6. Justificación

Qué pide la universidad

• Relevancia y pertinencia para la región, el país o el mundo; impacto social; contribución al campo (inst. 6).

Qué ajustar según la revisión de tu asesor

• Añade la pertinencia regional (su región rural) y nacional (política de bilingüismo) con fuente. Te sirven Fandiño-Parra et al. (2025) y Cruz-Arcila (2018).
• Evita prometer que la intervención «mejora» la autonomía: di qué vas a comprender y para quién sirve.

Tu texto · propuesta original (30 ago 2026)

This research proposal is relevant because it addresses a persistent pedagogical difficulty in rural EFL education: students’ limited autonomy to manage their own learning process. At La Esperanza Rural School, students have limited opportunities to interact with English beyond classroom instruction. Consequently, if the classroom does not explicitly teach them how to plan, monitor, and evaluate their learning, they may continue depending almost exclusively on teacher direction. For this reason, examining autonomy in this context is relevant because students need practical opportunities to make decisions, regulate their work, and reflect on their progress during the English lessons they already attend.

From a theoretical perspective, the study contributes to the understanding of how metacognitive strategies relate to learner autonomy. The literature shows that planning, monitoring, and evaluation are closely connected to students’ ability to regulate their learning processes. In fact, González (2025), Rojas et al. (2025), Talok et al. (2023), Ishak et al. (2025), Suharto et al. (2025), and Wang et al. (2025) support the relationship between metacognitive strategies, self-regulation, and autonomous learning behaviors. However, much of this research has been conducted in higher education, distance education, technological environments, or contexts with stronger institutional support. This leaves a relevant gap regarding short classroom-based interventions in rural secondary EFL settings.

Pedagogically, this proposal is significant because it does not treat autonomy as something students already possess. Instead, it understands autonomy as a gradual process that can be developed through classroom mediation. Additionally, the intervention will guide students to set learning goals, plan time and strategies, monitor progress and difficulties, and self-evaluate goal achievement while they complete regular EFL activities. Thus, planning, monitoring, and self-evaluation will not be taught as isolated theory or through a separate guide; they will be practiced as metacognitive actions within normal lessons.

Methodologically, Díaz (2023) supports the need to align the methodological design with the research problem, objectives, and questions, especially when the purpose is to understand and transform an educational situation. For this reason, this research proposal is justified because qualitative action research will be used and it allows the teacher-researcher to examine a real classroom situation while implementing and reflecting on a pedagogical response. Furthermore, this design is appropriate because the problem emerges from everyday teaching practice and requires evidence of how students act, decide, and reflect over time.

Finally, the study may benefit multiple groups. The 26 ninth-grade students may gain structured opportunities to understand and regulate their learning; the teacher-researcher may examine his own mediation practices; La Esperanza Rural School may obtain a contextualized account of the implementation; and other rural EFL teachers may find practical insights for similar conditions. The findings will not be statistically generalizable because the study is limited to one group and one four-week cycle. Nevertheless, the proposal can contribute a situated interpretation of how metacognitive strategies are implemented and how learner autonomy is demonstrated in a resource limited rural classroom.

Tu versión en construcción

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