Multilingüismo en investigaciones metacognitivas y de autorregulación: revisión de alcance que aboga por una representación integral de la complejidad multilingüe
DOI:
https://doi.org/10.35588/3gy86v77Palabras clave:
metacognición, autorregulación, estrategias de aprendizaje lingüístico, multilingüismo, reseña de alcanceResumen
La metacognición y la autorregulación juegan un rol crucial en la adquisición de segundaa lenguas, pero sus funciones en contextos multilingües (L3+) permanecen poco exploradas. Esta reseña de alcance buscó examinar cómo se manifiestan la metacognición y la autorregulación en el aprendizaje de tercera lengua y lenguas adicionales, particularmente en relación con cómo se ha considerado el multilingüismo en la investigación empírica sobre estos constructos. Los tres criterios de inclusión fueron: participantes L3+, variables relacionadas con la metacognición y/o la autorregulación, y diseño empírico/experimental. Se omitieron estudios sobre validaciones de pruebas o tecnologías o dominios no lingüísticos. Una búsqueda exhaustiva en tres bases de datos arrojó 52 estudios, los cuales fueron analizados para evaluar cómo se explora el impacto del multilingüismo en los procesos metacognitivos y de autorregulación. Los hallazgos revelaron que, aunque estas estrategias cognitivas son cruciales para navegar entornos lingüísticos complejos, los estudios a menudo confundieron a los bilingües con los multilingües, lo que limitó los conocimientos sobre cómo los repertorios lingüísticos variados influyen en la metacognición y la autorregulación. Las investigaciones futuras deben diferenciar mejor entre estos grupos e investigar cómo la gestión de múltiples lenguas fomenta una acción regulatoria única en los aprendices multilingües.
Descargas
Referencias
Abbott, M. L., & Lee, K. K. (2023). Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults. System, 115, 1–16. https://doi.org/10.1016/j.system.2023.103061
Abu Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060
Aksak, K., & Cubukcu, F. (2022). A Comparison of English Vocabulary Learning Strategies Employed by Bilingual and Multilingual Students. Journal for Foreign Languages, 14(1), 197–223. https://doi.org/10.4312/vestnik.14.197-223
Alshreif, N. F. (2021). Thinking about Thinking: How Multilingual Writers' Metacognition Facilitates Writing Knowledge Transfer [Ph.D, Indiana University of Pennsylvania, United States - Pennsylvania]. RIS. https://www.proquest.com/dissertations-theses/thinking-about-how-multilingual-writers/docview/2528570610/se-2?accountid=14597
Alvarado, J. (2016). La influencia del bilingüismo en el aprendizaje de terceras lenguas. Revista De Lenguas Modernas,24, 177–193. https://doi.org/10.15517/rlm.v0i24.24608
Anderson, N. J. (2009). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 99–109). Cambridge University Press. https://doi.org/10.1017/cbo9780511497667.010
Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Aronin, L., & Hufeisen, B. (Eds.). (2009). AILA applied linguistics series. The Exploration of Multilingualism. John Benjamins Publishing Company. https://doi.org/10.1075/aals.6
Aronin, L., & Jessner, U. (2014). Research methods and approaches in Applied Linguistics. AILA Review, 27, 56–79.https://doi.org/10.1075/aila.27.03aro
Aronin, L., & Singleton, D. M. (2012). Multilingualism. Impact, 30. John Benjamins Pub. Co. https://doi.org/10.1075/impact.30
Atkinson, D. (2002). Toward a Sociocognitive Approach to Second Language Acquisition. The Modern Language Journal, 86(4), 525–545. http://www.jstor.org/stable/1192723
Auer, P., & Wei, L. (2007). Handbook of Multilingualism and Multilingual Communication. Mouton de Gruyter. https://www.degruyter.com/document/doi/10.1515/9783110198553/html
Bardel, C., & Falk, Y. (2007). The role of the second language in third language acquisition: the case of Germanic syntax. Second Language Research, 23(4), 459–484. https://doi.org/10.1177/0267658307080557
Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24(4), 560–567. https://doi.org/10.1037/0012-1649.24.4.560
Bialystok, E., & Craik, F. I. M. (2010). Cognitive and Linguistic Processing in the Bilingual Mind. Current Directions in Psychological Science, 19(1), 19–23.https://doi.org/10.1177/0963721409358571
Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250. https://doi.org/10.1016/j.tics.2012.03.001
Bourgoin, R., & Dicks, J. (2019). Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion. Language and Literacy, 21(2), 10–28. https://doi.org/10.20360/langandlit29466
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 65–116). Lawrence Erlbaum Associates, Inc.
Calabria, M., Hernández, M., Cattaneo, G., Suades, A., Serra, M., Juncadella, M., Reñé, R., Sala, I., Lleó, A., Ortiz-Gil, J., Ugas, L., Ávila, A., Ruiz, I. G., Ávila, C., & Costa, A. (2020). Active bilingualism delays the onset of mild cognitive impairment. Neuropsychologia, 146, 107528. https://doi.org/10.1016/j.neuropsychologia.2020.107528
Calafato, R. (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua, 246, 102943. https://doi.org/10.1016/j.lingua.2020.102943
Calafato, R., & Simmonds, K. (2023). The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education. Cambridge Journal of Education, 53(5), 705–724. https://doi.org/10.1080/0305764X.2023.2206805
Canbay, F. (2020). The Relationship between Self-Regulation and Use of Language Learning Strategies in Secondary School Students. PASAA, 60(1), 1–22. https://doi.org/10.58837/chula.pasaa.60.1.1
Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71–87. https://doi.org/10.1177/13670069030070010501
Cenoz, J. (2013). Defining Multilingualism. Annual Review of Applied Linguistics, 33, 3–18. https://doi.org/10.1017/S026719051300007X
Cenoz, J., & Gorter, D. (2011). American Association for Applied Linguistics Colloquia, 2010. Language Teaching, 44(2), 264–265. https://doi.org/10.1017/s0261444810000534
Cenoz, J., & Hoffmann, C. (2003). Acquiring a third language: What role does bilingualism play? International Journal of Bilingualism, 7(1), 1–5.https://doi.org/10.1177/13670069030070010101
Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.). (2001). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Multilingual Matters. https://doi.org/10.21832/9781853595509
Cenoz, J., & Jessner, U. (Eds.). (2000). English in Europe: The Acquisition of a Third Language. Multilingual Matters. https://doi.org/10.21832/9781800417991
Cenoz, J., & Jessner, U. (2009). 7. The study of multilingualism in educational contexts. In L. Aronin & B. Hufeisen (Eds.), AILA applied linguistics series. The Exploration of Multilingualism (Vol. 6, pp. 121–138). John Benjamins Publishing Company.https://doi.org/10.1075/aals.6.07ch7
Cook, V. (1991). The poverty-of-the-stimulus argument and multicompetence. Interlanguage Studies Bulletin (Utrecht), 7(2), 103–117. https://doi.org/10.1177/026765839100700203
Cook, V. (2007). 2. Multi-Competence: Black Hole or Wormhole for Second Language Acquisition Research? In Z. H. Han (Ed.), Understanding Second Language Process (pp. 16–26). Multilingual Matters. https://doi.org/10.21832/9781847690159-004
Craik, F. I. M., Bialystok, E., & Freedman, M. (2010). Delaying the onset of Alzheimer disease: Bilingualism as a form of cognitive reserve. Neurology, 75(19), 1726–1729. https://doi.org/10.1212/wnl.0b013e3181fc2a1c
Csizér, K., & Tankó, G. (2017). English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation. Applied Linguistics, amv033. https://doi.org/10.1093/applin/amv033
D’Angelo, F. (2020). The Additive Effect of Bilinguals’ Metalinguistic Awareness in Additional Language Acquisition. In P.-A. Mather (Ed.), Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language (pp. 13–24). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83982-128-820201002
De Angelis, G. (2007). Third or Additional Language Acquisition. Multilingual Matters.https://www.degruyter.com/document/doi/10.21832/9781847690050/html
De Bot, K., & Larsen-Freeman, D. (2011). Researching Second Language Development from a Dynamic Systems Theory perspective. In M. Verspoor, K. De Bot, & W. Lowie (Eds.), Language Learning & Language Teaching. A Dynamic Approach to Second Language Development (Vol. 29, pp. 5–24). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.29.01deb
Dinsmore, D., Alexander, P., & Loughlin, S. (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educational Psychology Review, 20(4), 391–409.https://doi.org/10.1007/s10648-008-9083-6
Doğan, Y., & Tuncer, M. (2017). Effect of Metacognitive Awareness on Achievement in Foreign Language Learning. Istanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 16(31), 297–310.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.https://cstn.wordpress.com/wp-content/uploads/2009/11/the-psychology-of-the-language-learner-3haxap.pdf
Dörnyei, Z. (2009). Individual Differences: Interplay of Learner Characteristics and Learning Environment. Language Learning, 59(s1), 230–248. https://doi.org/10.1111/j.1467-9922.2009.00542.x
Dörnyei, Z., & Skehan, P. (2003). Individual Differences in Second Language Learning. In C. J. Doughty & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 589–630). Wiley. https://doi.org/10.1002/9780470756492.ch18
Efklides, A. (2008). Metacognition. European Psychologist, 13(4), 277–287.https://doi.org/10.1027/1016-9040.13.4.277
Erdogan, T. (2018). The Investigation of Self-regulation and Language Learning Strategies. Universal Journal of Educational Research, 6(7), 1477–1485. https://doi.org/10.13189/ujer.2018.060708
Falk, Y., & Bardel, C. (2011). Object pronouns in German L3 syntax: Evidence for the L2 status factor. Second Language Research, 27(1), 59–82. https://doi.org/10.1177/0267658310386647
Festman, J., & Schwieter, J. W. (2019). Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage. Behavioral Sciences, 9(4), 39. https://doi.org/10.3390/bs9040039
Filippi, R., Ceccolini, A., Periche-Tomas, E., & Bright, P. (2020). Developmental trajectories of metacognitive processing and executive function from childhood to older age. Quarterly Journal of Experimental Psychology, 73(11), 1757–1773. https://doi.org/10.1177/1747021820931096
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Lawrence Erlbaum Associates, Inc.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. The American Psychologist, 34(10), 906–911.https://doi.org/10.1037/0003-066X.34.10.906
Forbes, K. (2019). The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms. Research Papers in Education, 34(4), 445–464. https://doi.org/10.1080/02671522.2018.1452963
Forbes, K., & Fisher, L. (2020). Strategy development and cross-linguistic transfer in foreign and first language writing. Applied Linguistics Review, 11(2), 311–339. https://doi.org/10.1515/applirev-2018-0008
García-Mayo, M. D. P., & Rothman, J. (2012). L3 morphosyntax in the generative tradition. In J. Cabrelli Amaro, S. Flynn, & J. Rothman (Eds.), Third Language Acquisition in Adulthood (Vol. 46, pp. 9–32). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.46.04pil
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42. https://doi.org/10.1037/1040-3590.4.1.26
Gorgoz, S., & Tican, C. (2020). Investigation of Middle School Students’ Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language. International Journal of Educational Methodology, 6(1), 25–42. https://doi.org/10.12973/ijem.6.1.25
Greve, W., Koch, M., Rasche, V., & Kersten, K. (2024). Extending the scope of the ‘cognitive advantage’ hypothesis: multilingual individuals show higher flexibility of goal adjustment. Journal of Multilingual and Multicultural Development, 45(4), 822–838. https://doi.org/10.1080/01434632.2021.1922420
Griffiths, C., & Soruç, A. (2020). Individual differences in language learning: A complex systems theory perspective. Palgrave Macmillan.
Grosjean, F. (1985). The bilingual as a competent but specific speaker‐hearer. Journal of Multilingual and Multicultural Development, 6(6), 467–477.https://doi.org/10.1080/01434632.1985.9994221
Hamers, J. F., & Blanc, M. H. A. (2009). Bilinguality and Bilingualism. Cambridge University Press.https://doi.org/10.1017/CBO9780511605796
Hammarberg, B. (2010). The languages of the multilingual: Some conceptual and terminological issues. International Review of Applied Linguistics in Language Teaching, 48(2-3). https://doi.org/10.1515/iral.2010.005
Hammarberg, B. (2014). Problems in defining the concepts of L1, L2 and L3. In A. Otwinowska-Kasztelanic & G. de Angelis (Eds.), Bilingual education and bilingualism: Vol. 96. Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives (pp. 3–18). Multilingual Matters.
Hanžić Deda, S. (2021). Metacomprehension Awareness of Primary School Plurilinguals. Sustainable Multilingualism, 19(1), 141–172. https://doi.org/10.2478/sm-2021-0017
Hassan, R. (2017). Gaya dan Strategi Pembelajaran Bahasa Melayu dalam Kalangan Pelajar Perancis (Malay Language Learning Styles and Strategies among French Students). GEMA Online® Journal of Language Studies, 17(1), 125–146.https://doi.org/10.17576/gema-2017-1701-08
Haukås, Å. (2015). A Comparison of L2 and L3 Learners’ Strategy Use in School Settings. The Canadian Modern Language Review, 71(4), 383–405. https://doi.org/10.3138/cmlr.2701
Herdina, P., & Jessner, U. (2000). 5 The Dynamics of Third Language Acquisition. In J. Cenoz & U. Jessner (Eds.), Bilingual Education & Bilingualism: Vol. 19. English in Europe: The Acquisition of a Third Language (pp. 84–98). Multilingual Matters.https://doi.org/10.21832/9781800417991-006
Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Multilingual Matters.https://www.degruyter.com/document/doi/10.21832/9781853595547/html
Huang, C. (2022). Self-Regulation of Learning and EFL Learners' Hope and Joy: A Review of Literature. Frontiers in Psychology, 13, 833279.https://doi.org/10.3389/fpsyg.2022.833279
Jessner, U. (2008a). A DST Model of Multilingualism and the Role of Metalinguistic Awareness. The Modern Language Journal, 92(2), 270–283.
Jessner, U. (2008b). Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15–56.https://doi.org/10.1017/S0261444807004739
Jessner, U. (2018). Metacognition in Multilingual Learning: A DMM Perspective. In Å. Haukås, M. Dypedahl, & C. Bjørke (Eds.), Metacognition in Language Learning and Teaching (1st ed., pp. 31–47). Routledge.
Kamgar, N., & Jadidi, E. (2016). Exploring the Relationship of Iranian EFL Learners Critical Thinking and Self-regulation with their Reading Comprehension Ability. Procedia - Social and Behavioral Sciences, 232, 776–783. https://doi.org/10.1016/j.sbspro.2016.10.105
Kaplan, A. (2008). Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? Educational Psychology Review, 20(4), 477–484. https://doi.org/10.1007/s10648-008-9087-2
Kearney, J., & Ellis, R. (1995). The Study of Second Language Acquisition. TESOL Quarterly, 29(3), 602. https://doi.org/10.2307/3588082
Kessler, M. M. (1963). Bibliographic coupling between scientific papers. American Documentation, 14(1), 10–25.https://doi.org/10.1002/asi.5090140103
Kuhn, T. S. (1996). The structure of scientific revolutions (3. ed.). The University of Chicago Press.
Larsen-Freeman, D. (2011). A Complexity Theory Approach to Second Language Development/Acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (1st ed., pp. 48–72). Routledge.
Le Pichon, E., Swart, H. de, Vorstman, J. A., & van den Bergh, H. (2013). Emergence of patterns of strategic competence in young plurilingual children involved in French international schools. International Journal of Bilingual Education and Bilingualism, 16(1), 42–63.https://doi.org/10.1080/13670050.2012.679251
Li, Q., Yu, S., & Jiang, L. (2023). Exploring the motivational profiles of Macao Portuguese LOTE learners: A tale of eight local adult learners. Journal of Multilingual and Multicultural Development, 1–21. https://doi.org/10.1080/01434632.2023.2198994
Li, S., Hiver, P., & Papi, M. (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. Routledge. https://doi.org/10.4324/9781003270546
MacIntyre, P. D., Mercer, S., & Gregersen, T. (2021). Reflections on Researching Dynamics in Language Learning Psychology. In R. J. Sampson & R. S. Pinner (Eds.), Psychology of language learning and teaching: Vol. 10. Complexity perspectives on researching language learner and teacher psychology (pp. 15–34). Multilingual Matters.
Maghsoudi, M., Farahani, A., & Jalali, M. (2022). The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals. Language Related Research, 13(1), 425–458. https://doi.org/10.52547/LRR.13.1.14
Moyer, A. (2014). Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation. Applied Linguistics, 35(4), 418–440.https://doi.org/10.1093/applin/amu012
Mulík, S. (2018). Adquisición de tercera lengua y de lenguas subsecuentes. Diseminaciones, 1(1), 67–78.https://revistas.uaq.mx/index.php/diseminaciones/article/view/126/1373
Onishi, H. (2016). The effects of L2 experience on L3 perception. International Journal of Multilingualism, 13(4), 459–475. https://doi.org/10.1080/14790718.2016.1217604
Ortega, L., & Han, Z. H. (Eds.). (2017). Language Learning & Language Teaching. Complexity Theory and Language Development. John Benjamins Publishing Company.https://doi.org/10.1075/lllt.48
Ortega Duran, M. (2017). Is the acquisition of multiple languages a challenge? Verbeia, 1, 143–159.
Öz, H. (2005). Metacognition in Foreign/Second Language Learning and Teaching. Hacettepe University Journal of Education, 29, 147–156.
Özkan Gürses, M. (2021). Learner autonomy among students of French as a foreign language in a tertiary context. Eurasian Journal of Applied Linguistics,7(1), 85–108.https://doi.org/10.32601/ejal.911189
Öztekin, E., & Erçetin, G. (2022). Metacognitive Awareness of Listening Strategies in Second and Third Language: The Role of Language Proficiency Across and Within Languages. International Journal of Listening, 36(3), 235–253.https://doi.org/10.1080/10904018.2022.2120880
Piechurska-Kuciel, E. (2016). Self-regulatory efficacy and foreign language attainment. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 337–351). Springer International Publishing/Springer Nature. https://doi.org/10.1007/978-3-319-32954-3
Prilutskaya, M., Knoph, R., & Khajavi, Y. (2020). Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English. Cogent Education, 7(1), 1832179. https://doi.org/10.1080/2331186X.2020.1832179
Przybył, J. (2023). The effects of strategic instruction on self-regulated language learning. XLinguae, 16(2), 168–182. https://doi.org/10.18355/XL.2023.16.02.13
Razkane, H., & Diouny, S. (2022). Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners. International Journal of Multilingualism, 21(2), 1092–1115.https://doi.org/10.1080/14790718.2022.2144325
Redmer, G. (2022). Self-Regulation in an Advanced Language Learner: A Case Study of Language Learning Strategies. Studies in Self-Access Learning Journal, 13(1), 60–76.https://doi.org/10.37237/130104
Rothman, J., Cabrelli Amaro, J., & De Bot, K. (2013). Third language acquisition. In J. Herschensohn & M. Young-Scholten (Eds.), The Cambridge Handbook of Second Language Acquisition (pp. 372–393). Cambridge University Press.https://doi.org/10.1017/CBO9781139051729.023
Ruiz De Zarobe, Y., & Zenotz, V. (2015). Reading strategies and CLIL: The effect of training in formal instruction. The Language Learning Journal, 43(3), 319–333.https://doi.org/10.1080/09571736.2015.1053284
Ruiz De Zarobe, Y., & Zenotz, V. (2017). Learning strategies in CLIL classrooms: How does strategy instruction affect reading competence over time? International Journal of Bilingual Education and Bilingualism, 21(3), 319–331.https://doi.org/10.1080/13670050.2017.1391745
Safont Jordà, M. P. (2005). Third language learners: Pragmatic production and awareness. Second language acquisition. Multilingual Matters.https://doi.org/10.21832/9781853598043
Šafranj, J., & Gojkov-Rajić, A. (2019). The Role of Personality Traits in the Choice and Use of Language Learning Strategies. Drustvena Istrazivanja, 28(4), 691–709.https://doi.org/10.5559/di.28.4.07
Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618.https://doi.org/10.1177/1362168815578550
Silawi, R., Shalhoub‐Awwad, Y., & Prior, A. (2020). Monitoring of Reading Comprehension Across the First, Second, and Third Language: Domain‐general or Language‐Specific? Language Learning, 70(3), 886–922. https://doi.org/10.1111/lang.12410
Soleimani, H., & Rahmanian, M. (2018). The Effect of Bilingualism and Trilingualism on Metacognitive Processing: Detrimental or Beneficial? Journal of Psycholinguistic Research, 47, 803–815. https://doi.org/10.1007/s10936-018-9563-x
Sommer-Farias, B. (2020). “This Is Helping Me with Writing in All Languages”: Developing Genre Knowledge Across Languages in a Foreign Language Course [Ph.D, The University of Arizona, United States -- Arizona]. RIS.https://www.proquest.com/dissertations-theses/this-is-helping-me-with-writing-all-languages/docview/2423732309/se-2?accountid=14597
Su, Y., Zheng, C., Liang, J. C., & Tsai, C. C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105-121.https://doi.org/10.14742/ajet.3548
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.https://doi.org/10.1016/j.system.2020.102221
Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press. https://doi.org/10.4324/9780203830529
Tavakol, M., Tavakoli, M., & Ketabi, S. (2019). First versus subsequent foreign language development in situated interaction from a Vygotskyan SCT perspective: Microgenetic analysis of Persian-speaking learners. International Journal of Multilingualism, 16(4), 563–583. https://doi.org/10.1080/14790718.2019.1628765
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13, 213–240. https://doi.org/10.1007/s11409-017-9171-4
Teng, M. F. (2023a). 10 Self-Regulation. In M. F. Teng, R. L. Sparks, & A. Biedroń (Eds.), Cognitive Individual Differences in Second Language Acquisition (pp. 201–222). De Gruyter. https://doi.org/10.1515/9781614514749-010
Teng, M. F. (2023b). 9 Metacognition. In M. F. Teng, R. L. Sparks, & A. Biedroń (Eds.), Cognitive Individual Differences in Second Language Acquisition (pp. 175–200). De Gruyter. https://doi.org/10.1515/9781614514749-009
Teng, M. F., & Zhang, D. (2021). Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition. Language Teaching Research, 28(2), 531–555. https://doi.org/10.1177/13621688211008798
Thomas, M., Ritchie, W. C., & Bhatia, T. K. (1999). Handbook of Second Language Acquisition. Language, 75(1), 128-130. https://doi.org/10.2307/417479
Tılfarlıoğlu, F. Y., & Delbesoğlugil, A. B. Ö. (2014). Questioning Academic Success through Self-regulation, Self-esteem and Attitude in Foreign Language Learning (A Case Study). Theory and Practice in Language Studies, 4(11), 2223-2230. https://doi.org/10.4304/tpls.4.11.2223-2230
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., . . . Straus, S. E. (2018). Prisma Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Tseng, W. T., Liu, H., & Nix, J. M. L. (2017). Self-Regulation in Language Learning. Perceptual and Motor Skills, 124(2), 531–548.
https://doi.org/10.1177/0031512516684293
Tsuda, A., & Nakata, Y. (2013). Exploring self-regulation in language learning: a study of Japanese high school EFL students. Innovation in Language Learning and Teaching, 7(1), 72–88. https://doi.org/10.1080/17501229.2012.686500
Wach, A. (2016). L1-based strategies in learning the grammar of L2 English and L3 Russian by Polish learners. System, 61, 65–74. https://doi.org/10.1016/j.system.2016.08.001
Wagemaker, M. G. (2022). Metacognition of Academic Speech for International Multilingual Graduate Students [Ph.D, North Carolina State University, United States -- North Carolina]. RIS. https://www.proquest.com/dissertations-theses/metacognition-academic-speech-international/docview/2714864245/se-2?accountid=14597
Wang, L., & Cáceres Lorenzo, M. T. (2019). Factores y estrategias del aprendiz preadolescente en chino como lengua extranjera. Estudio de caso en España. Onomázein Revista De Lingüística Filología Y Traducción, 43, 157–175.https://doi.org/10.7764/onomazein.43.06
Wei, R., Wang, Y., & Li, X. (2023). Examining resilience in EFL contexts: A survey study of university students in China. International Review of Applied Linguistics in Language Teaching, 61(4), 1773–1797. https://doi.org/10.1515/iral-2021-0221
Wen, X. (2022). Chinese language learning motivation: A study of individual-contextual interactions. Journal of Multilingual and Multicultural Development, 45(6), 2183–2199. https://doi.org/10.1080/01434632.2022.2044340
Wen, X., & Piao, M. (2020). Motivational profiles and learning experience across Chinese language proficiency levels. System, 90, 102216.https://doi.org/10.1016/j.system.2020.102216
Xu, J., & Wang, Y. (2024). The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms. Reading and Writing, 37, 49–67. https://doi.org/10.1007/s11145-023-10411-9
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 Constanza Quinteros Ortiz
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
