This paper reports on the implementation of digital learning logs in the context of pre-service teacher training in a distance university in Madrid. The learning log, which had been previously implemented in the subject as a learning tool, has proven to be especially useful in Covid-19 times since the students had to work more independently and could use it to reflect upon their learning without the conventional teaching they were used to. The paper has a two-fold aim: first, to analyze whether the learning logs helped in promoting students’ autonomy and self-reflection, and second, to observe whether they contribute to the development of their linguistic competence in English as a foreign language. Participants of the study (n= 47) are students of the Primary and Infant Education degrees, specializing in English teaching, whose L2 level ranges between B1 and C2. At the end of half term, they were given the possibility of completing a learning log to record their learning process, review concepts and be aware of potential learning gaps and needs, and act accordingly. For this purpose, and to encourage participation, L1 or L2 could be chosen as vehicular languages. Participants were asked to complete an online questionnaire on their experience using the logs, answering questions regarding the suitability of this tool to enhance their language skills and promote effective strategies to become independent learners. The data drawn from the questionnaires submitted (n=29) were later analyzed through SPSS. In addition, individual semi-structured interviews were carried out to collect information on those participants who had not completed the learning log (n=11). The findings of the study show that the vast majority of participants agree on the potential of learning logs as a useful tool to keep track of their learning process and to develop metacognitive awareness and linguistic skills.  

中文翻译：

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促进元认知和语言技能：职前教师培训中的数字学习日志

本文报告了马德里一所远程大学在职前教师培训背景下实施数字学习日志的情况。以前作为学习工具在该学科中实施的学习日志已被证明在 Covid-19 时代特别有用，因为学生必须更加独立地工作，并且可以在没有传统教学的情况下使用它来反思他们的学习习惯了。本文有两个目的：第一，分析学习日志是否有助于促进学生的自主性和自我反思，第二，观察他们是否有助于培养他们的英语作为外语的语言能力。该研究的参与者（n = 47）是小学和婴儿教育学位的学生，专门从事英语教学，其 L2 水平介于 B1 和 C2 之间。在半学期结束时，他们可以完成学习日志，以记录他们的学习过程、回顾概念并了解潜在的学习差距和需求，并采取相应的行动。为此目的并鼓励参与，可以选择 L1 或 L2 作为车辆语言。参与者被要求填写一份关于他们使用日志的体验的在线问卷，回答有关该工具是否适合提高他们的语言技能和促进成为独立学习者的有效策略的问题。从提交的问卷（n = 29）中提取的数据随后通过 SPSS 进行分析。此外，还进行了个人半结构化访谈以收集有关未完成学习日志的参与者的信息（n = 11）。