Aprender a aprender ingles: fundamentos y estrategias para la autonomía
Palabras clave:
autonomía, aprendizaje, ingles, enseñanza, educación superiorSinopsis
Este libro constituye un recurso didáctico fundamental, validado mediante investigación acción, cuyo propósito es transformar el aprendizaje del inglés en el contexto de la educación media y superior mexicana. La obra aborda la brecha crítica entre el conocimiento lingüístico y la autogestión, guiando al estudiante desde un modelo de dependencia hacia una autonomía autorregulada. A través del "Mapa Estratégico", se propone un núcleo metodológico original que estructura el dominio del idioma en cuatro dimensiones: lingüística, cultural, metodológica y personal. El texto integra la enseñanza explícita de estrategias cognitivas, metacognitivas y socioafectivas, incorporando el uso crítico de la inteligencia artificial para potenciar el aprendizaje. Al redefinir el proceso como una "maratón de consistencia" basada en la práctica deliberada, esta obra aporta una solución situada y de alto rendimiento para el desarrollo de la competencia comunicativa y la agencia del estudiante mexicano principiante.
Citas
Adams, A. M., Wilson, H., Money, J., Palmer-Conn, S., & Fearn, J. (2019). Student engagement with feedback and attainment: The role of academic self-efficacy. Assessment & Evaluation in Higher Education, 45(2), 317–329. https://doi.org/10.1080/02602938.2019.1640184
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3–13, 34(3), 243–257. https://doi.org/10.1080/03004270600898893
Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. J. N. (2021). Blended learning integrated with innovative learning strategy to improve self-regulated learning. International Journal of Instruction, 14(1), 779–794. https://doi.org/10.29333/iji.2021.14147a
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: Educational perspectives. Educational Psychology Review, 15(1), 1–40. https://doi. org/10.1023/a:1021302408382
Bruner, J. (1975). From communication to language: A psychologicalperspective. Cognition, 3, 255-28
Bruner, J. (1975). From communication to language: A psychologicalperspective. Cognition, 3, 255-2899
Castro Sánchez, F., Toro Toro, J., Carrera Calderón, F., Mantilla Cabrera, L. F., Carrillo Rodríguez,
M. A., & Ricardo Velázquez, M. (2019). Modelo didáctico para contribuir al desarrollo de la autonomía del aprendizaje del inglés en la formación inicial de profesores de la carrera de lenguas extranjeras. Dilemas Contemporáneos: Educación, Política y Valores, 6(2). https:// dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/738
Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118.
Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology & Society, 25(1), 28-47.
Claro, S., & Loeb, S. (2019). Self-management skills and student achievement gains: Evidence from California’s CORE Districts. Policy Analysis for California Education. https://edworkingpapers. com/ai19-138
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/ S15327965PLI1104_01
Dewey, J. (1961). Experience and education. Macmillan.
Ernst, C., Arán Filippetti, V., y Lemos, V. (2022). Estrategias de aprendizaje y rendimiento académico: revisión sistemática en estudiantes del nivel secundario y universitario. Uniandes Episteme, 9(4), 534-562.
Fischler, H. (2011). Didaktik: An appropriate framework for the professional work of science teachers? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 31–50). Springer.
Francis, H. (2017). The role of technology in self-directed learning: A literature review. ACS Center for Inspiring Minds. https://www.academia.edu/35278698/The_role_of_technology_in_self-directed_learning_A_literature_review
Fraile, J., Gil-Izquierdo, M., Zamorano-Sande, D., & Sánchez-Iglesias, I. (2020). Autorregulación del aprendizaje y procesos de evaluación formativa en los trabajos en grupo. RELIEVE, 26(1). https://doi.org/10.7203/relieve.26.1.17402
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
Groen, J., & Kawalilak, C. (2014). Pathways of adult learning: Professional and education narratives. Canadian Scholars’ Press.
Herrera, L. (2010). Self-access language learning: Students’ perceptions of and experiences within this new mode of learning (Master’s thesis). Universidad Veracruzana.
Holmes, A. G. D. (2019). Constructivist learning in university undergraduate programmes: Has constructivism been fully embraced? Shanlax International Journal of Education, 8(1), 7–15. https://doi.org/10.34293/education.v8i1.819
Huang, J. (2009a). Autonomy, agency, and identity in foreign language learning and teaching (Unpublished doctoral dissertation). University of Hong Kong.
Huang, J. (2009b). Affect and strategy use in independent language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 218–236). Multilingual Matters.
Isabeles Flores, S. (2022). The use of a process model to introduce and develop autonomous learning among Mexican university students (Doctoral dissertation). University of Southampton.
Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & van de Wiel, M. (2010). The challenge of self‐directed and self‐regulated learning in vocational education: A theoretical analysis. Journal of Vocational Education & Training, 62(4), 415–440. https://doi.org/10.1080/13636820.2010.523479
Knowles, M. S. (1975). Self-directed learning (Vol. 291). New York: association press.
Kundu, A., & Bej, T. (2025). Empowering students’ autonomy in EFL learning: AI innovations in schools of the Global South. The Electronic Journal of Information Systems in Developing Countries, 91(6), e70041. https://doi.org/10.1002/isd2.70041
Legault, L. (2017). Self-determination theory. In Encyclopedia of Personality and Individual Differences (pp. 1–9). Springer. https://doi.org/10.1007/978-3-319-28099-8_1162-1
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64–73. https://doi.org/10.1017/S0261444820000488
López, T. L., Cantú, A. G. M., & Zúñiga, I. A. P. (2024). Autonomous learning strategies of English as a foreign language students: An analysis of the application of digital data collection instruments. Transformación del conocimiento a través de la investigación en educación, 104.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. https://doi.org/10.1037/0003-066x.59.1.14
Narváez Trejo, O. M., Cruz Martínez, C. A., & Reyes Galindo, C. (2024). Pre-service English teachers’ learning traits. Sinéctica, 63, e1675. https://doi.org/10.31391/S2007-7033(2024)0063- 014
Organización para la Cooperación y el Desarrollo Económicos. (2019). The future of education and skills: Education 2030. OECD Publishing.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Oxford, R. (1989). Language learning strategies: What every teacher should know. Heinle & Heinle.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman &
R. C. Smith (Eds.), Learner autonomy across cultures (pp. 75–91). Palgrave Macmillan. https://doi. org/10.1057/9780230504684_5
Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism (pp. 1–. ). Ablex Publishing.
Peralta-Castro, F. (2023). Fostering environmental autonomy support in an English course for middle school learners in Western México. Language Teaching Research Quarterly, 38, 1–17.
Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
Piaget, J. (1973). To understand is to invent: The future of education. Viking Press.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology. Language Learning &
Technology, 20(2), 143–154. https://www.learntechlib.org/p/176093/
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi. org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of Quality of Life and Well-Being Research (pp. 1–7). Springer. https://doi.org/10.1007/978-3-319-69909-7_2630-2
Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia – Social and Behavioral Sciences, 112, 190–198. https://doi.org/10.1016/j.sbspro.2014.01.1155
Sarıçoban, A., & Alyas, A. (2012). Metacognitive strategies and learner autonomy in EFL reading. Modern Journal of Language Teaching Methods, 2(2), 45–68.
Santillán-Cabrera, M., & Moreno-Tapia, J. (2025). Propuestas pedagógicas para promover la autonomía del aprendizaje en la enseñanza del inglés. Revista Científica Episteme & Praxis, 3(2), 13–18. https://doi.org/10.62451/rep.v3i2.9
Schunk, D. H. (1987). Peer models and children’s behavioral change. Review of Educational Research, 57(2), 149–174. https://doi.org/10.3102/00346543057002149
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 41–58). Springer. https://doi. org/10.1007/978-3-319-66659-4_4
Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms: A case study. Theory and Practice in Language Studies, 1(10), 1284–1294. https://doi.org/10.4304/tpls.1.10.1284-1294
Tilfarlioglu, F. Y., & Sherwani, S. (2018). An analysis of the relationship among EFL learners’ autonomy, self-esteem, and choice of vocabulary learning strategies. Theory and Practice in Language Studies, 8(8), 933. https://doi.org/10.17507/tpls.0808.05
UNESCO. (2021). AI and education: Guidance for policymakers.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenden, A. (1991). Learner strategies for learner autonomy. Prentice Hall.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037//0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64–70.
Descargas
Publicado
Licencia

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
