5. Planteamiento del problema

Qué pide la universidad

• El problema, la pregunta concreta y su naturaleza y magnitud (inst. 5).

Qué ajustar según la revisión de tu asesor

• El objeto aparece en el tercer párrafo, después de dos de contexto. Llévalo arriba, en una sola frase.
• Tu pregunta usa «influye»: con un ciclo de cuatro semanas y sin grupo de comparación solo puedes describir cómo se manifiesta la autonomía. Ver Pregunta y objetivos (borrador).
• Falta la magnitud: un dato propio (por ejemplo, cuántos de los 26 empiezan la tarea sin que se les diga) o un dato oficial del contexto.
• Formula tres subproblemas: punto de partida, práctica de las estrategias y cambio en el tiempo. Ver Hilo dorado.

Tu texto · propuesta original (30 ago 2026)

The teaching and learning process of English as a Foreign Language in rural schools is shaped by academic, social, and institutional conditions that directly influence students’ participation, motivation, and autonomy. Properly, at La Esperanza Rural School, located in San Rafael del Monte, students learn English in a context where exposure to the language outside the classroom is limited, access to technological resources is restricted, and academic support at home is often scarce. These conditions do not prevent learning, but they could affect the way students approach English tasks and the degree of independence they develop during the learning process.

In this context, many ninth-grade EFL students depend heavily on teacher guidance because during regular classroom activities, several learners tend to wait for direct instructions before beginning a task, rarely plan how to complete their work, and usually finish exercises without checking their progress or evaluating the quality of their answers by themselves. In consequence, English learning becomes more reactive than reflective since students respond to what the teacher asks them to do, but they do not consistently use internal strategies that allow them to take greater control of their own learning.

For the reasons presented before, the research problem addressed in this proposal is the limited learner autonomy demonstrated by ninth-grade EFL students at La Esperanza Rural School, particularly in their dependence on teacher guidance and their limited use of planning, monitoring, and self-evaluation as metacognitive strategies. As Londoño (2019) suggests, a research problem in education should emerge from an observable need that affects learning processes and requires pedagogical attention. In this context, the gap is evident between the decisions students currently make during classroom tasks and the expected development of self-regulated learners who can set goals, select strategies, monitor progress, and evaluate results.

On the other hand, the problem also reflects the broader conditions of the rural context. Some families in the area depend on demanding rural economic activities, which may limit the time and academic support that students receive at home. In addition, limited access to educational resources and few opportunities to practice English beyond school make it more difficult for learners to develop independent study habits. These contextual factors help explain why autonomy cannot be assumed as an initial condition. Rather, it must be progressively developed through guided classroom experiences.

For this reason, it is proposed a qualitative action research process in which planning, monitoring, and self-evaluation will be implemented as metacognitive strategies during regular English lessons. The intervention will not consist of a separate guide or a new content unit. Instead, the 28 students will use short English-language instruments to set learning goals and plan time and strategies before selected tasks, record progress and difficulties while working, and evaluate goal achievement at the end. The teacher-researcher will document classroom behaviors and decisions throughout one four-week cycle. Rather than measuring autonomy through experimental procedures, the study seeks to interpret students’ decisions, learning behaviors, and reflections before, during, and after the intervention. From this problem statement, the research question is: how does the implementation of planning, monitoring, and self-evaluation as metacognitive strategies during regular EFL lessons influence learner autonomy among ninth-grade students at La Esperanza Rural School?

Tu versión en construcción

Escribe aquí debajo, con tus palabras. Lo que escribas fuera de los recuadros cuenta como tu voz en el panel de tu tesis. Abajo, en el sitio, aparecen tus reflexiones de voz y escritas de las lecturas que alimentan esta sección.

Reflexiones por integrar

🎙️ Reflexión de voz · reflexión #17 · sobre nota-fandinoparra2025 · 09:01

(Reflexión de muestra) En el sitio real aquí aparece la transcripción de lo que el estudiante grabó sobre esta lectura o sección.

🎙️ Reflexión de voz · reflexión #28 · sobre nota-jie2022 · 15:28

(Reflexión de muestra) En el sitio real aquí aparece la transcripción de lo que el estudiante grabó sobre esta lectura o sección.