Aprendizaje del inglés durante el covid-19: factores cognitivos, afectivos y ambiente de la clase

Juan Fernando Gómez; Jorge Emiro Restrepo; Claudio Díaz Larenas

Autores

Juan Fernando Gómez Tecnológico de Antioquia | Medellín | Colômbia https://orcid.org/0000-0003-1004-6793
Jorge Emiro Restrepo Tecnológico de Antioquia | Medellín | Colômbia https://orcid.org/0000-0001-8790-7454
Claudio Díaz Larenas Universidad de Concepción | Concepción | Chile https://orcid.org/0000-0003-2394-2378

Palavras-chave:

Autorregulación, competencia comunicativa, evaluación, motivación, pandemia

Resumo

Este trabajo determinó examinar las relaciones entre la autorregulación, motivación, ansiedad en las evaluaciones y el ambiente en la clase de inglés, a través de un modelo con ecuaciones estructurales (MEE). Se realizó un estudio no experimental cuantitativo ex post facto, transversal y nivel explicativo, con 542 estudiantes universitarios. Se encontró una covariación positiva entre la autorregulación (AR) y el ambiente de clase (AC). Se halló que la AR genera un efecto positivo sobre la motivación en el aprendizaje del inglés en línea (MAIL). También, se evidenció que el AC influye positivamente sobre la MAIL. Además, se reportó un impacto negativo de la MAIL sobre la ansiedad en las evaluaciones. Los datos empíricos derivados de este estudio se constituyen en un punto de partida para comprender la manera en que estas variables interactúan en un contexto de aprendizaje de una L2 en línea.

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