through interviews with teachers and coordinators. The instruments made it possible to identify processes associated with planning, monitoring, self-regulation, learning evaluation, and reflection on the use of English in authentic academic contexts. The results show a favorable tendency toward high levels of metacognitive awareness and regulation, especially in aspects related to reflection on learning, strategic adjustment, and performance monitoring during debates. Likewise, the interviews highlighted the role of teachers and coordinators in the pedagogical, emotional, and formative support of students. Overall, the findings suggest that MUN promote not only the development of bilingual competencies, but also autonomy, empathy, critical thinking, and integral education. In this way, the study contributes to the understanding of MUN as pedagogical settings that integrate bilingualism, metacognition, and humanistic education within bilingual learning environments.