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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 34:2 (2021) ► pp.611–641

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Estudiantes de ELE en el ámbito universitario de la Economía

Análisis de estilos de aprendizaje e implicaciones didácticas

ORCiD logo with link | Wirtschaftsuniversität Wien
ORCiD logo with link | Centro Internacional de Estudios Superiores del Español – Comillas
ORCiD logo with link | Wirtschaftsuniversität Wien
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Article language: Spanish

Published online: 15 December 2021
DOI logo with link
https://doi.org/10.1075/resla.20001.can
Resumen
Con el objetivo de crear en los estudiantes de español de la Universidad de Ciencias Económicas y Empresariales de Viena (Wirtschaftsuniversität Wien) una conciencia sobre sus preferencias y modos de aprender y promover así su autonomía, se realizó un estudio para establecer sus perfiles de aprendizaje. Para ello, se adaptó al alemán el cuestionario CHAEA (Alonso, C. M., Gallego, D. J., y Honey, P. (1994). Los estilos de aprendizaje. Procedimientos de Diagnóstico y Mejora. Bilbao: Editorial Mensajero.Google Scholar logo with link to Google Scholar) y se diseñó una encuesta digital. Tras una fase de pilotaje, un panel de cinco expertos revisó la traducción al alemán. En la recogida de datos se consiguió una muestra altamente significativa: 198 de un total de 744 estudiantes (26,6%). Los resultados muestran que entre los estudiantes de empresariales predominan básicamente dos perfiles de aprendizaje opuestos: la correlación de los estilos reflexivo-teórico y la correlación activo-pragmático. Esta dicotomía contrasta con los resultados de otras poblaciones y apunta a que los aprendientes podrían obtener beneficio de cualquier situación de aprendizaje, puesto que poseen estrategias de todos los estilos de aprendizaje.
Abstract
How Business Students Learn Spanish: Learning styles and didactic implications
Students at WU (Vienna University of Economics and Business) may opt to learn Spanish as part of their degree program. As a first step towards making those who do so more aware of their preferred learning strategies, and thus promote autonomous learning, a study of their learning profiles was conducted. For this purpose, a German translation of the CHAEA questionnaire (Alonso, C. M., Gallego, D. J., y Honey, P. (1994). Los estilos de aprendizaje. Procedimientos de Diagnóstico y Mejora. Bilbao: Editorial Mensajero.Google Scholar logo with link to Google Scholar) was produced and a digital survey designed. Both were piloted and later reviewed by a panel of five experts. The survey was sent to 744 students, of whom 198 responded (response rate: 26.6%), providing a highly significant sample for the study. The responses indicate that business students predominantly display one of two opposing learning profiles: while some combine reflective and theoretical styles, others display active and pragmatic ones. This dichotomy, which contrasts with the results obtained from other learner populations, suggests that business students are in a position to benefit from any learning situation, since they possess strategies drawn from all learning styles.
Article outline
  • 1.Introducción
  • 2.Marco teórico
    • 2.1Los estilos de aprendizaje
    • 2.2Las diferencias individuales del aprendiz
  • 3.Metodología y presupuestos básicos
    • 3.1Objetivos y población de referencia
    • 3.2Herramienta y diseño de la encuesta
    • 3.3Pilotaje de la encuesta
    • 3.4Recogida de datos
  • 4.Análisis de los datos
    • 4.1Baremo general abreviado
    • 4.2Correlaciones entre los estilos de aprendizaje
    • 4.3Influencia de los datos socioacadémicos en los estilos de aprendizaje
      • 4.3.1Diferencias significativas entre grupos
      • 4.3.2Factores que no implican diferencias en los estilos de aprendizaje
    • 4.4Perfiles de aprendizaje
  • 5.Discusión
  • 6.Conclusiones
  • Notas
  • Referencias
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