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Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

PROFILE Issues in Teachers' Professional Development, ISSN: 1657-0790, Vol: 19, Issue: 2, Page: 101-120
2017
  • 6
    Citations
  • 5,407
    Usage
  • 97
    Captures
  • 0
    Mentions
  • 49
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    6
    • Citation Indexes
      6
      • CrossRef
        6
  • Usage
    5,407
  • Captures
    97
  • Social Media
    49
    • Shares, Likes & Comments
      49
      • Facebook
        49

Article Description

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students' and teachers' journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners' language learning strategies and performance

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