Step 3 –Pedagogical Proposal.

Gloria Marcela Anacona Becerra Code: 1082773986

Johan Esteban Gamboa Varon Code: 1110554855

Claudia Marcela Silva Aragon Code:

Sandra Milena Cuadros Code:

Group: 523005_2

Tutor: Edwin Andrés Londoño

Universidad Nacional Abierta y a Distancia UNAD

Escuela de Ciencias de la Educación ECEDU

Master of Pedagogical Mediation in English Learning

Autonomy and Language Learning Environments

April, 2024

Objective: To propose effective pedagogical strategies to encourage metacognitive skills in

language learners.
Task A

A. Read the articles “Metacognition and good language learners” and “The activation of
learners’ metacognition to promote learning autonomy of good language learners” found in
Unit 2 and respond to these questions. Be highly critical and detailed in your answers and
provide specific examples to illustrate your metacognition.

● To what extent are you aware of your metacognitive skills?

● What metacognitive skills can you stand out about yourself?

● How do you think these skills have boosted your autonomy?

● According to the five components of metacognition proposed in Anderson’s model (2002),

how have you applied these components in your own learning process?

What specific strategies or actions do you usually conduct?

Personal responses to task A: Gloria Marcela Anacona Becerra

● To what extent are you aware of your metacognitive skills?

Well, firstly, let's clarify some concepts according to the lectures in Metacognition

and good language learners, refers to the idea that successful language learners possess not

only linguistic knowledge but also a strong awareness and control over their own cognitive

processes involved in learning a language Anderson (2008). Similarly, The activation of

learners’ metacognition to promote learning autonomy of good language learners suggests

that fostering metacognitive skills can enhance learners' autonomy and ability to regulate

their own learning effectively, Rahman et al. (2021).

In this sense, Metacognition plays a crucial role in optimizing learning outcomes by

empowering individuals to understand and harness their cognitive processes effectively.

Personally, I find myself naturally engaging in metacognitive practices, often without

conscious awareness, (when I was deep in this concept I realized I used to do some practices
related to it) to enhance my learning experiences. One such practice involves meticulously

planning my learning endeavours, prepare and planning for learning Rahman (2021). Before

embarking on a new task or study session, I habitually set clear and achievable goals. By

delineating the steps required to achieve these objectives, I used to create a roadmap that

guides my learning journey. This deliberate planning not only fosters a sense of direction but

also helps me manage my time efficiently and maintain focus within the complexities of

Language Learning.

Moreover, by assessing my strengths, weaknesses, and interests, I can make informed

choices that align with my principal learning objectives. I contemplate which aspects of the

language are most captivating or challenging, considering how they correlate with my

personal and professional aspirations. This introspective process enables me to tailor my

learning trajectory to suit individual needs and preferences, close related to what Anderson

(2008) learners reflect upon their learning to make conscious decisions about what they can

do to improve their learning. Whether it involves delving into specific grammar intricacies,

exploring niche vocabulary themes, or refining language proficiency levels. In essence,

metacognition serves as a guiding compass, empowering me to navigate the details of

language acquisition with purpose and efficacy.

● What metacognitive skills can you stand out about yourself?

Well, reflecting on my metacognitive skills, I've come to recognize several key

practices that I routinely employ to optimize my language learning experiences. Firstly, I find

that I possess a strong ability to plan and organize my learning activities effectively. This

involves setting clear and attainable goals for each study session or language task, as well as

outlining the steps needed to achieve those objectives, for example to improve my English

vocabulary by learning 20 new words. To achieve this, I'll spend 10 minutes selecting the
words from a vocabulary list, then allocate 20 minutes to memorizing and practising their

pronunciation. Finally, I'll take a moment to reflect on my progress and consider

incorporating these words into future conversations or writing exercises. Otherwise, through

regular self-assessment and reflection, I am able to identify areas of strength and weakness,

allowing me to adapt my learning strategies accordingly. Moreover, I have developed a habit

of considering my personal interests and learning preferences when selecting study materials

or language activities like suggest Anderson (2008). This allows me to maintain a high level

of engagement and motivation throughout the learning process. Overall, I would say that my

metacognitive skills manifest most prominently in the ability to plan, monitor, and adapt

learning strategies in order to achieve my language learning goals effectively.

● How do you think these skills have boosted your autonomy?

These metacognitive skills have significantly boosted my autonomy in language

learning by providing me with the tools and mindset necessary to take control of the learning

journey. Here's how:

1. Goal Setting and Planning: By setting clear and achievable goals for my language

learning, I am able to take ownership of my learning objectives. This allows me to establish a

direction for studies and create a way for achieving those goals. For example, through

effective planning, I am empowered to make decisions about which resources to use, how to

allocate my time, and which learning strategies to employ.

2. Monitoring Progress and Self-Assessment: Regularly monitoring my progress and

conducting self-assessments enables me to device proficiency levels and track improvement

over time. Like identifying areas allowing me to take proactive measures to address any gaps

in my knowledge or skills. By taking responsibility for my own learning progress, to optimize

efficiency and effectiveness.

 3. Adaptability and Flexibility: Metacognitive awareness has equipped me with the

ability to adapt and flexibly respond to changing learning needs and circumstances. For

example, by regularly reflecting on learning experiences and outcomes, I am able to identify

which strategies are most effective for me and which may need adjustment.

According to the five components of metacognition proposed in Anderson’s

model (2002), how have you applied these components in your own learning process?

1. Prepare and Planning for Learning: Before diving into any learning task, I take the

time to prepare and plan meticulously. Setting clear and achievable goals, breaking

them down into smaller, manageable tasks. By outlining the steps needed to

accomplish these goals, this planning phase helps me stay organized and focused,

maximizing the effectiveness of my study sessions.

2. Selecting and Using Strategies: In selecting and using learning strategies, I consider

the nature of the task at hand and choose the most appropriate strategies to help me

achieve my goals. Whether it's using reminder devices to memorize vocabulary,

practicing active listening to improve my comprehension skills, or engaging in

language immersion activities, I select strategies that align with my learning

objectives and preferences.

3. Monitor Learning: Throughout the learning process, continuously monitor my

progress and performance. I keep track of my achievements and assess how well it's

meeting my learning goals also, identify areas to improve like pronunciation,

grammar or listening, allowing me to adjust my strategies accordingly.

4. Orchestrating Strategies: Orchestrating strategies involves coordinating and

integrating different learning strategies to optimize learning outcomes. I orchestrate

my strategies by combining them in a synergistic manner, for example, combining

 reading with active note-taking and discussion to deepen understanding of a text, or

associating with images new vocabulary and painting them. By orchestrating

strategies effectively, I can create a cohesive and comprehensive approach to

language learning.

5. Evaluating Learning: After completing learning tasks or study sessions, I reflect on

my performance and evaluate my progress. I assess the effectiveness of the strategies
and consider what worked well or what could be improved. This evaluative process
helps me learn from experiences and make adjustments to my learning approach. By
continually evaluating my learning, I mean refine my strategies and maximize my
learning outcomes over time.

What specific strategies or actions do you usually conduct?

1. Setting Specific Goals: For instance, if my goal is to improve my conversational

fluency, I might set a specific target of having a 10-minute conversation with a native
speaker without relying heavily on translation or pauses to recall vocabulary.
2. Creating a Study Plan: I create study plans where I allocate 30 minutes each day for
vocabulary study, I also schedule regular review sessions to reinforce previously
learned material.
3. Using Memory Techniques: When learning new vocabulary, I use mnemonic devices
such as associating the English word (moon) with the image in my mind which helps
me remember the meaning more easily.
4. Practicing Active Learning: During reading practice, I actively engage with the text
by summarizing paragraphs in my own words or writing down questions about
unclear passages or mind maps. This not only helps reinforce comprehension but also
encourages critical thinking in the target language.
5. Immersion and Exposure: I immerse myself in the language by watching movies or
TV shows without subtitles. Additionally, I listen to podcasts during my daily
commute, exposing myself to authentic language use and improving my listening
skills.
6. Seeking Feedback: After completing a writing assignment, I ask a language tutor or
native speaker to provide feedback on my grammar usage and sentence structure.
 Their constructive criticism helps me identify areas for improvement and refine my
writing skills.
7. Reflecting on Progress: At the end of each week, I take time to reflect on my language
learning progress. I celebrate achievements such as successfully completing a
challenging reading passage or holding a conversation entirely in English, I also
identify areas where I struggled and brainstorm strategies to overcome those
challenges in the future.

Personal responses to task A: Johan Esteban Gamboa Varon

1. To what extent are you aware of your metacognitive skills?

At the very beginning of my learning process, the last of my concerns was to acquire

metacognitive skills, however, it is important to highlight the fact that the development of my

professional career has generated in me a necessity of reflection when learning. This means

that, nowadays even when I am teaching, I am always trying to challenge myself, in order to

find answers, and ways of understanding something new for me.

In my personal experience, some teachers have taught me the importance that asking

questions has in the learning process, not to mention that it prepares the student in enhancing

learning practices in the classroom, because at this point it is not about a score, but it is about

creating ideas to get comfortable at time of learning. As Anderson, N. (2008) claims,

“Getting good results from studying depends on learners going beyond what teachers and

programs provide and developing the kind of metacognitive behavior which will enable them

to regulate their own learning”.

I am aware of my metacognitive skills at the point that I can organize the priorities

when I need to solve some activities, additionally, I have implemented some practices when I

need to find a solution in a specific topic, I do not really feel that I can advance with doubts

in my mind, because I identify my frailties, and I try to work on them.

 2. What metacognitive skills can you stand out about yourself?

If I need to identify my metacognitive skills, I will say that self-monitoring is one of

the abilities that arise from myself when it comes to learn, I say this because, in this master

program and in the course of French, I have had the responsibility to constant evaluate myself

with the intention of finding the deficiencies and work on them, e.g., the last level I studied

French, I started to identify that my level of commitment was decreasing, this could be

noticed because I was not paying attention to some little details in pronunciation and another

practices, so I decided to go back in the topics of the course, and asses what was the fail, and

when it started, after that I discovered the fails and I planned a strategy that allowed me to

reconsider my fails and improve the needed. As Anderson, N. (2008), mentions, “strong

metacognitive skills empower language learners: when learners reflect upon their learning,

they become better prepared to make conscious decisions about what they can do to improve

their learning”.

Additionally, it is necessary to mention that, planning and reflecting on the priorities I

have, is a task that continuously takes part in my academic life, because I understand that part

of a conscious learning process is to be organized.

3. How do you think these skills have boosted your autonomy?

My autonomy has been influenced by the different metacognitive skills I have

acquired in the language learning process, and this could be noticed through the practices I

have enhanced. I will explain that as follows.

Self-assessment and self-awareness are two autonomous characteristics that I have

incorporated in my learning process. The reason for this is that I have concluded that part of a

good development in the academic field is to understand, recognize and validate my emotions
and thoughts when it is essential. Moreover, I constantly evaluate myself in order to verify

the different positions I am acquiring when it comes to learning, because I could be badly

influenced by different factors that can cause me some demotivation and lack of looking for

responses and ways of thinking in solutions at the time of facing challenging situations.

On the other hand, to expand the social support skills I have increased since the

school, is something inherent in my behavior, I say this because a big part of being

autonomous and has the capacity to develop relationships in the classroom and out of it, is a

part of my autonomous personality, because this has boosted in me a number of facilities in

terms of confidence and communication with others.

4. According to the five components of metacognition proposed in Anderson’s model

(2002), how have you applied these components in your own learning process?

1. Preparing and planning for learning: I like to understand the background of the topic in

order to identify its nature and characteristics. Additionally, I like to evaluate my scopes and

measure my learning goals with questions like, when will I do this activity? What do I need

to achieve this goal? What will be the result of this process? Among others. These actions

keep me focused on obtaining a result.

2. Selecting and using strategies: The strategies I usually select are inherent in me, I like to

firstly understand the grade of difficulty of the task, and start by identifying and take notes of

what I have to do in each one, after that I propose dates to complete every activity, then I like

to take into account the inquiries proposed to myself and the means I will use to achieve to

solve them.

3. Monitoring learning: I usually think about my progress, and evaluate the goals I have

achieved, this permit me to be attentive of the changes and if there is a new learning goal I
did not set, or a proposal I should include in my plan, I can evaluate the importance of the

same and including it in my priorities.

4. Orchestrating strategies: Orchestrating strategies I have in my learning process, have a

connection among them, because I like to put together the ones that are similar and work on

them at the same time. E.g., if I am learning how to write verbs in French, I could combine it

with the listening skills, so I am writing, listening, and training my memory. This lets me get

organized and boost me to apply different activities when it comes to practicing the language.

5. Evaluating learning: I am in a constant evaluation regarding my learning process, this

means that, during the acquisition of knowledge and at the end, I analyze the goals I achieve,

and if I did not, I look for fails in the process if I was missing something in my proposal and

what can do to improve it. I re analyze my strategies and I change them if I need to, because

some goals could be changeable depending on my speed of learning.

What specific strategies or actions do you usually conduct?

The skills I have developed in my learning process have been key at the time of carrying out

some strategies of studying. This means that planning activities, thinking about the progress

in learning and flexibility at the time of evaluating results are components of my evolution

process in the educational field. Additionally, I have understood the fact that I can analyze

myself from a kind point of view when making mistakes, using procedures that help me out

to reconsider if my set goals are what I really need.

Personal responses to task A: Claudia Marcela Silva Aragon

1. To what extent are you aware of your metacognitive skills?

Metacognitive awareness involves recognizing one's own learning strategies and evaluating

their effectiveness. For example, as a student I realized that reviewing vocabulary before

going to sleep helped me remember it better. Awareness of metacognitive skills can vary

considerably across individuals and contexts. Some people may be highly aware of their

thinking and learning processes, while others may not reflect on these issues as much.

Self-awareness: Being aware of my metacognitive abilities implies a high degree of self-

knowledge. This means that I understand how I best learn a new language, what strategies are

most effective for me, and when to apply them.

Continuous reflection: Metacognitive awareness also requires continuous reflection on my

own learning. For example, after completing a task, I can ask myself what worked well, what

didn't, and how I could improve it next time.

Evaluation and adjustment: Additionally, being aware of my metacognitive skills means that

I can evaluate my learning methods and adjust them as necessary. This might mean changing

focus if a strategy is not giving me the expected results.

External feedback: Sometimes metacognitive awareness can be improved with external

feedback. Feedback from teachers, peers, or mentors can provide me with a different

perspective and help me see aspects of my learning that I may not have considered.

In summary, metacognitive awareness is a spectrum, and while some students may be highly

aware and active regulators of their learning, others may need to develop these skills over

time and practice. Education and intentional practice can significantly improve a person's

metacognitive awareness.
For example, when I arrived in France without knowing anything about the French language,

I intuitively had to apply self-learning methods adjusted to my own being, this made me more

aware of my own metacognitive abilities.

2. What metacognitive skills can you stand out about yourself?

The most important metacognitive skills for me include planning, monitoring and evaluating.

Planning: Establishing clear and specific goals for learning the language, which helps me as a

student to focus and stay motivated.

Control: The ability to select and use appropriate learning strategies, monitor my

effectiveness, and make adjustments as necessary.

Evaluation: Reflect on the learning process to identify which strategies are working for me

and which ones need to be improved.

I am aware as a student that I can plan my study by setting specific objectives, monitor my

progress and evaluate whether the strategies used are effective.

These skills allow us as students to manage our own learning effectively, which is crucial to

acquiring a new language. Furthermore, listening comprehension is an important

metacognitive skill, as it accounts for a large portion of the time spent communicating and is

essential for the acquisition of language skills.

3. How do you think these skills have boosted your autonomy?

These skills can increase my autonomy by allowing me as a student to take control of my

learning. For example, by adjusting my study approach based on self-assessment, I can

improve my language comprehension and retention.

Autonomy can increase metacognitive skills in learning a new language in several ways.

Metacognition involves awareness and regulation of one's own cognitive processes during

learning. When students take an active and autonomous role in their education, they can

develop metacognitive skills such as:

Meta-memory: Knowledge about one's own memory and how to relate previous knowledge

to new ones.

Meta-attention: Awareness of how one's attention works and how to control it to maintain

focus.

Meta-understanding: Ability to understand and use understanding effectively.

Autonomous practice allows students to explore and apply learning strategies that work best

for them, which can lead to improved comprehension and retention of the new language. In

addition, autonomy encourages reflection and individual study, which can lead to more

meaningful and lasting learning.

4. According to the five components of metacognition proposed in Anderson’s model

(2002), how have you applied these components in your own learning process? What

specific strategies or actions do you usually conduct?

Metacognition is the ability to be aware of our own cognitive abilities and regulate our

thought processes, the five components of metacognition proposed in Anderson’s model

(2002) are:

Planning: (Development of a strategic plan before starting the task)

Before starting a task, create a strategic plan. This involves organizing resources and

strategies, setting objectives, and anticipating how I will achieve my goals.

Strategies: (Review and adjustment of actions during task performance)

During the task, I evaluate my progress and adjust my approach. For example: I recognize

when I get distracted and apply strategies to regain attention.

Knowledge: (Assessment of the final results after completing the task)

I reflect on my understanding and level of knowledge. I ask myself then: Do I really

understand what I am learning? This self-assessment allows me to optimize my learning.

Monitoring: (Ability to regulate behavior and cognitive processes.)

I am aware of how my attention works and how I can direct it. Knowing when I get distracted

and how to refocus.

Evaluating: (Knowledge about one's own cognitive processes and those of others)

I evaluate my ability to understand and apply what I have learned. Example: If I read a text,

but I don't understand it, I recognize the need to improve my reading comprehension.

In summary, as students we apply these components through reflection, planning, self-

assessment and adaptation of our learning strategies. Metacognition helps us be more

effective and aware in our knowledge acquisition process.

Personal responses to task A: Sandra Milena Cuadros

To what extent are you aware of your metacognitive skills?

O'Malley and Chamot (1990, p. 8) highlight the importance of metacognition when

they state, "students without metacognitive approaches are essentially learners without

direction or opportunity to plan their learning, monitor their progress, or review their

accomplishments and future learning directions." Metacognition is a fundamental mental

process in which we reflect on our own learning. I believe that, to a large extent, we carry this

out unconsciously. Each time we set a new learning goal, we are self-assessing the

attainments of our learning objectives. For example, before I tackle a new topic, I often think

about the strategies that have worked for me in the past and consider how I might apply them

effectively in this situation. I am also aware of my strengths and areas for improvement,

which allows me to adjust my study approach to optimize my performance.

● What metacognitive skills can you highlight about yourself?

Self-regulation: The ability to plan, monitor and evaluate my own learning process.

This includes setting goals, selecting appropriate learning strategies, monitoring progress, and

adjusting strategies as needed, e.g. setting a daily goal schedule.

Self-assessment: The ability to accurately assess one's own level of understanding and

performance on a task, identifying strengths and areas for improvement.

Cognitive flexibility: The ability to adapt and change learning strategies when

necessary, based on the specific challenges and demands of a task.

● According to the five components of metacognition proposed in Anderson’s

model (2002), how have you applied these components in your own learning process?

Applying these components to my own learning process:

Preparing and planning for learning: before approaching a new task or concept, I

make sure I have a clear understanding of what the requirements and objectives of the task

are. This helps me set realistic expectations and focus my efforts appropriately.

Selecting and using strategies: I use different learning resources and strategies, such

as books, online courses, tutorials, among others, to gain a deeper understanding of the task
or concept in question. In addition, I identify and select the most effective strategies to

approach the task efficiently.

Monitoring learning: During the learning process, I monitor my understanding and

progress using different techniques, such as summarizing, asking reflective questions and

periodically self-assessing. This allows me to identify any difficulties or areas where I need

more attention.

Orchestrating strategies: Based on the monitoring done, I adjust my study strategies as

needed. For example, if I find that a strategy is not yielding the expected results, I can change

it to a more effective one. I can also redistribute my time and resources to focus on areas that

need more attention.

Evaluating learning: Once I have completed the task or study, I reflect on the process

and the results obtained. I identify which strategies were most effective, what difficulties I

encountered, and what I can learn from them.

What specific strategies or actions do you usually conduct?

Thanks to these metacognitive skills, I have been able to adjust my study strategies

and address areas where I need more practice or support. They have also enabled me to set

my own learning goals, plan how to achieve them, and monitor my progress. This level of

self-direction has allowed me to take full control of my learning process and adapt it

according to my individual needs. For example, I have the freedom to decide when to study,

what strategies to employ and how to efficiently allocate my study time. The ability to change

strategies when necessary and to adjust my approach according to the specific demands of an

assignment allows me to maximize my learning efficiency and effectiveness. This gives me

the confidence to face new situations and solve problems creatively, further strengthening my

autonomy in the learning process.

Task B: plan a typical English class (objectives, topics, activities, materials, etc.) and explain
what specific metacognitive skills you would teach, what specific strategies or activities you
would implement to develop such skills, what aspects of the English language (grammar, syntax,
listening, reading, etc.) those skills would contribute to. Use any format of lesson plan for the
proposal. Among other components, include the following:

● The objectives of the lesson (linguistic, pedagogical, communicative…).

● The language topics and skills.

● The structure of the lesson (introduction, practice, evaluation…)

● The activities and techniques (to develop the lesson).

● The methodologies or procedures to develop the lesson (steps, phases…). Additionally, you
will explain in your lesson how you would encourage the characteristics presented by Terrell
Heick. Consult the article “The Characteristics of a Highly Effective Learning Environment” and
select five of those characteristics. In your lesson, you will explain how the class would foster
these characteristics to provide a learning environment suitable for the development of language
skills and metacognitive autonomy.

LESSON PLAN
Teachers Names:
Gloria Marcela Anacona Becerra
Johan Esteban Gamboa Varon Session (2 hours)
Sandra Milena Cuadros

Topic: Skills
Listening
Reflective Insights: Exploring Daily Routines and Activities through Reading
Writing
Metacognition Speaking
Objective(s):

● To reflect on the actions I do in my daily life

● To analyze my feelings at the time of doing some activity in my life
● To express the motivational attitudes that lead me to do something
● To share my experiences and thoughts with the class in based on my daily routine

Materials:

● Worksheets with guided practice exercises

● Reflective activity sheets with prompts for analyzing metacognitive skills.
● Online resources for vocabulary practice and listening exercises
● Pens, pencils, and markers for writing and completing exercises

Level: A2

ACTIVITY DESCRIPTION TIMING TEACHING RESOURCES

Warm-Up: a YouTube video explaining the
The teacher presents to students a morning routine, and explains morning routine.
some of the activities we used to do. Students reflect on their own. https://www.youtube.com/
watch?v=DJwdl37ZL6o
Metacognitive skill to foster in students: Recognizing new topics
to implement in a learning process.

Here the students can recognize the importance of the topic and its 5 minutes
use in their daily lives.

Terrell Heick Engaging and Relevant Curriculum: We should

ensure that the content we teach is meaningful and applicable to
students' lives. Incorporating real-world examples, current events, and
multimedia resources can enhance engagement and relevance.

Previous Knowledge: 5 minutes

Some images are shown to the students so that they can imitate the Flashcards
action. chanting, cooking, dancing, writing, talking, painting, singing,
etc.

Metacognitive skill to foster in students: Self-questioning.

Students start asking themselves about the concepts and components

the topic has.

Learners start to reflect on the path they have had in the language
learning process, in order to inquire if they understand something
about the topic proposed.

How to achieve it: Encourage learners to ask themselves questions

like "Why do I do this activity every day?" or "How does this routine
impact my well-being?" This encourages them to think critically
about their own behaviours and choices.
Presentation:
Presentation of the topic
Teacher starts by presenting vocabulary related to daily routines and
the present continuous tense using visuals, and flashcards.

Provide clear examples of sentences in the present continuous tense

to describe various activities in daily routines.

Any input
Powerpoint presentation
Material from the web
Youtube video

Metacognitive skill to foster in students: Examination of task and

backgrounds before starting the lesson.
Students see this part as an opportunity to evaluate the previous
knowledge and the expectations of the topics, they analyze the topic
20 minutes
while learning, and they can reflect on questions like:

How confident am I in my current understanding of this topic?

What emotions or feelings are influencing my thoughts right now?
Am I effectively managing my attention and focus on this task?
What past experiences or knowledge am I drawing upon to make
sense of this?
Am I actively monitoring and adjusting my thinking as I engage with
this task? And then, they could find a relationship between memories
and actions that are being presented in the class.

The activation of this part will be achieved through the open

questions they answer in a reflective way, the idea is to boost them to
think and answer questions of the hobbies, actions and routines’
people they know.

Engaging with Content: Present the students with various texts,

videos, and multimedia resources related to
Practice:
Individual practice
Pair group practice

Guess where?

Divide students into pairs or small groups and give them a

conversation task. The other students have to guess where they are.

● e.g. Gustavo is buying shoes ( Mall)

● Mariana is walking in a very cool place, she is listening to
the birds singing.( farm)

Comparative Analysis: Compare and contrast different daily 30

routines and activities across cultures or historical periods. This
encourages learners to think about how routines are shaped by
various factors such as culture, geography, and technology.

Production: 30
Speaking section students have to talk aloud
Roleplays
Dialogues
Information activities
 ● Blank sentences will be provided for students to complete
with the correct form of the verb in present continuous.
● Students will work individually and then share their answers
in pairs to check them.
● As they complete the sentences, students should reflect on
how they are applying the present continuous rules and
correct their mistakes.

Metacognitive skill to foster in students: Practicing personal

abilities.

Through this activity, the students are expected to set goals in the
class and the lesson, additionally they implement the different
capacities acquired during the learning process, these skills are
developed at the time the students start to think in the different ways
they can conclude and give results to the teacher, looking for a
completing of a set goal.

Another metacognitive skill to develop is to think aloud, and generate

participation in the classroom, breaking down some barriers created
in the process.

Assessment:
Checking for understanding

● Students will write a short paragraph describing a scene

using the present continuous. Before they begin, they should
plan what actions they will include and how they will
express them in English.
● After completing the exercise, students should reflect on
their writing process and think about what they could
improve in terms of their use of the present continuous and
their planning before writing. 30

Metacognitive skill to foster in students: Recognizing the strengths

and weaknesses in h/her own learning process.

This part of the class is to let the students reflect on their own
process, understanding the necessities they have, and also
implementing practices to do on their own to improve the knowledge
acquired. What could I do differently to be more efficient next time?
Which topics should I revise before the next assessment?

References

Additionally, you will explain in your lesson how you would encourage the characteristics
presented by Terrell Heick. Consult the article “The Characteristics of a Highly Effective
Learning Environment” and select five of those characteristics. In your lesson, you will explain
how the class would foster these characteristics to provide a learning environment suitable for the
development of language skills and metacognitive autonomy.
Task C:

For this activity, you are going to connect Problem 2 presented in Step 1 with the contents of this

Step 3 (Unit 2). This activity will be done collaboratively as well*. Answer the question below:

The authors showed three weaknesses that affect autonomous learning skills: 1) lack of

forethought in learning strategies and a clear purpose for their ambition. 2) dependency on friends

for learning and to finish homework. 3) Lack of self-awareness and self-evaluation.

How do you think these problems can be addressed and solved from the theoretical

perspectives presented in the contents of Unit 2?

In the research carried out by Hidayat et. al (2020), they aimed to explore the factors contributing

to the lack of student agency, which in turn influences their ability to learn autonomously. The

analysis of the data reveals three specific weaknesses in students' personal agency conditions:

lack of forethought in learning strategies and a clear purpose for their ambition; dependency on

friends for learning and to finish homework and lack of self-awareness and self-evaluation.

These problems can be addressed in the light of Metacognitive perspectives and its relationship

between learning and autonomy. First, the perspectives considered by Anderson (2008) proposing

that metacognition is the mixture of diverse “attended thinking and reflective processes” offering

five components:

Initially, in terms of Prepare and Planning for Learning, students can be guided to establish clear

learning objectives and develop comprehensive action plans, this approach addresses issues such

as the lack of forethought in learning strategies and the absence of a clear purpose for their

aspirations. For instance, students might not realize how crucial it is to plan their study sessions

and establish clear goals for what they want to accomplish. This oversight can lead to studying

without a clear direction and ultimately, less effective learning outcomes. By teaching them the

importance of setting clear objectives and planning their study sessions effectively, students can
develop a more strategic approach to their learning, thereby enhancing their academic

performance, autonomy, and overall success.

Secondly, focusing on Selecting and Using Strategies, learners should be introduced to various

learning techniques such as note-taking and summarizing, discerning the most appropriate

strategies for different learning contexts, and be encouraged to experiment with different

approaches to determine what works best for them.

Thirdly, concerning Monitoring Learning, students need to develop the capacity to assess their

comprehension and progress during learning activities. Encouraging regular reflection to make

conscious decisions about what they can do to improve on their learning process and providing

opportunities for self-assessment and feedback to foster skills.

Fourthly, in terms of Orchestrating Strategies, students should learn to adapt their approach based

on the requirements of the task at hand. Flexibility in switching between strategies and integrating

multiple approaches to tackle complex challenges, more than merely dependency on friends for

learning and to finish homework, students can utilize resources such as online research,

educational apps, or seeking guidance from teachers to enhance their understanding and tackle

assignments more independently.

Focusing on Evaluating Learning, students should be guided to evaluate their learning outcomes

against their initial goals, also reflecting on their learning experiences and the identification of

areas for improvement, this is a crucial aspect to enhance the learning process.

Consequently, and according to Little (2007), there has been a change in focus regarding learner

autonomy, emphasizing that learners now engage in tasks independently rather than exclusively

learning in isolation. This shift suggests that teachers can actively support learners in the process

of developing autonomy.

Similarly, ideas proposed by Haque (2018), highlight that learners' autonomy emerges as a

crucial component, especially within learner-centered educational paradigms and virtual learning
environments. However, acknowledging that mastering English requires personal effort alongside

institutional support, it is evident that learner autonomy lies at the core of learner-centered

English language teaching, and metacognition a recognized potential pivotal role in this

endeavor.

Addressing these issues requires a critical examination of the existing educational framework and

a modification toward methodologies that empower students to take ownership of their learning.

For English teachers, this means creating classrooms where students feel empowered to set goals,

think about how they learn, and face difficulties head-on. By teaching strategies that help students

manage their own learning and think about their thinking (metacognition), teachers can help

students become more independent learners and succeed on their own in learning English.

Based on Ahmed's (2015) perspective and the classification of metacognitive knowledge by

Wenden (1998), here's how these problems could potentially be addressed:

1. Lack of Forethought in Learning Strategies and Ambition:

• Developing Metacognitive Awareness: Encourage learners to reflect on their learning

processes and set clear goals. This involves helping them understand the importance of planning

and strategizing their learning approach.

• Fostering Person Knowledge: Help learners recognize their strengths, weaknesses, and

motivations. By understanding themselves better as learners, they can develop a clearer sense of

purpose and direction in their studies.

• Building Strategic Knowledge: Educate learners about different learning strategies and

when to use them. Providing guidance on effective study techniques and time management that

empower learners to approach their studies more strategically.

2. Dependency on Friends for Learning and Homework:

• Promoting Independent Learning: Encourage learners to take ownership of their learning

journey and develop self-reliance. This can be achieved by providing resources and support for

independent study and problem-solving.

• Balancing Collaboration with Independence: While collaboration can be valuable,

emphasize the importance of individual effort and responsibility. Encourage learners to seek help

from peers and teachers when needed, but also stress the importance of completing tasks

independently.

3. Lack of Self-awareness and Self-evaluation:

• Introducing Reflective Practices: Incorporating activities that prompt learners to reflect on

their learning progress and performance. This can include self-assessment tools, journaling, or

guided reflection exercises.

• Providing Feedback and Guidance: Offer constructive feedback to help learners recognize

their strengths and areas for improvement. Encourage them to set personal learning goals and

monitor their progress over time.

• Developing Metacognitive Skills: Teach learners how to monitor and regulate their own

learning processes. By developing metacognitive skills, such as self-monitoring and self-

regulation, reviewing their accomplishments, and planning future learning directions learners can

become more aware of their learning strategies and adjust them as needed.

Overall, addressing these challenges involves nurturing metacognitive awareness and skills

among learners, fostering a balance between independence and collaboration, and promoting a

reflective approach to learning.

 References

Anderson, N. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons

from Good Language Learners (pp. 99-109). Cambridge University Press. https://www-

cambridge-org.bibliotecavirtual.unad.edu.co/core/books/lessons-from-good-language-learners/

metacognition-and-good-language-learners/15C91F2C3A696DE35364DFB633D6562B

Haque, M. (2018). Metacognition: A Catalyst in Fostering Learner Autonomy for ESL/EFL

Learners. Korea TESOL Journal, 14(1), 181-202.

https://www.researchgate.net/publication/328571335_Metacognition_A_Catalyst_in_Fostering_L

earner_Autonomy_for_ESLEFL_Learners

Heick, T. (March 19, 2018). The Characteristics of a Highly Effective Learning Environment.

Teach thought. https://www.teachthought.com/learning/effective-environment/

Rahman, A. A., Angraeni, A., & Fauzi, R. A. (2021). The activation of learners’ metacognition to

promote learning autonomy of good language learners. Pegem Journal of Education and

Instruction, 11(4), 249–253.

https://doi-org.bibliotecavirtual.unad.edu.co/10.47750/pegegog.11.04.24