Promoting Student Autonomy Through Self-Assessment and Learning Strategies
Main Article Content
Abstract
In this article, a teacher-researcher and her advisor report on an action-research project aimed at developing student autonomy through the implementation of self-assessment and learning strategies, in an English course for students of different academic programs in a well-known university in Medellín. Affective factors, metacognition, the role of the teacher and linguistic achievement emerged as the main themes related to developing learner autonomy. In this paper the authors aim at a better understanding and discussion on how motivation affects students' decisions regarding planning, monitoring and evaluating their learning, and how this regulation process and the facilitating role of the teacher helps them broaden their learning strategies and improve their linguistic performance.
Article Details
How to Cite
Sierra, A. M., & Frodden, C. (2017). Promoting Student Autonomy Through Self-Assessment and Learning Strategies. HOW, 10(1), 133–166. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/377
Section
Research Reports
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.