Self-regulated learning in Spanish in higher education: contributions of the Pomodoro technique and Cornell notes
DOI:
https://doi.org/10.29352/mill0222e.42057Keywords:
self-regulated learning; Spanish as a foreign language; Pomodoro technique; Cornell note-taking method; higher educationAbstract
Introduction: In higher education, pedagogical innovation has increasingly valued strategies that strengthen self-regulated learning, time management, and study organization. In Spanish as a Foreign Language (SFL), these dimensions are especially relevant in reading and listening comprehension tasks.
Objective: To analyse how the Pomodoro Technique and the Cornell Note-Taking Method were perceived by students in terms of study organization, time management, and support for reading and listening comprehension tasks.
Methods: A descriptive case study was conducted at a Portuguese higher education institution with 35 students enrolled in Spanish 2 and Spanish 4. The intervention took place in a 60-minute session and included reading and listening comprehension tasks, timed cycles structured according to the Pomodoro Technique, and note-taking on a worksheet organised according to the Cornell Note-Taking Method. Data were collected through a post-intervention questionnaire with 20 Likert-scale items.
Results: Limited prior knowledge of both strategies was found, but students showed an overall positive evaluation of their pedagogical usefulness, particularly regarding study organization, time management, concentration, content review, and support for reading and listening comprehension.
Conclusion: The articulation between the Pomodoro Technique and the Cornell Note-Taking Method shows pedagogical relevance as support for self-regulated learning in SFL in higher education, from the perspective of students’ perceptions.
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