A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study
This study attempts to uncover the Language Learning Strategies (LLSs) utilized by proficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, t...
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| Lenguaje: | English |
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Universidad Católica Silva Henríquez
2015
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oai:scielo:S0716-581120150001000132018-10-30A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case studyHitt,LeaVéliz,Mauricio Language Learning Strategies (LLSs) metacognition This study attempts to uncover the Language Learning Strategies (LLSs) utilized by proficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent.info:eu-repo/semantics/openAccessUniversidad Católica Silva HenríquezLiteratura y lingüística n.31 20152015-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112015000100013en10.4067/S0716-58112015000100013 |
| institution |
Scielo Chile |
| collection |
Scielo Chile |
| language |
English |
| topic |
Language Learning Strategies (LLSs) metacognition |
| spellingShingle |
Language Learning Strategies (LLSs) metacognition Hitt,Lea Véliz,Mauricio A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| description |
This study attempts to uncover the Language Learning Strategies (LLSs) utilized by proficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent. |
| author |
Hitt,Lea Véliz,Mauricio |
| author_facet |
Hitt,Lea Véliz,Mauricio |
| author_sort |
Hitt,Lea |
| title |
A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| title_short |
A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| title_full |
A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| title_fullStr |
A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| title_full_unstemmed |
A study of language learning strategies that successful pre-service teachers utilize in English pedagogy programs at two universities in Concepción, Chile: a case study |
| title_sort |
study of language learning strategies that successful pre-service teachers utilize in english pedagogy programs at two universities in concepción, chile: a case study |
| publisher |
Universidad Católica Silva Henríquez |
| publishDate |
2015 |
| url |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112015000100013 |
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