Desarrollo de habilidades analíticas y alfabetización informativa en estudiantes mediante mnemotecnias

Abstract

This research explored the impact of mnemonic techniques and informational literacy on the analytical skills of English as a Foreign Language (EFL) students. The primary objective was to investigate how the utilization of mnemonic devices influenced students' analytical abilities and their application of information in the development of their critical thinking. Mnemonic techniques are memory aids that help students to remember information by associating it with something else. They can be used to remember facts, concepts, or even entire procedures. This study adopted a qualitative methodology descriptive methodology to gather and analyze data. Students were actively engaged in activities that involved information analysis, source evaluation, and creation of mnemonic devices. The data was collected through learners’ reflections, observations, and artifacts analysis. The findings of this research demonstrated that the process of constructing mnemonic devices significantly enhanced students' analytical skills and fostered more robust critical thinking abilities. Moreover, students exhibited a heightened level of critical and reflective information processing, effectively assessing the reliability and relevance of various sources. The implications of the results are of great pedagogical significance, as they underscore the importance of instructing analytical skills and cultivating critical thinking within the EFL classroom. Educators are encouraged to integrate information literacy and mnemonic techniques into their teaching practices to effectively foster the development of analytical skills among students. Furthermore, it is recommended that students are sensitized to ethical concerns associated with the use of copyrighted materials and are taught to respect the rights of creators. In summary, this research provided empirical evidence to support the claim that mnemonic techniques can be an effective way to improve students' analytical skills. Second, it identified specific mnemonic techniques that are particularly effective for EFL students and third it presented a framework for integrating mnemonic techniques into EFL instruction.