<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000100157</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1511</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Secondary school English learners on the road to autonomy]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudiantes de inglés de secundaria en el camino hacia la autonomía]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alunos de inglês do ensino médio no caminho para a autonomia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta-Castro]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Colima Facultad de Lenguas Extranjeras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The scope of this study is to investigate which attributes of autonomous learning can be fostered during the language teaching and learning process, in a specific context. To this end, a case study was designed and implemented in a state school in Western Mexico, featuring the participation of two teacher trainees and twelve secondary school learners, English language learners of ages 12 to 14 who attended a non-mandatory 40-hour course under the autonomous learning approach. Prior to this experience, pupils had customarily learned in teacher-centered environments. Teacher trainees kept a research journal through which they tracked the whole process and made it possible to both gain knowledge of autonomous learning and to examine the phenomenon in a real-life context. The journals were analyzed with the help of Atlas.ti software, and the researcher made inferences from the resulting data, including pupils&#8217; reactions to the autonomous learning process. Data analysis shows how pupils&#8217; behavior and response to the English course was, for the most part, passive at the outset, yet grew increasingly closer to autonomous learning, as the course progressed. To sum up, the data seems to shed light on two main issues: the importance of fostering an environment that encourages autonomous learning-related behavior, and the need to provide appropriate scaffolding strategies to help pupils move towards the development of autonomous learning. This study made it possible to understand that autonomy is a path to be trodden, rather than the natural state of a learner, in this particular educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Después de revisar un extenso cuerpo de literatura sobre el aprendizaje autónomo, se hizo evidente que el concepto de autonomía en el aprendizaje de idiomas se usa a menudo junto con otros términos como autoinstrucción, aprendizaje independiente, autodirección y autorregulación. La evidencia existente también parece sugerir que convertirse en un estudiante autónomo no es algo sencillo. El objetivo de este estudio es investigar qué atributos del aprendizaje autónomo se pueden fomentar durante el proceso de enseñanza y aprendizaje de idiomas, en un contexto específico. Para ello, se diseñó e implementó un estudio de caso en una escuela pública del occidente de México, con la participación de dos maestros en formación y doce estudiantes de secundaria, estudiantes del idioma inglés de 12 a 14 años que asistieron a un curso no obligatorio de 40 horas bajo el enfoque de aprendizaje autónomo. Antes de esta experiencia, los alumnos solían aprender en entornos centrados en el profesor. Los docentes en formación escribieron un diario de investigación a través del cual documentaron todo el proceso y permitieron adquirir conocimientos sobre el aprendizaje autónomo y examinar el fenómeno en un contexto de la vida real. Los diarios se analizaron con la ayuda del software Atlas.ti, y el investigador hizo inferencias a partir de los datos resultantes, incluidas las reacciones de los alumnos al proceso de aprendizaje autónomo. El análisis de datos muestra cómo el comportamiento y la respuesta de los alumnos al curso de inglés fue, en su mayor parte, pasivo al principio, pero se acercó cada vez más al aprendizaje autónomo a medida que avanzaba el curso. En resumen, los datos parecen arrojar luz sobre dos cuestiones principales: la importancia de fomentar un entorno que fomente el comportamiento relacionado con el aprendizaje autónomo y la necesidad de proporcionar estrategias de andamiaje adecuadas para ayudar a los alumnos a avanzar hacia el desarrollo del aprendizaje autónomo. Este estudio permitió comprender que la autonomía es un camino a recorrer, más que el estado natural de un aprendiz, en este contexto educativo particular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Depois de rever um extenso corpo de literatura sobre aprendizagem autónoma, tornou-se evidente que o conceito de autonomia na aprendizagem de línguas é frequentemente utilizado em conjunto com outros termos, como autoinstrução, aprendizagem independente, autodireção e autorregulação. As evidências existentes também parecem sugerir que não é fácil tornar-se um aluno autónomo. O objetivo deste estudo é investigar quais atributos de aprendizagem autônoma podem ser fomentados durante o processo de ensino e aprendizagem de línguas, em um contexto específico. Para isso, foi desenhado e implementado um estudo de caso em uma escola pública no oeste do México, com a participação de dois professores em formação e doze estudantes do ensino médio, estudantes de língua inglesa de 12 a 14 anos que frequentavam um curso não obrigatório. 40 horas sob a abordagem de aprendizagem autônoma. Antes dessa experiência, os alunos costumavam aprender em ambientes centrados no professor. Os futuros professores escreveram um diário de investigação através do qual documentaram todo o processo e permitiram-lhes obter informações sobre a aprendizagem autónoma e examinar o fenómeno num contexto da vida real. Os diários foram analisados com auxílio do software Atlas.ti, e a pesquisadora fez inferências a partir dos dados resultantes, incluindo as reações dos alunos ao processo de aprendizagem autônoma. A análise dos dados mostra como o comportamento e a resposta dos alunos ao curso de inglês foram, em sua maioria, passivos no início, mas tornaram-se cada vez mais próximos da aprendizagem autônoma à medida que o curso avançava. Em resumo, os dados parecem lançar luz sobre duas questões principais: a importância de promover um ambiente que incentive o comportamento relacionado com a aprendizagem autónoma e a necessidade de fornecer estratégias de suporte adequadas para ajudar os alunos a avançar no desenvolvimento da aprendizagem autónoma. Este estudo permitiu-nos compreender que a autonomia é um caminho a percorrer, e não o estado natural de um aprendiz, neste contexto educativo particular.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[autonomous]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[secondary]]></kwd>
<kwd lng="en"><![CDATA[pupils]]></kwd>
<kwd lng="es"><![CDATA[autónomo]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[secundaria]]></kwd>
<kwd lng="es"><![CDATA[alumnos]]></kwd>
<kwd lng="pt"><![CDATA[autônomo]]></kwd>
<kwd lng="pt"><![CDATA[inglês]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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