This is a case study related to the research about how metacognitive strategies can improve in the English Learning

1. UNIVERSIDAD TÉCNICA DEL NORTE
FACULTAD DE POSTGRADO
MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA –EN LÍNEA
METACOGNITIVE STRATEGIES TO IMPROVE ENGLISH LANGUAGE IN 3RD
BACHILLERATO STUDENTS IN OTTO AROSEMENA GÓMEZ SCHOOL – CUENCA.
AUTHOR:ADRIANA MARICELA GUAMÁN GUAMÁN
IBARRA -ECUADOR
2023

2. INTRODUCTION
Understand how metacognitive strategies enhance English
Language learning.
Students understand what is the reason for the study, how
to apply the learning inside and outside the classroom.
English is not only to pass the year.

3. BACKGROUND
Development of society = quality of education.
Students must reason why are they learning.
Ecuadorian Curriculum:
Un camino para aprender (Mineduc) Metacognition:
capacidad de pensar sobre el propio pensamiento…
reflexionar sobre nuestras propias emociones nos permite
obtener una visión de cómo nos sentimos, cuáles son
nuestras necesidades y como nos comportamos.
Student’s
awarness.

4. Orientaciones para la evaluación Quimestral (2021).
Metacognition is defined: thinking about your learning as it
progreses.
Metacogitive
awareness
Self – administration
Panimboza (2015). Teacher must be creator, innovator,
monitor. Content according to the context.
Student develops critical thinking and decisión - making.
Martin y Cabrera (2018)

5. Metacognition =
success
Explicit metacognitive knowledge about task characteristics
and applying appropriate strtegies for task solution is a
major determier of language learning effectiveness.

6. PROBLEM
M etacognitive strategies to enhance English language proficiency in 3rd bachillerato students at
Otto Arosemena Gómez school – Cuenca.

7. Justification
How the 3rd year high school students of the Otto
Arosemena Gómez school understand and acquire the skill
of comprehension and production of the foreign language
and for what purpose they study it.

8. Metacognition =
success
Ministry of Education stablished 3 hours per week for all
the levels.
Limited time motivate the students own management of
learning based on the lerning pace.

9. Objectives
General Objectives
To identify the metacognitive strategies to improve the
English language in 3rd bachillerato students in Otto
Arosemena Gómez
Specific Objectives
To obtain information about how students acquire a
Foreign Language through a survey.
To give solutions and recommendations based on the
information collected in the surveys applied to teachers and
students.

10. Methodology
Study group. 3rd Bachillerato students in Otto Arosemena
Gomez.
Teachers in public and private education.
Type of research. Mixed
Qualitative
Subjective data
collection.
Quantitative
Number of
participants.
Closed questions.

11. Instruments
Survey: Teachers and students.
Before applying, students analysis about learning style:
Action, Interaction, Construction, Reflection.

12. Teacher´s survey

14. Teacher´s survey

19. CONCLUSIONS
Students analyze their learning and have a proposal for studying
foreign languages.
Instruction in the educational institution.
Probably teachers need more information about metacognition in
the process of teaching language
Currently, teachers are just a guide in the teaching-learning process.

20. RECOMMENDATION
Teachers must know and evaluate ourselves about our teaching-
learning process
Teachers must begin to question our students, and motivate them to investigate
and educate themselves.
Innovate in metacognitive strategies, they need to understand
why and why they should learn a new language.