Estrategias de aprendizaje de idiomas empleadas por estudiantes universitarios vietnamitas: una comparación de género
Resumen
El propósito de este estudio fue investigar la frecuencia de las estrategias de aprendizaje de idiomas empleadas por estudiantes universitarios vietnamitas de primer año. También examinó la relación entre el género y las estrategias de aprendizaje de idiomas. Para recopilar y analizar datos para este estudio, se utilizaron enfoques de métodos mixtos, que incorporaron datos tanto cuantitativos como cualitativos. En la fase cuantitativa participaron un total de 100 estudiantes de primer año de una universidad vietnamita (50 mujeres y 50 hombres). Veinte estudiantes participaron en la fase de entrevista del estudio durante la fase cualitativa. Se utilizó una guía de entrevista semiestructurada para recopilar datos cualitativos, mientras que en la fase cuantitativa se utilizó un cuestionario adaptado del Strategies Inventory of Language Learning de Oxford (1990). Los hallazgos demostraron que, con la excepción de las estrategias compensatorias, las estudiantes utilizaron estrategias de aprendizaje de idiomas con mucha más frecuencia que los estudiantes varones. En comparación con los hombres, las mujeres emplearon tácticas más indirectas. Además, la técnica social fue la estrategia de aprendizaje de idiomas más utilizada tanto por estudiantes masculinos como femeninos. Los hombres tendieron a emplear tácticas de memoria con más frecuencia que las mujeres, mientras que las mujeres utilizaron estrategias compensatorias con menos frecuencia. Los hallazgos mostraron que, con respecto a la utilización de cada tipo de estrategia, las diferencias de género no fueron estadísticamente significativas en las tres categorías de estrategias de aprendizaje de idiomas: afectiva, compensatoria y cognitiva.
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