Cañada Pujols, Maria DolorsArumí Ribas, Marta2025-01-272025-01-272012Cañada MD, Arumí M. Self-regulating activity: use of metacognitive guides in the interpreting classroom. Educational Research and Evaluation: An International Journal on Theory and Practice. 2012;18(3):245-64. DOI: 10.1080/13803611.2012.6619341380-3611http://hdl.handle.net/10230/69311This research studies the development of metacognitive skills in students of consecutive interpreting from German into Spanish. The purpose is to discover which self-regulating processes appear after introducing a specific pedagogical action based on metacognitive guides. Our hypothesis is that self-regulating activity will increase as work with the guides advances. We also analyse the changes which occur as the course progresses. The analysis of the corpus enables us to describe metacognitive activity in consecutive interpretation students and also to justify the introduction of a component of self-regulation in teaching andlearning processes. The research contributes to pedagogical development in consecutive interpretation since it sheds light on how to use effective teaching and learning patterns that can lead to self-regulation.application/pdfeng© This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Research and Evaluation on 23 Mar 2012, available online: http://www.tandfonline.com/10.1080/13803611.2012.661934.info:eu-repo/semantics/articlehttp://dx.doi.org/10.1080/13803611.2012.661934Self-regulationConsecutive interpretingMetacognitive guidesLearning autonomyPedagogical actioninfo:eu-repo/semantics/openAccess