Competencia comunicativa en inglés y estrategias de aprendizaje en educación superior: retos y perspectivas globales
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Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
El objetivo de la investigación fue establecer la correlación entre la competencia comunicativa en inglés y las estrategias de aprendizaje en el contexto universitario 2024. Se utilizó el enfoque cuantitativo, diseño no experimental, alcance correlacional y método hipotético-deductivo. La muestra fue de 58 estudiantes seleccionados de manera no probabilística, a quienes se administraron cuestionarios tipo Likert. Los resultados mostraron una correlación positiva alta entre las variables principales (Rho = 0.764; p = 0.001). Respecto a las dimensiones, se evidenció una correlación moderada con las estrategias de memoria (Rho = 0.575; p = 0.001) y metacognitivas (Rho = 0.541; p = 0.001), mientras que las estrategias cognitivas (Rho = 0.651; p = 0.001) y sociales (Rho = 0.758; p = 0.001) presentaron correlaciones altas. Se concluye que las estrategias de aprendizaje, en sus distintas dimensiones, constituyen un factor esencial para potenciar la competencia comunicativa en educación superior.
The objective of the research was to establish the correlation between communicative competence in English and learning strategies in the university context 2024. A quantitative approach, non-experimental design, correlational scope, and hypothetical-deductive method were used. The sample consisted of 58 students selected in a non-probabilistic manner, who were administered Likert-type questionnaires. The results showed a high positive correlation between the main variables (Rho = 0.764; p = 0.001). With regard to the dimensions, a moderate correlation was found with memory strategies (Rho = 0.575; p = 0.001) and metacognitive strategies (Rho = 0.541; p = 0.001), while cognitive (Rho = 0.651; p = 0.001) and social (Rho = 0.758; p = 0.001) strategies showed high correlations. It is concluded that learning strategies, in their various dimensions, are an essential factor in enhancing communicative competence in higher education.
The objective of the research was to establish the correlation between communicative competence in English and learning strategies in the university context 2024. A quantitative approach, non-experimental design, correlational scope, and hypothetical-deductive method were used. The sample consisted of 58 students selected in a non-probabilistic manner, who were administered Likert-type questionnaires. The results showed a high positive correlation between the main variables (Rho = 0.764; p = 0.001). With regard to the dimensions, a moderate correlation was found with memory strategies (Rho = 0.575; p = 0.001) and metacognitive strategies (Rho = 0.541; p = 0.001), while cognitive (Rho = 0.651; p = 0.001) and social (Rho = 0.758; p = 0.001) strategies showed high correlations. It is concluded that learning strategies, in their various dimensions, are an essential factor in enhancing communicative competence in higher education.
Description
Vol. 9, No. 40
Keywords
Estrategias de aprendizaje, Competencia comunicativa, Comunicación interpersonal, Inglés como lengua extranjera, Educación superior, Learning strategies, Communicative competence, Interpersonal communication, English as a foreign language, Higher education, Estratégias de aprendizagem, Competência comunicativa, Comunicação interpessoal, Inglês como língua estrangeira, Ensino superior