The Prescription of Individualized Learning Strategies to an Adult Low-English Language Achiever: La prescripción individualizada de estrategias de aprendizaje a un adulto con bajo nivel de inglés
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UNIVERSIDAD ANTONIO NARIÑO
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http://purl.org/coar/resource_type/c_6501
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Ref: Papeles; Vol. 14 No. 27 (2022): Papeles, Vol. 14 Issue. 27 (January- June, 2022)
ISSN: 2346-0911
ISSN: 0123-0670
DOI: 10.54104/papeles.v14n27
ISSN: 2346-0911
ISSN: 0123-0670
DOI: 10.54104/papeles.v14n27
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Teaching second language learning strategies suggests that it is necessary to teach students the operation and benefit of learning strategies. However, it is not yet clear why low-achieving students do not progress significantly even when relevant aspects of their learning are improved. This study focused on a 55-year-old adult language learner with low performance in learning English. A qualitative research methodology was followed through a semi-structured interview, needs analysis, and observation. The results indicated that teaching strategies aimed at improving a specific skill do not show a significant improvement in their performance when using English. However, the student showed the deployment of a series of strategies that helped him manage the speech situation. In addition, it was found that motivation takes on a significant relevance not only in the use of new strategies, but also in language learning.