Artículo Uno
Artículo Uno
13
Abstract
his study aimed to investigate the
self-directed
learning
activities
and
strategies
employed
by
25
students
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
online university in Mexico. A survey was
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
results
revealed
a
lack
of
correlation
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
out-of-class,
self-directed
learning
strategies
were
receptive
rather
than
productive,
even
though
several
students
reported
lower
scores
in
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
tend
to
select
more
comfortable
activities,
thereby
constraining
the
development of productive skills such as
speaking and writing.
Keywords:
Language
skills,
learning
strategies, self-directed learning.
Resumen:
Este
estudio
tuvo
como
objetivo
investigar
las
actividades
y
estrategias
de
aprendizaje
autodirigido
de
25
estudiantes
matriculados
en
una
licenciatura
en
enseñanza
de
inglés
en
una
universidad
en
línea
en
México.
Se
realizó una encuesta para determinar las
actividades
que
los
estudiantes
seleccionan para aprender fuera del aula
para
mejorar
sus
habilidades
mediante
el
uso
de
estrategias
de
aprendizaje
autodirigido,
la
cantidad
de
horas
que
realizan
las
actividades
y
la(s)
habilidad(es)
que
perciben
como
más
difíciles
de
aprender.
Los
resultados
revelaron
que
las
actividades
que
los
estudiantes realizaron fuera del aula no
tienen
una
correlación
entre
las
habilidades que les resultan más difíciles
de
aprender,
además
de
que
participaron
en
actividades
que
consideran más fáciles de aprender. Otro
hallazgo interesante fue que muchas de
las
estrategias
de
aprendizaje
autodirigido
fuera
de
clase
son
más
receptivas
que
productivas,
incluso
cuando algunos de ellos expresaron que
habían
obtenido
resultados
más
bajos
en expresión oral y escrita en su prueba
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
sus
debilidades
lingüísticas,
tienden
a
elegir actividades más cómodas, lo cual
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
Palabras clave: Habilidades del lenguaje,
estrategias
de
aprendizaje,
aprendizaje
autodirigido.
Introduction
Language
skills
are
divided
into
receptive
skills
(listening
and
reading)
and
productive
skills
(writing
and
speaking). These skills can be developed
besides the school, through the practice
of
several
strategies
involving
independent learning. Overall, when the
learners
are
acquiring
the
English
language to become a second language
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
language skills using learning strategies
and activities based on their own needs
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
the
very
onset
of
learning
to
the
most
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
identifying the material that needs to be
learned,
distinguishing
it
from
other
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
to
memory
whatever
material
is
not
acquired naturally through exposure.
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
to learner attributes and skills that can
understanding of their own needs and
interests,
strengthened
by
creating
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
to
be
somewhat
different
from
the
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
processes
that
can
be
utilized
for
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
that
fit
the
L2
task
at
hand,
the
“Cognitive L2 researchers contend that
and
metacognitive
strategies
are
the
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
or journals; listen to songs, watch
short stories, letters, e-mails using
an online grammar checker, chat,
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
How many hours do they apply to
perform the activities they choose?
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
4
older
than
40
years
old.
14
of
the
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
How
many
years
have
you
been
teaching English?
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
Instruction: In case the previous answer
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
All of them
4.
Besides
your
English
classes
and
speak English with colleagues
English
listen to songs in English
watch series in English
communicate
with
people
using
English
other grammar
play games or videogames in English
h)
write poems, short stories
write letters, e-mails, chats
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
3 -5 hours a week
6-8 hours a week
9-11 hours a week
more than 12 hours a week
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
As shown in Figure 1, almost half of the
while 28% to more than 15 years and 25%
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
and
36%
between
one
to
three
years
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4 shows that 28 % of participants
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
their
English
skills
outside
the
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
14
his study aimed to investigate the
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
strategies
were
receptive
rather
than
productive,
even
though
several
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
activities,
thereby
constraining
the
development of productive skills such as
para
mejorar
sus
habilidades
mediante
autodirigido,
la
cantidad
de
horas
que
habilidad(es)
que
perciben
como
más
habilidades que les resultan más difíciles
hallazgo interesante fue que muchas de
habían
obtenido
resultados
más
bajos
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
speaking). These skills can be developed
besides the school, through the practice
independent learning. Overall, when the
learners
are
acquiring
the
English
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
and activities based on their own needs
and interest.
Language
Learning
Skills
And
Language Learning Strategies
Language
learning
strategies
are
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
carrying out a multiplicity of tasks from
the
very
onset
of
learning
to
the
most
advanced
levels
of
target-language
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
learning strategies include strategies for
identifying the material that needs to be
learned,
distinguishing
it
from
other
material, grouping it for easier learning,
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
assignments), and formally committing
to
memory
whatever
material
is
not
acquired naturally through exposure.
Independent
Language
Learning
Strategies
Independent
Language
Learning
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
classroom (Cotterall & Reynders, 2001).
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
Independent Language Learning refers
to learner attributes and skills that can
be
acquired
and
used
in
self-directed
learning,
and
it
is
based
on
students´
understanding of their own needs and
interests,
strengthened
by
creating
opportunities
and
experiences
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
required for independent learners seem
to
be
somewhat
different
from
the
classroom
learners
and
vary
according
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
social-interactive
and
affective.
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
effectively”
(Hornby
&
Greaves,
2022,
p.
2),
cognitive
strategies
are
internal
processes
that
can
be
utilized
for
various
activities
requiring
cognitive
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
social-interactive
strategies
focus
on
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
Students
will
be
able
to
solve
any
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
that
fit
the
L2
task
at
hand,
the
“Cognitive L2 researchers contend that
and
metacognitive
strategies
are
the
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
or journals; listen to songs, watch
short stories, letters, e-mails using
an online grammar checker, chat,
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
How many hours do they apply to
perform the activities they choose?
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
4
older
than
40
years
old.
14
of
the
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
How
many
years
have
you
been
teaching English?
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
Instruction: In case the previous answer
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
All of them
4.
Besides
your
English
classes
and
speak English with colleagues
English
listen to songs in English
watch series in English
communicate
with
people
using
English
other grammar
play games or videogames in English
h)
write poems, short stories
write letters, e-mails, chats
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
3 -5 hours a week
6-8 hours a week
9-11 hours a week
more than 12 hours a week
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
As shown in Figure 1, almost half of the
while 28% to more than 15 years and 25%
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
and
36%
between
one
to
three
years
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4 shows that 28 % of participants
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
their
English
skills
outside
the
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
15
his study aimed to investigate the
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
strategies
were
receptive
rather
than
productive,
even
though
several
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
activities,
thereby
constraining
the
development of productive skills such as
para
mejorar
sus
habilidades
mediante
autodirigido,
la
cantidad
de
horas
que
habilidad(es)
que
perciben
como
más
habilidades que les resultan más difíciles
hallazgo interesante fue que muchas de
habían
obtenido
resultados
más
bajos
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
speaking). These skills can be developed
besides the school, through the practice
independent learning. Overall, when the
learners
are
acquiring
the
English
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
and activities based on their own needs
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
the
very
onset
of
learning
to
the
most
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
identifying the material that needs to be
learned,
distinguishing
it
from
other
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
to
memory
whatever
material
is
not
acquired naturally through exposure.
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
to learner attributes and skills that can
understanding of their own needs and
interests,
strengthened
by
creating
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
to
be
somewhat
different
from
the
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
processes
that
can
be
utilized
for
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
example,
reading
a
book,
a
blog,
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
learners
become
aware
of
strategies
that
fit
the
L2
task
at
hand,
the
strategies
may
foster
active
and
purposeful
self-regulated
learning”
(
p.
148).
“Cognitive L2 researchers contend that
autonomy
and
appropriate
cognitive
and
metacognitive
strategies
are
the
platforms
required
for
effectiveness
of
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
autonomous
learners
are
better
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
element
because
everyone
learns
in
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
continual
process
of
self-regulation
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
Receptive skills and productive skills
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
a)
Receptive skills: Read novels, stories
or journals; listen to songs, watch
series, use an app to learn new
words or grammar, play games or
video games, study online.
b)
Productive skills: Write poems,
short stories, letters, e-mails using
an online grammar checker, chat,
and practice online.
Research Methodology
Objective and type of research
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
strategies
in
a
self-directed
learning
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
a)
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
b)
How many hours do they apply to
perform the activities they choose?
c)
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
Participants
A total of 25 students were recruited as
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
students
between
20-25
years,
15
students between 25-30 years old and
4
older
than
40
years
old.
14
of
the
students
are
in
different
towns
in
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Veracruz,
1
in
Nuevo
León,
1
in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
How
many
years
have
you
been
teaching English?
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
Instruction: In case the previous answer
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
All of them
4.
Besides
your
English
classes
and
speak English with colleagues
English
listen to songs in English
watch series in English
communicate
with
people
using
English
other grammar
play games or videogames in English
h)
write poems, short stories
write letters, e-mails, chats
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
3 -5 hours a week
6-8 hours a week
9-11 hours a week
more than 12 hours a week
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
As shown in Figure 1, almost half of the
while 28% to more than 15 years and 25%
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
and
36%
between
one
to
three
years
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4 shows that 28 % of participants
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
their
English
skills
outside
the
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
16
his study aimed to investigate the
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
strategies
were
receptive
rather
than
productive,
even
though
several
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
activities,
thereby
constraining
the
development of productive skills such as
para
mejorar
sus
habilidades
mediante
autodirigido,
la
cantidad
de
horas
que
habilidad(es)
que
perciben
como
más
habilidades que les resultan más difíciles
hallazgo interesante fue que muchas de
habían
obtenido
resultados
más
bajos
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
speaking). These skills can be developed
besides the school, through the practice
independent learning. Overall, when the
learners
are
acquiring
the
English
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
and activities based on their own needs
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
the
very
onset
of
learning
to
the
most
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
identifying the material that needs to be
learned,
distinguishing
it
from
other
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
to
memory
whatever
material
is
not
acquired naturally through exposure.
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
to learner attributes and skills that can
understanding of their own needs and
interests,
strengthened
by
creating
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
to
be
somewhat
different
from
the
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
processes
that
can
be
utilized
for
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
that
fit
the
L2
task
at
hand,
the
“Cognitive L2 researchers contend that
and
metacognitive
strategies
are
the
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
or journals; listen to songs, watch
short stories, letters, e-mails using
an online grammar checker, chat,
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
How many hours do they apply to
perform the activities they choose?
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
4
older
than
40
years
old.
14
of
the
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
Instrument
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
1.
How
many
years
have
you
been
teaching English?
a)
0 - 1 years
b)
5-10 years
c)
0- 15 years
d)
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
a)
1-3 years ago
b)
4-6 years ago
c)
7 or more years ago
d)
Never
Instruction: In case the previous answer
was d) Never, go to question 4.
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
a)
Reading
b)
Speaking
c)
Listening
d)
Writing
e)
Receptive skills
f)
Productive skills
g)
All of them
4.
Besides
your
English
classes
and
tasks, you usually...
a)
speak English with colleagues
b)
read
novels,
stories,
journals,
etc.
in
English
c)
listen to songs in English
d)
watch series in English
e)
communicate
with
people
using
English
f)
use
and
app
to
learn
new
words
or
other grammar
g)
play games or videogames in English
h)
write poems, short stories
i)
write letters, e-mails, chats
j)
study
k)
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
a)
3 -5 hours a week
b)
6-8 hours a week
c)
9-11 hours a week
d)
more than 12 hours a week
e)
None
6. According to your experience, do you
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
Research results
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
As shown in Figure 1, almost half of the
while 28% to more than 15 years and 25%
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
and
36%
between
one
to
three
years
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4 shows that 28 % of participants
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
their
English
skills
outside
the
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
17
his study aimed to investigate the
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
strategies
were
receptive
rather
than
productive,
even
though
several
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
activities,
thereby
constraining
the
development of productive skills such as
para
mejorar
sus
habilidades
mediante
autodirigido,
la
cantidad
de
horas
que
habilidad(es)
que
perciben
como
más
habilidades que les resultan más difíciles
hallazgo interesante fue que muchas de
habían
obtenido
resultados
más
bajos
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
speaking). These skills can be developed
besides the school, through the practice
independent learning. Overall, when the
learners
are
acquiring
the
English
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
and activities based on their own needs
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
the
very
onset
of
learning
to
the
most
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
identifying the material that needs to be
learned,
distinguishing
it
from
other
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
to
memory
whatever
material
is
not
acquired naturally through exposure.
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
to learner attributes and skills that can
understanding of their own needs and
interests,
strengthened
by
creating
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
to
be
somewhat
different
from
the
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
processes
that
can
be
utilized
for
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
that
fit
the
L2
task
at
hand,
the
“Cognitive L2 researchers contend that
and
metacognitive
strategies
are
the
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
or journals; listen to songs, watch
short stories, letters, e-mails using
an online grammar checker, chat,
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
How many hours do they apply to
perform the activities they choose?
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
4
older
than
40
years
old.
14
of
the
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
How
many
years
have
you
been
teaching English?
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
Instruction: In case the previous answer
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
All of them
4.
Besides
your
English
classes
and
speak English with colleagues
English
listen to songs in English
watch series in English
communicate
with
people
using
English
other grammar
play games or videogames in English
h)
write poems, short stories
write letters, e-mails, chats
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
3 -5 hours a week
6-8 hours a week
9-11 hours a week
more than 12 hours a week
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
skills
in
a
self-directed
learning
environment.
Figure 1
Students´ years of English studies
As shown in Figure 1, almost half of the
results (48%) correspond to 5 to 10 years,
while 28% to more than 15 years and 25%
between 10 to 15 years.
Figure 2
Students´ number of years of taking a
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
ago, 16% between four to six years ago,
and
36%
between
one
to
three
years
ago.
Figure 3
Students´
performance
according
to
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4
Students´ engagement in self-directed
activities outside the classroom
Figure 4 shows that 28 % of participants
listen to songs, 20 % Do online activities
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
novels, and 8 % use an app, to improve
their
English
skills
outside
the
classroom.
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
18
his study aimed to investigate the
enrolled in a Bachelor's degree program
in
English
Language
Teaching
at
an
conducted
to
determine
the
activities
students select for learning outside the
classroom to improve their skills through
the
use
of
self-directed
learning
strategies, the number of hours devoted
to
these
activities,
and
the
skill(s)
they
perceive
as
most
difficult
to
learn.
The
between
the
out-of-class
activities
performed
by
students
and
the
skills
they
find
most
challenging
to
learn;
furthermore,
students
predominantly
engaged in activities aligned with skills
they
considered
easier
to
master.
Another notable finding was that many
strategies
were
receptive
rather
than
productive,
even
though
several
speaking and writing on their language
proficiency
certification
exam.
These
findings suggest that although students
identify their linguistic weaknesses, they
activities,
thereby
constraining
the
development of productive skills such as
para
mejorar
sus
habilidades
mediante
autodirigido,
la
cantidad
de
horas
que
habilidad(es)
que
perciben
como
más
habilidades que les resultan más difíciles
hallazgo interesante fue que muchas de
habían
obtenido
resultados
más
bajos
de certificación. Estos hallazgos sugieren
que, aunque los estudiantes identifican
limita
el
desarrollo
de
habilidades
productivas como hablar y escribir
speaking). These skills can be developed
besides the school, through the practice
independent learning. Overall, when the
learners
are
acquiring
the
English
teacher,
among
other
theories
and
subjects necessary to reach the goal. It is
in
this
scenery
that
independent
learning becomes crucial to improve the
and activities based on their own needs
thoughts
and
actions,
consciously
chosen
and
operationalized
by
language
learners,
to
assist
them
in
the
very
onset
of
learning
to
the
most
performance.” (Cohen, 2014, p.22)
Also,
Cohen
states
that
language
identifying the material that needs to be
learned,
distinguishing
it
from
other
having
repeated
contact
with
the
material
(e.g.,
through
classroom
tasks
or
the
completion
of
homework
to
memory
whatever
material
is
not
acquired naturally through exposure.
(ILL)can
be
carried
out
in
class,
where
the
teacher
encourages
and
monitors
the activities, or out of class, where the
students
can
use
English
outside
the
(Ario,
2024).
Moreover,
White
(2014)
establishes
that
one
dimension
of
to learner attributes and skills that can
understanding of their own needs and
interests,
strengthened
by
creating
encouraging
student
choice
and
self-reliance
.
While
Benson
and
Gao
(2008,
p.
38)
state
that
the
strategies
to
be
somewhat
different
from
the
to the mode, for example, if they are at
home.
“The
strategies
to
learn
can
be
classified into metacognitive, cognitive,
Metacognitive strategies are techniques
used
to
help
students
understand
the
way
they
learn
and
do
this
more
processes
that
can
be
utilized
for
involvement. It deals with how to learn,
how
to
remember,
and
how
to
convey
ideas reflexively and analytically (Abdel
&
Rabaia,
2021,
pp.
30-31);
the
basic
functions
to
imitate
the
cultural
behavior
and
social
roles,
and
it
is
mostly
developed
in
the
classroom
(Chandra,
2019,
p,3).
While
affective
strategies
help
students
to
deal
with
their emotions and develop motivation.
incoming
problems
while
learning
the
language.
It
is
an
important
fact
that
contributes
to
the
enhancement
of
students’
skills
(Zakaria,
Hashim
&
Yunus, 2019).
Then,
when
students
use
the
strategies
without
supervision
outside
the classroom, they are regulating their
own
learning
by
selecting
the
activity
they
want
to
do,
or
like
more;
for
watching
a
video,
or
listening
to
a
podcast.
As
Feng
(2008)
states,
“when
that
fit
the
L2
task
at
hand,
the
“Cognitive L2 researchers contend that
and
metacognitive
strategies
are
the
Self Directed Learning (SDL), which is a
process
in
which
individuals
take
the
initiative
to
figure
out
resources
and
strategies
to
make
learning
happen”
(Williamson,
2018,
p.
448).
Then,
input-seekers in that they know how to
target
the
appropriate
materials
for
learning the L2 and how to make use of
these
materials
to
achieve
the
best
of
their
L2
learning
efforts.
Individual
differences
are
another
important
different
ways
and
has
different
personality
characteristics.
Also,
metacognition
would
help
L2
learners
be more autonomous in their efforts to
learn an L2, even though, a gradual and
means
that
teachers
do
not
need,
and
should not, leave learners on their own
from
the
beginning
of
L2
learning.
(Giveh, et al., 2018, pp.1338-1340)
activities in the second language that
can be selected by are numerous, here
we have
a list of some of these activities.
or journals; listen to songs, watch
short stories, letters, e-mails using
an online grammar checker, chat,
The
purpose
of
this
study
was
to
determine
the
activities
the
English
bachelor´s
degree
students
select
to
improve
their
language
skills
as
environment,
and
to
identify
the
frequency
with
which
they
perform
these
activities.
Also,
the
study
included
the
correlation
between
the
most difficult skill to learn according to
the
students
and
the
activities
they
selected. Thus, the following questions
were
formulated
to
guide
this
research:
Which
activities
do
the
English
bachelor´s
degree
students
select
to improve their language skills?
How many hours do they apply to
perform the activities they choose?
Which
skill
do
the
students
perceive
as
the
most
difficult
to
learn?
the
participants
of
this
study.
The
students
are
enrolled
in
an
English
bachelor´s
degree
at
UPACH
University,
located
in
Chiapas
state
in
Mexico.
The
students
are
adult,
there
are 18 women and 7 men, there are 6
4
older
than
40
years
old.
14
of
the
Chiapas, 4 in Jalisco, 2 in Sinaloa, 2 in
Guanajuato
and
1
in
Mexico
City.
The
bachelor´s degree is online-based and
has a duration of 8 four-month periods.
The
students
are
enrolled
in
the
7th
four-month
period,
which
means
that
they are at the end of their studies.
The
classes
are
online
for
most
of
the
subjects,
except
for
English.
Once
a
week,
they
have
English
classes
face-to-face
and
can
share
and
work
with their classmates. Also, most of the
students
have
experience
as
English
teachers.
The
instrument
applied
was
a
survey
with 5 multiple-choice questions and 3
open questions. The survey was applied
online. The content is presented next.
How
many
years
have
you
been
teaching English?
more than 15 years
2.
When
was
the
last
time
you
took
a
certification English test?
Instruction: In case the previous answer
3. In which skill (s) did you have better
performance according to the scores on
your certification test?
All of them
4.
Besides
your
English
classes
and
speak English with colleagues
English
listen to songs in English
watch series in English
communicate
with
people
using
English
other grammar
play games or videogames in English
h)
write poems, short stories
write letters, e-mails, chats
Other (write which one)
5.
How
many
hours
a
week
do
you
do
the activities checked in question ?
3 -5 hours a week
6-8 hours a week
9-11 hours a week
more than 12 hours a week
think
you
have
improved
your
English
skills since you have been studying this
bachelor's degree? If so, which one (s)?
7.
Which
skill
(s)
do
you
find
more
difficult
when
learning
English,
and
why?
8.
How
many
years
have
you
been
an
English
teacher?
Which
grade
do
you
teach
(primary,
secondary,
etc.)?
and
which level of English do you teach (A1,
A2, B1, etc.)?
The
students
were
given
the
survey.
Before the administration of the surveys
the
students
were
informed
of
the
purpose
of
the
study
and
were
requested
to
answer
the
questions
as
honestly
as
possible
so
the
results
would provide answers to the activities
they select as strategies to improve their
As shown in Figure 1, almost half of the
while 28% to more than 15 years and 25%
certification test
As
shown
in
Graphic
2,
24%
of
participants
have
never
taken
a
certification
test,
24%
took
a
certification
test
seven
or
more
years
and
36%
between
one
to
three
years
the certification test
Figure
3
shows
the
performance
of
participants
that
have
taken
a
certification test, according to the data
presented in Figure 2. Of the four skills,
reading
was
the
one
which
achieved
their highest score in reading 47 %, then
listening
with
21
%,
and
finally
writing
and speaking with 16 % each.
Figure 4 shows that 28 % of participants
(grammar
tasks),
16%
watch
series
or
communicate
with
people,
12
%
read
their
English
skills
outside
the
Figure 5
Hours
a
week
students
engage
in
self-directed learning
Figure
5
shows
the
number
of
hours
the
participants
engage
in
the
self-directed
learning
activities
included
in
Figure
4.
64%
answered
they engage 3 to 5 hours a week, 12% 3
to 5 hours, 9 to 11 hours, and no hours at
all, respectively.
Figure 6
Students´ most difficult skill to learn
Figure
6
shows
that
52%
of
students
find speaking the most difficult skill to
learn, while 20 % find writing difficult,
16%
reading
and
listening,
and
12%
listening.
Figure 7
Students´ years of teaching English
As shown in Figure 7, 36% of students
have
been
teaching
English
for
4
to
5
years now. While 28%, 10 to 12 years; 16%
have
no
experience,
12%
started
teaching
English
last
year,
and
4%
has
been teaching for 17 years and 25 years,
respectively
.
About the levels of English they teach,
according
to
the
Common
European
Framework of Reference for Languages
(CEFR),
38%
of
students
teach
in
A1-A2
level,
29%
A2,
23%
in
A1,
and
10%
in
B1.
Other
data
show
that
56%
of
students
teach
in
primary
schools,
24%
in
secondary
schools,
and
10%
in
high
schools.
Spearman
Correlation
Coefficient
Analysis
In
order
to
determine
if
there
is
any
relationship between the activities they
selected
(Figure
4)
and
the
skills
they
consider
more
difficult
to
learn
(Figure
6),
a
Spearman
correlation
coefficient
analysis
is
performed,
it
was
selected
because we are exploring whether there
is
a
general
association,
since
the
data
obtained are not linear, but ordinal, that
is,
they
can
be
classified
or
ordered
according to a criterion, but we do not
know the distance between each level of
the
classification.
Given
a
sample
of
individuals
in
which
two
ordinal
attributes X and Y have been measured.
Values to measure the correlation were
randomly assigned
.
Values Figure 4 and 6:
The
activities
were
considered
according
to
the
nature
of
the
task:
Listen
to
song
and
watching
series-
Listening; Read novels and use an app-
Reading
(even
though
there
are
different activities to do in an app, they
have to read and select vocabulary and
other
elements).
Do
online
activities
communicate
with
people-
Speaking.
calculate the ranks associated with each
value of the variables, which are shown
in
the
following
table,
where
X
are
the
activities, they selected and Y the skills
they
considered
the
most
difficult
to
19
As shown in Figure 7, 36% of students
have
been
teaching
English
for
4
to
5
years now. While 28%, 10 to 12 years; 16%
have
no
experience,
12%
started
teaching
English
last
year,
and
4%
has
been teaching for 17 years and 25 years,
About the levels of English they teach,
according
to
the
Common
European
(CEFR),
38%
of
students
teach
in
A1-A2
level,
29%
A2,
23%
in
A1,
and
10%
in
B1.
Other
data
show
that
56%
of
students
teach
in
primary
schools,
24%
in
secondary
schools,
and
10%
in
high
schools.
Spearman
Correlation
Coefficient
In
order
to
determine
if
there
is
any
relationship between the activities they
selected
(Figure
4)
and
the
skills
they
consider
more
difficult
to
learn
(Figure
6),
a
Spearman
correlation
coefficient
because we are exploring whether there
is
a
general
association,
since
the
data
obtained are not linear, but ordinal, that
is,
they
can
be
classified
or
ordered
know the distance between each level of
the
classification.
Given
a
sample
of
individuals
in
which
two
ordinal
attributes X and Y have been measured.
Values to measure the correlation were
The
activities
were
considered
according
to
the
nature
of
the
task:
Listen
to
song
and
watching
series-
Listening; Read novels and use an app-
Reading
(even
though
there
are
different activities to do in an app, they
have to read and select vocabulary and
other
elements).
Do
online
activities
(grammar
tasks)-
Writing
and
communicate
with
people-
Speaking.
ºSpeaking-
1,
Listening-
2,
Writing-
3,
Reading- 4
Now,
since
we
want
to
calculate
Spearman's
correlation,
we
need
to
calculate the ranks associated with each
value of the variables, which are shown
in
the
following
table,
where
X
are
the
activities, they selected and Y the skills
they
considered
the
most
difficult
to
learn.
In
this
case,
according
to
the
information
provided
above,
it
is
found
that
Spearman's
correlation
coefficient
is rS=-0.306rS=-0.306. The interpretation
of
Spearman's
rho
coefficient
agrees
with
values
close
to
1;
they
indicate
a
strong
and
positive
correlation.
Values
close to -1 indicate a strong and negative
correlation.
Then
there
is
no
correlation
between
the
activities
selected
and
the
skill
they
find
most
difficult to learn.
Discussion and Conclusions
Learning can be carried out in class,
where
the
teacher
encourages
and
monitors
the
activities,
or
outside
of
class. Learning outside the classroom
gives
a
lot
of
very
significant
contributions
because
students
spend
more
time
outside
the
classroom than in class. Overall, when
the
classes
are
online
and
once
a
week.
Then,
when
students
use
the
strategies without supervision outside
the
classroom,
they
are
regulating
their
own
learning
by
selecting
the
activity they want to do, or like more.
In
this
sense,
this
study
was
conducted to learn about the type of
activities
students
selected
to
improve
their
English
skills.
The
participants of this study showed they
have been studying English for several
years,
almost
50%
have
studied
between
5
to
10
years,
and
a
third
more than 10 years.
On the other hand, 36 % of students
have been teaching English for 4 to 5
years and 28%, 10 to 12 years.
Another
data
showed
that
24%
of
participants
have
never
taken
a
certification test, or took a certification
between
one
to
three
years
ago.
The
participants
that
took
a
certification
test obtained the best score in reading,
then
listening,
and
finally
writing
and
speaking with the same score each.
Regarding
their
English
learning
tasks,
they
engage
in
many
autonomous
activities
beyond
the
classroom.
However,
many
of
the
more receptive rather than productive
language
use,
and
that
is
directly
correlated
with
the
scores
they
got
in
the
certification
test
they
took,
where
they got better scores on the receptive
skills.
On
the
other
hand,
they
also
manifested that the most difficult skills
corroborate
if
there
is
a
correlation
between the activities they chose and
the skills they find difficult and need to
improve,
as
it
is
shown
in
their
certification
test
scores,
a
Spearman
pertinent in this study.
According to the data obtained in the
there
is
no
correlation
between
the
activities
the
participants
engage
in
self-directed
learning
and
the
skills
they
find
more
difficult
to
learn,
since
they engage in activities that are easier
to learn for them. The number of hours
can be another important factor as it is
the time they dedicated to out-of-class
practice.
The
participants
engaged
in
the
self-directed
learning
activities
for
around 3 to 5 hours a week, then on a
smaller scale, around 9 to 11.
The
study
results
are
halfway
consistent with one of the dimensions
(ILL) that White (2008) refers to, “which
is that learner attributes and skills can
understanding of their own needs and
interests
strengthen
by
creating
encouraging
student
choice
and
self-reliance”
(p.
23).
That
is,
the
students
that
took
part
in
this
survey
are adults, and some of them work as
teachers.
Moreover,
they
are
aware
of
their difficulties in learning some skills,
but
they
choose
activities
they
like,
receptive
skills,
before
the
activities
they
need
to
improve,
which
are
the
stated
that
in
the
case
of
this
study,
understanding
of
their
own
needs
is
choice. Of course, as Feng (2023) stated,
not
everything
is
wrong
with
the
selection of activities
as
long as when
that
fit
the
L2
task
at
hand,
the
the
learner
to
be
fully
responsible
for
the
decisions
related
to
their
learning
and for the implementation of all their
decisions,
be
in
full
control
of
the
content,
both
of
the
language
and
of
the
learning
process
itself;
which
implies
that
the
learners
must
take
control
of
their
own
learning
process
and
fully
understand
it;
be
able
to
define objectives, select materials, plan
and
carry
out
evaluations.
Thus,
it
is
important to consider that
from
the
selection
of
topics
to
the
process where the student becomes the
his or her own growth. The teacher must
different
learning
strategies
that
lead
the
students
to
find
the
methods
intended to teach them to learn.
Some elements that can be taught to
students to improve the effectiveness of
autonomous
learning
include
that
the
students establish a learning objective,
choose
the
topics,
learning
strategies
and sources of information that best suit
their
needs
and
objectives.
Also,
the
learners need to evaluate their progress
and
adapt
their
learning
approach
as
they
progress,
seeking
feedback
from
the
teacher
and
adjusting
their
strategies.
Finally,
reflecting
on
their
own learning, identifying strengths and
but learning consciously, reflectively and
growth.
20
In
this
case,
according
to
the
that
Spearman's
correlation
coefficient
is rS=-0.306rS=-0.306. The interpretation
of
Spearman's
rho
coefficient
agrees
with
values
close
to
1;
they
indicate
a
correlation.
Then
there
is
no
correlation
between
the
activities
selected
and
the
skill
they
find
most
difficult to learn.
where
the
teacher
encourages
and
monitors
the
activities,
or
outside
of
class. Learning outside the classroom
gives
a
lot
of
very
significant
spend
more
time
outside
the
classroom than in class. Overall, when
the
classes
are
online
and
once
a
week.
Then,
when
students
use
the
strategies without supervision outside
the
classroom,
they
are
regulating
their
own
learning
by
selecting
the
activity they want to do, or like more.
In
this
sense,
this
study
was
conducted to learn about the type of
improve
their
English
skills.
The
participants of this study showed they
have been studying English for several
years,
almost
50%
have
studied
between
5
to
10
years,
and
a
third
more than 10 years.
On the other hand, 36 % of students
have been teaching English for 4 to 5
Another
data
showed
that
24%
of
participants
have
never
taken
a
certification test, or took a certification
test
seven
or
more
years
ago,
16%
between four to six years ago, and 36%
between
one
to
three
years
ago.
The
participants
that
took
a
certification
test obtained the best score in reading,
then
listening,
and
finally
writing
and
speaking with the same score each.
Regarding
their
English
learning
tasks,
they
engage
in
many
autonomous
activities
beyond
the
classroom.
However,
many
of
the
preferred
out-of-class
activities
are
more receptive rather than productive
language
use,
and
that
is
directly
correlated
with
the
scores
they
got
in
the
certification
test
they
took,
where
they got better scores on the receptive
skills.
On
the
other
hand,
they
also
manifested that the most difficult skills
to
learn
are
speaking
and
writing,
to
corroborate
if
there
is
a
correlation
between the activities they chose and
the skills they find difficult and need to
improve,
as
it
is
shown
in
their
certification
test
scores,
a
Spearman
correlation calculation was considered
pertinent in this study.
According to the data obtained in the
Spearman
correlation
calculation,
there
is
no
correlation
between
the
activities
the
participants
engage
in
self-directed
learning
and
the
skills
they
find
more
difficult
to
learn,
since
they engage in activities that are easier
to learn for them. The number of hours
can be another important factor as it is
the time they dedicated to out-of-class
practice.
The
participants
engaged
in
the
self-directed
learning
activities
for
around 3 to 5 hours a week, then on a
smaller scale, around 9 to 11.
The
study
results
are
halfway
consistent with one of the dimensions
of
Independent
Language
Learning
(ILL) that White (2008) refers to, “which
is that learner attributes and skills can
be
acquired
and
use
it
self-directed
learning
and
it
is
based
on
students´
understanding of their own needs and
interests
strengthen
by
creating
opportunities
and
experiences
encouraging
student
choice
and
self-reliance”
(p.
23).
That
is,
the
students
that
took
part
in
this
survey
are adults, and some of them work as
teachers.
Moreover,
they
are
aware
of
their difficulties in learning some skills,
but
they
choose
activities
they
like,
receptive
skills,
before
the
activities
they
need
to
improve,
which
are
the
productive
skills.
As
a
result,
it
can
be
stated
that
in
the
case
of
this
study,
understanding
of
their
own
needs
is
not
necessary
to
create
opportunities
and
experiences
encouraging
student
choice. Of course, as Feng (2023) stated,
not
everything
is
wrong
with
the
selection of activities
as
long as when
learners
become
aware
of
strategies
that
fit
the
L2
task
at
hand,
the
strategies
may
foster
active
and
purposeful
self-regulated
learning
(p.
148).
According
to
Villoria
and
Barroso
(2023),
autonomous
learning
requires
the
learner
to
be
fully
responsible
for
the
decisions
related
to
their
learning
and for the implementation of all their
decisions,
be
in
full
control
of
the
content,
both
of
the
language
and
of
the
learning
process
itself;
which
implies
that
the
learners
must
take
control
of
their
own
learning
process
and
fully
understand
it;
be
able
to
define objectives, select materials, plan
and
carry
out
evaluations.
Thus,
it
is
important to consider that
from
the
selection
of
topics
to
the
process where the student becomes the
his or her own growth. The teacher must
different
learning
strategies
that
lead
the
students
to
find
the
methods
intended to teach them to learn.
Some elements that can be taught to
students to improve the effectiveness of
autonomous
learning
include
that
the
students establish a learning objective,
choose
the
topics,
learning
strategies
and sources of information that best suit
their
needs
and
objectives.
Also,
the
learners need to evaluate their progress
and
adapt
their
learning
approach
as
they
progress,
seeking
feedback
from
the
teacher
and
adjusting
their
strategies.
Finally,
reflecting
on
their
own learning, identifying strengths and
but learning consciously, reflectively and
growth.
21
In
this
case,
according
to
the
that
Spearman's
correlation
coefficient
is rS=-0.306rS=-0.306. The interpretation
of
Spearman's
rho
coefficient
agrees
with
values
close
to
1;
they
indicate
a
correlation.
Then
there
is
no
correlation
between
the
activities
selected
and
the
skill
they
find
most
difficult to learn.
where
the
teacher
encourages
and
monitors
the
activities,
or
outside
of
class. Learning outside the classroom
gives
a
lot
of
very
significant
spend
more
time
outside
the
classroom than in class. Overall, when
the
classes
are
online
and
once
a
week.
Then,
when
students
use
the
strategies without supervision outside
the
classroom,
they
are
regulating
their
own
learning
by
selecting
the
activity they want to do, or like more.
In
this
sense,
this
study
was
conducted to learn about the type of
improve
their
English
skills.
The
participants of this study showed they
have been studying English for several
years,
almost
50%
have
studied
between
5
to
10
years,
and
a
third
more than 10 years.
On the other hand, 36 % of students
have been teaching English for 4 to 5
Another
data
showed
that
24%
of
participants
have
never
taken
a
certification test, or took a certification
between
one
to
three
years
ago.
The
participants
that
took
a
certification
test obtained the best score in reading,
then
listening,
and
finally
writing
and
speaking with the same score each.
Regarding
their
English
learning
tasks,
they
engage
in
many
autonomous
activities
beyond
the
classroom.
However,
many
of
the
more receptive rather than productive
language
use,
and
that
is
directly
correlated
with
the
scores
they
got
in
the
certification
test
they
took,
where
they got better scores on the receptive
skills.
On
the
other
hand,
they
also
manifested that the most difficult skills
corroborate
if
there
is
a
correlation
between the activities they chose and
the skills they find difficult and need to
improve,
as
it
is
shown
in
their
certification
test
scores,
a
Spearman
pertinent in this study.
According to the data obtained in the
there
is
no
correlation
between
the
activities
the
participants
engage
in
self-directed
learning
and
the
skills
they
find
more
difficult
to
learn,
since
they engage in activities that are easier
to learn for them. The number of hours
can be another important factor as it is
the time they dedicated to out-of-class
practice.
The
participants
engaged
in
the
self-directed
learning
activities
for
around 3 to 5 hours a week, then on a
smaller scale, around 9 to 11.
The
study
results
are
halfway
consistent with one of the dimensions
(ILL) that White (2008) refers to, “which
is that learner attributes and skills can
understanding of their own needs and
interests
strengthen
by
creating
encouraging
student
choice
and
self-reliance”
(p.
23).
That
is,
the
students
that
took
part
in
this
survey
are adults, and some of them work as
teachers.
Moreover,
they
are
aware
of
their difficulties in learning some skills,
but
they
choose
activities
they
like,
receptive
skills,
before
the
activities
they
need
to
improve,
which
are
the
stated
that
in
the
case
of
this
study,
understanding
of
their
own
needs
is
choice. Of course, as Feng (2023) stated,
not
everything
is
wrong
with
the
selection of activities
as
long as when
that
fit
the
L2
task
at
hand,
the
the
learner
to
be
fully
responsible
for
the
decisions
related
to
their
learning
and for the implementation of all their
decisions,
be
in
full
control
of
the
content,
both
of
the
language
and
of
the
learning
process
itself;
which
implies
that
the
learners
must
take
control
of
their
own
learning
process
and
fully
understand
it;
be
able
to
define objectives, select materials, plan
and
carry
out
evaluations.
Thus,
it
is
important to consider that
,”
from
the
selection
of
topics
to
the
evaluation
of
progress.
It
is
an
active
process where the student becomes the
protagonist, assuming responsibility for
his or her own growth. The teacher must
become
a
facilitator
by
proposing
different
learning
strategies
that
lead
the
students
to
find
the
methods
intended to teach them to learn.
Some elements that can be taught to
students to improve the effectiveness of
autonomous
learning
include
that
the
students establish a learning objective,
choose
the
topics,
learning
strategies
and sources of information that best suit
their
needs
and
objectives.
Also,
the
learners need to evaluate their progress
and
adapt
their
learning
approach
as
they
progress,
seeking
feedback
from
the
teacher
and
adjusting
their
strategies.
Finally,
reflecting
on
their
own learning, identifying strengths and
areas
for
improvement
are
also
important.
In
conclusion,
true
autonomy
in
self-directed
learning
is
not
only
about
learning
on
one's
own,
but learning consciously, reflectively and
strategically, making informed decisions
and
taking
responsibility
for
one's
own
growth.
22
influencia de la estrategia mediada
Phannkuch
(problema,
plan,
datos,
O2; donde X es la estrategia aplicada en
significativa
entre
antes
y
después
de
This
study
sought
to
determine
the
influence
of
a
pedagogical
strategy
mediated by the first dimension of the
Wild
and
Pfannkuch
framework
Conclusions—PPDAC)
on
the
development
of
stochastic
thinking
in
6th
and
7th-grade
students.
A
quantitative
approach
with
a
pretest/posttest design of the form O1 X
O2
was
employed,
where
X
represents
the
strategy
applied
to
one
group
at
each grade level across two educational
using
the
PPDAC
cycle
focused
on
teachers received specialized training in
yielded
a
value
of
p<0.05
for
each
significant difference between pre- and
post-intervention
scores,
with
an
on the posttest. The strategy enhanced
active,
hands-on
instruction,
thereby
strengthening
reasoning,
skills
associated
with
stochastic
thinking
among
the
evaluated
pedagogical
strategy,
stochastic
thinking,
mathematical
reasoning,
de competencia define al pensamiento
beneficioso
cuando
se
deben
tomar
significado
al
conocimiento
entonces
dificultad, por lo que hace hincapié en lo
aprendizaje
significativo
para
los
datos;
competencia
matemática
se
refiere
a
una
“configuración
psicológica
matemáticos,
habilidades,
Diferentes
estrategias
se
han
venido
evaluaron
la
influencia
del
aprendizaje
educativa
de
carácter
oficial
en
el
herramientas
interactivas
que
facilitan
pensamiento
flexible
y
abierto.
Es
así
significativamente.
realizado por Saire (2019), proponiendo
estadístico
referido
a
hábitos
de
del
PPDAC
como
herramienta
Phannkuch
(1999),
bajo
un
enfoque
curriculares
(MEN,1998),
propone
tres
armonioso en el quehacer matemático:
cuanto a los procesos generales hacen
de
hacer
matemáticas,
entre
ellos
se
identifican:
1.
El
Razonamiento:
La
significa justificar el cómo y el porqué
hacer
conjeturas,
argumenten
y
aprendizaje (MEN, 1998).
significativos haciendo uso del contexto
partida para afianzar los aprendizajes en
y
los
Derechos
Básicos
de
Aprendizaje
(DBA)
y
(MEN,
2016),
lo
significativo
en
habilidades necesarias en la solución de
y
hacer
uso
de
modelos
y
métodos
representaciones
gráficas
adecuadas
f)
Predigo
y
justifico
razonamientos
y
representaciones
gráficas
adecuadas
y
histogramas,
polígonos
de
frecuencia,
gráficos
de
línea
entre
otros;
identifica
Wild y Pfannkuch (1999), proponen una
MacKay
y
Oldford
(1994).
Dimensión
2:
PPDAC y esto implica poder identificar
avance
del
estudio
empírico;
se
usa
(Batanero,
2001;
Batanero
y
Díaz,
2011;
Batanero
et
al.,
2013;
Hernández
et
al.,
2013;
Salcedo
y
Levicoy,
2022;
Pinto,
problema,
no
es
suficiente
recoger
Bibliographic References
Abdel,
N.
&
Rabaia,
S.
(2021).
Stimulants
of
cognitive
strategies
The
Most Prominent Types & Importance of
Using
in
the
Teaching
and
Learning
Process (A Survey Study of the Relevant
Literature).
International
Journal
of
Higher
Education
11
(2).
http://ijhe.sciedupress.com
Ario,
D.
(2024).
Independent
Learning for Improving English Skills of
Students
in
English
Language
Education,
Pekalongan
University.
Surakarta
English
and
Literature
Journal, 2(2), 67-75.
https://www.researchgate.net/public
ation/365128598_Independent_Learnin
g_for_Improving_English_Skills_of_Stu
dents_in_English_Language_Educatio
n_Pekalongan_University
Benson, P. & Gao, X. (2008). Individual
variation
and
language
learning
strategies.
Language
learning
strategies
in
Independent
Settings,
Second Language Acquisition 33. Hurd
&
Lewis
(Editors).
http://hdl.handle.net/10179/1878
Chandra,
Y.
(2019).
Sociocultural-Interactive
Learning
Strategies
Employed
by
Students
of
Social
Science
and
Engineering
Studies. K@ta Kita, (7), 1, 109-115.
Cohen,
A.
D.
(2014).
Strategies
in
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and
Using
a
Second
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(2
ed.).
Francis
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x/es/ereader/unicach/138283?page=22.
Cotterall,
S.
&
Reinders,
H.
(2001).
Language
learners
learning
independently:
how
autonomous
are
they?
Toege
past
Taalwetenschappen
in Artikelen 65(1), 85-97.
https://www.researchgate.net/public
ation/275169431_Language_Learners_L
earning_Independently_How_Autono
mous_are_they
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Differences
in
Second
Language
Acquisition:
Theories,
Assessment
and
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Strategies
Giveh,
F.,
Ghobadi,
M.
&
Zamani
Z.
(2018).
Self-directed
Learning
in
L2
Acquisition:
A
Review
of
Theory,
Practice,
and
Research.
Journal
of
Language Teaching and Research, Vol.
9, (6), 1335-1343.
https://www.researchgate.net/public
ation/328674407_Selfdirected_Learnin
g_in_L2_Acquisition_A_Review_of_The
ory_Practice_and_Research
Hornby,
G.
&
Greaves,
D.
(2022).
Essential
evidence
based
teaching
strategies:
Ensuring
optimal
academic
achievement
for
students.
New
York:
S
p
r
i
n
g
e
r
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https://www.researchgate.net/publicati
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Villoria,
M,
&
Barroso,
E.
(2023).
La
autonomía del aprendizaje como factor
clave
del
proceso
de
construcción
del
conocimiento. EduSol, 23(83), 180-192.
http://scielo.sld.cu/scielo.php?script=
sci_arttext&pid=S1729809120230002001
80&lng=es&tlng=es.
White,
C.
(2008).
Language
http://hdl.handle.net/10179/1878
and
autonomy
in
an
English
application
with
global
language
learning
and
teaching
2(8),
pp.
445.469.
Doi:
Zakaria,
N.,
Hashim,
H.
&
Yunus,
M.
(2019).
A
review
of
affective
https://doi.org/10.4236/ce.2019.10122
como
una
herramienta
clave
en
la
datos a recopilar, problema estadístico;
trabajo;
un
propósito
para
enfrentar
el
dado;
un
posible
producto
a
realizar
a
muchos de los casos, una problemática
propuso
determinar
la
influencia
de
la
Phannkuch
(1999),
en
el
desarrollo
del
educación – ICFES; el cual fue validado
por
tres
expertos;
con
la
intención
23
influencia de la estrategia mediada
Phannkuch
(problema,
plan,
datos,
O2; donde X es la estrategia aplicada en
significativa
entre
antes
y
después
de
This
study
sought
to
determine
the
influence
of
a
pedagogical
strategy
mediated by the first dimension of the
Wild
and
Pfannkuch
framework
Conclusions—PPDAC)
on
the
development
of
stochastic
thinking
in
6th
and
7th-grade
students.
A
quantitative
approach
with
a
pretest/posttest design of the form O1 X
O2
was
employed,
where
X
represents
the
strategy
applied
to
one
group
at
each grade level across two educational
using
the
PPDAC
cycle
focused
on
teachers received specialized training in
yielded
a
value
of
p<0.05
for
each
significant difference between pre- and
post-intervention
scores,
with
an
on the posttest. The strategy enhanced
active,
hands-on
instruction,
thereby
strengthening
reasoning,
skills
associated
with
stochastic
thinking
among
the
evaluated
pedagogical
strategy,
stochastic
thinking,
mathematical
reasoning,
de competencia define al pensamiento
beneficioso
cuando
se
deben
tomar
significado
al
conocimiento
entonces
dificultad, por lo que hace hincapié en lo
aprendizaje
significativo
para
los
datos;
competencia
matemática
se
refiere
a
una
“configuración
psicológica
matemáticos,
habilidades,
Diferentes
estrategias
se
han
venido
evaluaron
la
influencia
del
aprendizaje
educativa
de
carácter
oficial
en
el
herramientas
interactivas
que
facilitan
pensamiento
flexible
y
abierto.
Es
así
significativamente.
realizado por Saire (2019), proponiendo
estadístico
referido
a
hábitos
de
del
PPDAC
como
herramienta
Phannkuch
(1999),
bajo
un
enfoque
curriculares
(MEN,1998),
propone
tres
armonioso en el quehacer matemático:
cuanto a los procesos generales hacen
de
hacer
matemáticas,
entre
ellos
se
identifican:
1.
El
Razonamiento:
La
significa justificar el cómo y el porqué
hacer
conjeturas,
argumenten
y
aprendizaje (MEN, 1998).
significativos haciendo uso del contexto
partida para afianzar los aprendizajes en
y
los
Derechos
Básicos
de
Aprendizaje
(DBA)
y
(MEN,
2016),
lo
significativo
en
habilidades necesarias en la solución de
y
hacer
uso
de
modelos
y
métodos
representaciones
gráficas
adecuadas
f)
Predigo
y
justifico
razonamientos
y
representaciones
gráficas
adecuadas
y
histogramas,
polígonos
de
frecuencia,
gráficos
de
línea
entre
otros;
identifica
Wild y Pfannkuch (1999), proponen una
MacKay
y
Oldford
(1994).
Dimensión
2:
PPDAC y esto implica poder identificar
avance
del
estudio
empírico;
se
usa
(Batanero,
2001;
Batanero
y
Díaz,
2011;
Batanero
et
al.,
2013;
Hernández
et
al.,
2013;
Salcedo
y
Levicoy,
2022;
Pinto,
problema,
no
es
suficiente
recoger
Stimulants
of
cognitive
strategies
The
Using
in
the
Teaching
and
Learning
Process (A Survey Study of the Relevant
Higher
Education
11
(2).
http://ijhe.sciedupress.com
Learning for Improving English Skills of
Students
in
English
Language
Surakarta
English
and
Literature
https://www.researchgate.net/public
ation/365128598_Independent_Learnin
g_for_Improving_English_Skills_of_Stu
dents_in_English_Language_Educatio
n_Pekalongan_University
http://hdl.handle.net/10179/1878
Chandra,
Y.
(2019).
Studies. K@ta Kita, (7), 1, 109-115.
Cohen,
A.
D.
(2014).
Strategies
in
https://elibro-net.cuidvirtual.unicach.m
x/es/ereader/unicach/138283?page=22.
independently:
how
autonomous
are
they?
Toege
past
Taalwetenschappen
in Artikelen 65(1), 85-97.
https://www.researchgate.net/public
ation/275169431_Language_Learners_L
earning_Independently_How_Autono
mous_are_they
Acquisition:
Theories,
Assessment
and
https://www.researchgate.net/public
ation/367050363_Language_Learning_
Giveh,
F.,
Ghobadi,
M.
&
Zamani
Z.
Acquisition:
A
Review
of
Theory,
Practice,
and
Research.
Journal
of
Language Teaching and Research, Vol.
9, (6), 1335-1343.
https://www.researchgate.net/public
ation/328674407_Selfdirected_Learnin
g_in_L2_Acquisition_A_Review_of_The
ory_Practice_and_Research
Essential
evidence
based
teaching
achievement
for
students.
New
York:
https://www.researchgate.net/publicati
on/362074420_Metacognitive_Strategi
conocimiento. EduSol, 23(83), 180-192.
http://scielo.sld.cu/scielo.php?script=
sci_arttext&pid=S1729809120230002001
White,
C.
(2008).
Language
Learning Strategies in Independent
Language
Learning:
An
overview.
Language
learning
strategies
in
Independent
Settings,
Second
Language
Acquisition
33.
Hurd
&
Lewis
(Editors).
Retrieved
in
http://hdl.handle.net/10179/1878
Williamson,
H.M.
(2018).
Self-directed learning as related to
learning
strategies,
self-regulation,
and
autonomy
in
an
English
language
program:
A
local
application
with
global
implications.
Studies
in
second
language
learning
and
teaching
2(8),
pp.
445.469.
Doi:
10.14746/ssllt.2018.8.2.12
Zakaria,
N.,
Hashim,
H.
&
Yunus,
M.
(2019).
A
review
of
affective
strategy
and
social
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developing
students´s
speaking
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Creative
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10(12).
https://doi.org/10.4236/ce.2019.10122
32.
como
una
herramienta
clave
en
la
datos a recopilar, problema estadístico;
trabajo;
un
propósito
para
enfrentar
el
dado;
un
posible
producto
a
realizar
a
muchos de los casos, una problemática
propuso
determinar
la
influencia
de
la
Phannkuch
(1999),
en
el
desarrollo
del
educación – ICFES; el cual fue validado
por
tres
expertos;
con
la
intención
24
