<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000100050</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-1.4</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Characterization of Autonomous Work in a Chilean English Pedagogy Program: Teachers&#8217; and Freshmen&#8217;s Perspectives]]></article-title>
<article-title xml:lang="es"><![CDATA[Caracterización del trabajo autónomo desde la perspectiva de docentes y estudiantes de un programa de Pedagogía en Inglés en Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Caracterização do trabalho autônomo na perspectiva de professores e estudantes de um programa de Pedagogia em Inglês, no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa-Pérez]]></surname>
<given-names><![CDATA[Roxanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanhueza-Jara]]></surname>
<given-names><![CDATA[María Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>50</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Autonomy in language learning is recognized as a basic skill language learners need to develop. This study describes the autonomous work activities university students carry out in a first-semester course of an English teaching program, and the amount of time they invest in each of these activities. Moreover, it describes the teachers&#8217; perspective on students&#8217; autonomous work. It is a descriptive mixed study with an exploratory scope. The study considers data generated through the application of a questionnaire and an in-depth interview to 48 freshmen from an English Pedagogy Program, as well as a questionnaire and a focus group applied to eight English teachers from the same program. The qualitative data were analyzed through content analysis method; and the quantitative data, through a frequency method of analysis. The analysis reveals that there is an imbalance between the time teachers estimate students devote to autonomous work and the real time students declare to invest in it. In relation to students autonomous work activities, it can be concluded that they concentrate on activities which are less stressful and the ones they do not need to interact with teachers. This study provides empiric information that could be useful to design courses that consider autonomous work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La autonomía es reconocida como una habilidad básica para el aprendizaje de idiomas. Este estudio describe las actividades de trabajo autónomo que estudiantes de universidades desarrollan durante una asignatura de primer semestre de Pedagogía en Inglés y el tiempo que le dedican a estas. También, describe la perspectiva del profesorado respecto al trabajo autónomo del estudiantado. Es un estudio descriptivo de carácter mixto con alcance exploratorio, que considera datos provenientes de un cuestionario y una entrevista en profundidad, aplicados a 48 estudiantes novatos de Pedagogía en Inglés, cuestionario y un grupo focal con 8 docentes de inglés del mismo programa. Los datos cualitativos se analizaron en base a análisis de contenido y los cuantitativos a través de análisis de frecuencia. Los análisis revelan un desbalance en el tiempo que el profesorado estima que el estudiantado dedica al trabajo autónomo y el tiempo real que el estudiantado declara invertir en este. En relación con las actividades de trabajo autónomo que el estudiantado realiza, se puede concluir que se concentran en actividades menos estresantes y aquellas en las que no necesitan interactuar con docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A autonomia é reconhecida como uma habilidade básica para o aprendizado de idiomas. Este estudo descreve as atividades de trabalho individual que os estudantes universitários desenvolvem durante um primeiro semestre de pedagogia em inglês e o tempo que dedicam a elas. Além disso, descreve a perspectiva do corpo docente em relação ao trabalho autônomo dos alunos. Trata-se de um estudo descritivo misto, com alcance exploratório, que considera dados provenientes de um questionário e uma entrevista em profundidade, aplicados a 48 estudantes novatos de pedagogia em inglês, um questionário e um grupo focal com 8 professores de inglês do mesmo programa. Os dados qualitativos foram analisados com base na análise de conteúdo e os quantitativos através de análise de frequência. A análise revela um desequilíbrio entre o tempo que os professores estimam que o aluno dedica ao trabalho autônomo e o tempo real que os estudantes declaram investir nele. Em relação às atividades de trabalho autônomo feito pelos estudantes, pode-se concluir que eles se concentram em atividades menos estressantes e aquelas em que não precisam interagir com os professores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[autonomous work activities]]></kwd>
<kwd lng="en"><![CDATA[autonomous work]]></kwd>
<kwd lng="en"><![CDATA[university student]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[actividades de trabajo autónomo]]></kwd>
<kwd lng="es"><![CDATA[estudiantado universitario]]></kwd>
<kwd lng="es"><![CDATA[trabajo autónomo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem autônoma]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem, atividades de trabalho independente]]></kwd>
<kwd lng="pt"><![CDATA[grupo de estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[trabalho individual.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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