Instrucción diferenciada y su impacto en la actitud lingüística de los estudiantes preuniversitarios de ESL
Resumen
La educación moderna ha reconocido la importancia de diferenciar las lecciones para satisfacer las múltiples necesidades de aprendizaje dentro de un solo salón de clases. Las diversas necesidades son especialmente evidentes en las aulas de idiomas, ya que a menudo están formadas por alumnos con diferentes niveles de competencia y motivados por diferentes factores desencadenantes del aprendizaje. Este estudio examina los impactos de la instrucción diferenciada (DI) en la actitud lingüística de los estudiantes de ESL en un entorno de educación terciaria después de una intervención en el aula de cuatro semanas. A través del estudio longitudinal, participaron 21 estudiantes del segundo semestre (18 años) de una universidad de matriculación en el sur de la península de Malasia. La actitud del idioma inglés de los estudiantes participantes se midió a través de tres constructos, a saber, cognitivo, afectivo y conductual, y se analizó e informó por separado antes de fusionarse para formar un informe general de la actitud del idioma. A través de una muestra intencional, los participantes fueron seleccionados y sus estilos de aprendizaje estaban utilizando la Encuesta de Escala Grasha-Reichmann antes de la intervención. Impulsados por los resultados de las pruebas de preferencia de estilo de aprendizaje, las actividades de aprendizaje diferenciadas se diseñaron para acomodar los diferentes tipos de preferencia de estilo de aprendizaje. La intervención, que duró cuatro semanas, incluyó una prueba previa y posterior basada en la Batería de prueba de actitud y motivación de Gardner para medir y volver a medir la actitud lingüística de los participantes. Los hallazgos no revelaron diferencias estadísticamente significativas entre las puntuaciones medias de la prueba previa y posterior. Sin embargo, se identificó un nuevo patrón cuando las tres construcciones se clasificaron en comparación con estudios anteriores. Se discutieron algunas implicaciones pedagógicas al final del documento para que los instructores de ESL las tengan en cuenta al enriquecer su repertorio de enseñanza.
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