La habilidad de escucha: estrategias metacognitivas y ansiedad en la clase de inglés

The listening skill: metacognitive strategies, and language classroom anxiety

Juan Fernando Gómez – Jorge Emiro Restrepo – Walter Darién Gómez Torres (Tecnológico de Antioquia, Institución Universitaria, Colombia) – Claudio Díaz Larenas (Universidad de Concepción, Chile) – Julio Antonio Álvarez Martínez (Universidad de Antioquia)

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ABSTRACT (en)

The aim of this study is to analyze the relationship between metacognitive strategies in listening comprehension (MSLC), difficulties in listening comprehension (DLC), and linguistic anxiety (LA) in a sample of 804 university students. This study corresponds to quantitative research, at a descriptive and correlational level, with a non-experimental and cross-sectional design. Findings indicate that the most employed MSLC are mental translation and person knowledge. It is revealed that a high level of difficulty exists in two phases of listening comprehension, and that 50% of learners experience heightened LA. The relationships among MSLC, DLC and LA show that employing MSLC can lead to a decrease in DLC and the perceived level of LA. The relationships between DLC and LA indicate that DLC has the power to increase LA.

KEYWORDS (en)

foreign language, linguistic anxiety, listening skill, metacognitive awareness, metacognitive strategies

RESUMEN (es)

El propósito del presente estudio es analizar la relación entre las estrategias metacognitivas en la comprensión auditiva (EMCA), las dificultades en la comprensión auditiva (DCA) y la ansiedad lingüística (AL) en 804 estudiantes universitarios. Corresponde a una investigación cuantitativa, de nivel descriptivo y correlacional, con diseño no-experimental y corte transversal. Los resultados indican que las EMCA más utilizadas corresponden a la traducción mental y el conocimiento de sí mismo. Se evidencia un nivel de dificultad alto en dos fases de la comprensión auditiva y un 50% de los estudiantes experimenta una alta AL. Las relaciones entre las EMCA, los DCA y la AL significan que el uso de las EMCA reduce los DCA y la AL. Las relaciones entre los DCA y la AL indican que los DCA pueden incrementar la AL.

PALABRAS CLAVE (es)

ansiedad lingüística, conciencia metacognitiva, estrategias metacognitivas, habilidad auditiva, lengua extranjera

DOI

https://doi.org/10.14712/18059635.2025.2.2

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