Self-regulating activity: Use of metacognitive guides in the interpreting classroom

Maria Dolors Cañada, Marta Arumí

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This research studies the development of metacognitive skills in students of consecutive interpreting from German into Spanish. The purpose is to discover which self-regulating processes appear after introducing a specific pedagogical action based on metacognitive guides. Our hypothesis is that self-regulating activity will increase as work with the guides advances. We also analyse the changes which occur as the course progresses. The analysis of the corpus enables us to describe metacognitive activity in consecutive interpretation students and also to justify the introduction of a component of self-regulation in teaching andlearning processes. The research contributes to pedagogical development in consecutive interpretation since it sheds light on how to use effective teaching and learning patterns that can lead to self-regulation. © 2012 Copyright Taylor and Francis Group, LLC.
    Original languageEnglish
    Pages (from-to)245-264
    JournalEducational Research and Evaluation
    Volume18
    Issue number3
    DOIs
    Publication statusPublished - 1 Apr 2012

    Keywords

    • consecutive interpreting
    • learning autonomy
    • metacognitive guides
    • pedagogical action
    • self-regulation

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