Enseñanza y Aprendizaje Metacognitivo con Actividades Basadas en Tareas: Un Estudio de Caso con Estudiantes Chinos de Italiano
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_11Palabras clave:
Estudiantes universitarios chinos, Enseñanza y aprendizaje del italiano, Metacognición en el aula de lenguas, Aprendizaje basado en tareas, Competencia oral en segunda lengua, Programas Marco Polo y TurandotResumen
Este artículo presenta un estudio de caso que analiza la eficacia de integrar estrategias metacognitivas con el Task-Based Language Teaching (TBLT) para mejorar la competencia oral de estudiantes chinos inscritos en los Programas Marco Polo y Turandot, que aprenden italiano como segunda lengua. La investigación emplea el Teaching Speaking Cycle Pedagogical Model (Goh & Burns, 2012), involucrando a aprendientes de L2 en tres tareas orales distintas. Un componente clave fue la entrega sistemática de retroalimentación individual, seguida de la repetición de las tareas. El estudio también incorporó una actividad metacognitiva tras la segunda tarea, que invitaba explícitamente a los estudiantes a analizar su producción lingüística y sus comportamientos de aprendizaje. La recogida de datos incluyó grabaciones de audio y un cuestionario final sobre las percepciones estudiantiles. Los resultados muestran que este enfoque favoreció la autocorrección y redujo la ansiedad en la ejecución, lo que sugiere una mejora en la calidad y organización del discurso oral. El estudio concluye que enseñar explícitamente la conciencia metacognitiva resulta esencial para promover la autonomía del estudiante y su autorregulación.
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