Self-regulated learning strategies in primary EFL: a qualitative literature review in the Colombian context
| dc.audience | Todo Público | |
| dc.contributor.advisor | Segura Antury, Jhonny | |
| dc.contributor.audiovisualdesigner | Bianchá, Héctor Fabio | |
| dc.contributor.audiovisualdesigner | Palacios, Manuela | |
| dc.contributor.author | Monterrosa Martínez, Mavis Mabel | |
| dc.coverage.spatial | Cali de Lat: 03 24 00 N degrees minutes Lat: 3.4000 decimal degrees Long: 076 30 00 W degrees minutes Long: -76.5000 decimal degrees. | |
| dc.date.accessioned | 2026-10-13T20:28:01Z | |
| dc.date.issued | 2026-01-06 | |
| dc.description.abstract | Este texto establece la justificación y el marco contextual de una investigación sobre la enseñanza del inglés como lengua extranjera (EFL) en la educación primaria en Colombia. Destacando al inglés como lengua franca global indispensable para la movilidad académica, el desarrollo profesional y la comunicación intercultural, el escrito sintetiza la respuesta del Estado colombiano: el Programa Nacional de Bilingüismo del Ministerio de Educación Nacional. Fundamentado en el Marco Común Europeo de Referencia para las Lenguas (MCER), este programa busca democratizar el acceso al inglés en los niveles de básica primaria, secundaria y educación superior. La investigación se enfoca en la educación primaria, analizando cómo los docentes implementan los lineamientos teóricos para diseñar enfoques comunicativos centrados en el estudiante y estrategias de autorregulación. | spa |
| dc.description.abstract | This review was motivated by a classroom observation: third-grade students who lacked self- regulatory skills showed dependence on their teacher and limited participation. The evidence synthesized here confirms that SRL strategies can address these challenges. However, the absence of local research means that Colombian teachers currently lack context-specific guidance. This review therefore serves as both a synthesis of global evidence and a call for Colombian-specific inquiry. It is hoped that this work contributes to the field by organizing dispersed knowledge, identifying practical strategies, and encouraging further research in Colombian primary EFL classrooms. | eng |
| dc.description.tableofcontents | Acknowledgements -- Dedication -- Table of contents -- I. Introduction -- 1.1 Problem statement -- 1.2 Research approach -- 1.3 Justification -- 1.4 Objectives -- 1.4.1 General objective -- 1.4.2 Specific objectives -- II. Conceptual framework -- 2.1 Bilingualism -- The bilingual individual -- 2.2 English as a second language and English as a foreign language -- 2.2.1 English as a second language -- 2.2.2 English as foreign language: The Colombian context -- 2.3 Learning to learn -- 2.4 Self-regulated learning (SRL) -- 2.4.1 Self-regulatory learning strategies -- 2.4.2 SRL strategies in EFL -- 2.5 Learner autonomy -- 2.6 Classroom participation -- III. Literature review -- 3.1 Previous literature reviews -- 3.1.1 Theoretical frameworks: The path to autonomy -- 3.1.2 Conceptual evolution: LLS vs. Self-regulation -- 3.1.3 The role of emotions and positive psychology -- 3.1.4 The teacher’s role: Beliefs and instructional support -- 3.1.5 Classroom dynamics and dyadic relationships -- 3.1.6 Future directions and methodological gaps -- 3.2 Empirical studies -- 3.2.1 The international context -- 3.2.2 The Colombian context -- IV. Methodology -- 4.1 Research design -- 4.2 Scope and delimitation -- 4.3 Ethical considerations -- 4.4 AI tools disclosure statement -- 4.5 Limitations of the methodology -- V. Findings -- 5.1 Types of SRL strategies most frequently reported in primary EFL research -- 5.2 Findings associated with SRL strategies: Learner autonomy and classroom participation -- 5.2.1 Learner autonomy -- 5.2.2 Classroom participation / engagement -- 5.3 Evidence-informed SRL strategies adaptable to Colombian primary EFL classrooms -- 5.4 Pedagogical suggestions for teaching SRL strategies in Colombian primary EFL -- 5.4.1. Metacognitive and socio-affective strategies -- 5.4.2 Learner autonomy strategies -- 5.4.3 Classroom participation strategies -- 5.4.4 Adapting evidence-informed strategies to Colombian realities -- 5.5 Gaps in the literature on SRL in primary EFL – focus on the Colombian context -- VI. Conclusion -- 6.1 Summary of findings -- 6.2 Answering the research questions -- 6.3 Limitations of the study -- 6.4 Implications for practice -- 6.5 Implications for future research -- 6.6 Final reflections -- References | spa |
| dc.format.extent | 69 páginas | |
| dc.format.medium | Digital | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.OLIB | https://biblioteca2.icesi.edu.co/cgi-olib/?oid=368533 | |
| dc.identifier.instname | instname:Universidad Icesi | |
| dc.identifier.reponame | reponame:Biblioteca Digital | |
| dc.identifier.repourl | repourl:https://repository.icesi.edu.co/ | |
| dc.identifier.uri | https://hdl.handle.net/10906/130888 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad Icesi | |
| dc.publisher.faculty | Ciencias Humanas | |
| dc.publisher.place | Santiago de Cali | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.license | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject.proposal | Idioma inglés | spa |
| dc.subject.proposal | Educación bilingüe | spa |
| dc.subject.proposal | Lenguas | spa |
| dc.subject.proposal | Lenguaje comunicativo | spa |
| dc.subject.proposal | Autonomía del estudiante | spa |
| dc.subject.proposal | Política lingüística — Colombia | spa |
| dc.subject.proposal | Estrategias pedagógicas | spa |
| dc.subject.proposal | English language, | eng |
| dc.subject.proposal | Bilingual education | eng |
| dc.subject.proposal | Languages | eng |
| dc.subject.proposal | Communicative language | eng |
| dc.subject.proposal | Learner autonomy | eng |
| dc.subject.proposal | Language policy -- Colombia | eng |
| dc.subject.proposal | Pedagogical strategies | eng |
| dc.subject.proposal | Trabajo de grado de Licenciatura en Lenguas Extranjeras con énfasis en inglés | spa |
| dc.title | Self-regulated learning strategies in primary EFL: a qualitative literature review in the Colombian context | spa |
| dc.type | bachelor thesis | |
| dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| dc.type.driver | info:eu-repo/semantics/bachelorThesis | |
| dc.type.local | Trabajo de grado | |
| dc.type.version | info:eu-repo/semantics/publishedVersion |