(1792) INDUCING LEARNING AND ACTIVATING MULTIPLE PROCESSES: FINDINGS FROM A GROUNDED THEORY STUDY ABOUT THE AUTONOMOUS FOREIGN LANGUAGE LEARNING DEVELOPMENTAL PROCESS

摘要

The first three stages of the model “Catapulting towards an autonomous foreign language learning”, which are describing, start doing and preparing the plan, were explained in a previous paper. In this second paper the other categories that are inducing learning and activating multiple processes will be analyzed, as well as the two core categories of the model that are metacognition and action. The categories were obtained using grounded theory methods, such as constant comparative and coding analysis. Briefly, it was observed that students’ metacognition and action motivated them to undertake steps in their learning language that helped them to obtain an A2 level, according to the Common European Framework of Reference for Languages (CEFRL). This study using grounded theory methods provides a model to describe the stages followed by students in their developmental and autonomous foreign language learning process, and shows the way students reach their own goals and realize the achievements they are capable of, when they are provided of the opportunities to do so.