<?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>0257-4314</journal-id>
<journal-title><![CDATA[Revista Cubana de Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cubana Edu. Superior]]></abbrev-journal-title>
<issn>0257-4314</issn>
<publisher>
<publisher-name><![CDATA[Dirección de Publicaciones Académicas de la Universidad de La Habana (Editorial UH) ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0257-43142020000200023</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un estudio sobre las estrategias de autorregulación empleadas por aprendices del idioma inglés en una universidad pública del Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Study of Self-Regulation Strategies Adopted by English Language Learners at a Public University in Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Choez-Menoscal]]></surname>
<given-names><![CDATA[Cesar Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stagg]]></surname>
<given-names><![CDATA[Graham]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morocho-Mazón]]></surname>
<given-names><![CDATA[Martha Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0257-43142020000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0257-43142020000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0257-43142020000200023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente trabajo hace referencia a un estudio realizado en una universidad pública. Aborda la autorregulación como una variable importante en el aprendizaje de inglés como lengua extranjera en un grupo de 30 estudiantes. Se usó una metodología con componentes cuantitativos y cualitativos. Se ejecutó un piloto del cuestionario desarrollado por Brown, Miller y Lawendowski y después se lo aplicó al grupo objetivo. Los estudiantes llevaron un diario semiestructurado en el cual hicieron registros semanales. Finalmente se hizo una entrevista sobre el reconocimiento de la capacidad de autorregulación de los participantes. Los resultados sugieren que los estudiantes se reconocen con una capacidad intermedia de autorregularse. No existe una claridad o variedad en las estrategias utilizadas para autorregular el aprendizaje, los educandos no son capaces de reconocer las técnicas de autorregulación aplicadas por sí mismos para la consecución de sus metas o logros académicos y/o de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents a study conducted at a public university. It discusses self-regulation as a strategy adopted by 30 English language learners as the target group. Mixed methods research was carried out. The questionnaire byBrown, Miller, and Lawendowski (1999) was piloted, and then the target group was surveyed by using it. The learners kept semi-structured diaries for weekly records. Finally, learners were interviewed for obtaining information about their self-regulation skills. The results suggest that the learners consider these to be moderate. There are no distinct or diverse learning self-regulation strategies; learners are not capable of recognizing self-regulation strategies adopted by themselves for attaining their academic goals and/or learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
</kwd-group>
</article-meta>
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