Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile
| dc.contributor.author | Salas, Millaray D | spa |
| dc.date | 2015-10-23 | |
| dc.date.accessioned | 2019-09-19T21:23:34Z | |
| dc.date.available | 2019-09-19T21:23:34Z | |
| dc.description | This paper reports the preliminary results of the first phase of an ongoing educational intervention conducted with students enrolled in an ELT training program at PUCV. The study set out to explore the feasibility and effectiveness of the recording and self-transcription methodology (Lynch, 2001, 2007; Mennim, 2003, 2012) as a route to noticing the gap and defossilization. Students (N=20) transcribed the oral texts they produced during the speaking section of the diagnostic test for English 5. The tasks were: (1) transcribing three minutes of their speaking time, (2) highlighting all the errors they identified in their own speech (3) coding them (e.g. grammatical, lexical, phonological) and (4) sending the annotated transcript to the instructor by email. Drawing on the theory of questionnaire design and processing (Dörnyei, 2003), a survey was designed and posted online (GoogleForm) and emailed to the students. The questionnaire asked students to evaluate the perceived benefits of the self-transcription methodology. The study data consist of the annotated transcripts and the questionnaire responses. The results of this study were much less positive than what has been reported in the literature (Willis & Willis, 1996, Burns & Joyce, 1997; Lynch, 2001, 2007; Mennim, 2003, 2012; Thornbury & Slade, 2006; Boettinger, Park & Timmis 2010; Stillwell et al., 2010), so an attempt is made to see why this might have been the case. Some pedagogical implications of this approach in the Chilean context are discussed. | en-US |
| dc.format | application/pdf | |
| dc.format | text/html | |
| dc.identifier | https://revistas.udistrital.edu.co/index.php/calj/article/view/4989 | |
| dc.identifier | 10.14483/udistrital.jour.calj.2015.2.a06 | |
| dc.identifier.uri | http://hdl.handle.net/11349/18093 | |
| dc.language | eng | |
| dc.publisher | Universidad Distrital Francisco José de Caldas | en-US |
| dc.relation | https://revistas.udistrital.edu.co/index.php/calj/article/view/4989/10682 | |
| dc.relation | https://revistas.udistrital.edu.co/index.php/calj/article/view/4989/11051 | |
| dc.rights | Copyright (c) 2015 Colombian Applied Linguistics Journal | en-US |
| dc.source | Colombian appl. linguist. J.; Vol 17, No 2 (2015) July-December; 260-275 | es-ES |
| dc.source | Colombian Applied Linguistics Journal; Vol 17, No 2 (2015) July-December; 260-275 | en-US |
| dc.source | 2248-7085 | |
| dc.source | 0123-4641 | |
| dc.subject | ELT training | en-US |
| dc.subject | fossilization | en-US |
| dc.subject | noticing the gap | en-US |
| dc.subject | self-transcribing | en-US |
| dc.title | Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile | en-US |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | Peer-reviewes Article | en-US |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 |