Perceptions of students of non-english programs : promoters and barriers to learn english as a foreign languaje in the chilean context
Cargando...
Archivos
Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio cualitativo fue motivado por nuestros intereses como profesoras de
inglés en práctica en conocer los aspectos que pueden influir en el aprendizaje
de EFL (Inglés como Lengua Extranjera.) Este estudio tuvo dos propósitos: i)
descubrir los promotores y barreras—considerando promotores como todo lo que
facilita el aprendizaje de EFL y barreras como todo lo que impide el aprendizaje
de EFL—que forman las percepciones de los estudiantes acerca del aprendizaje
de EFL. ii) explorar las percepciones generales que tienen los estudiantes sobre
el aprendizaje del idioma inglés. Con el fin de investigar estos aspectos, se creó
un cuestionario abierto basado en la tradición historias de vida para abordar las
experiencias de los participantes con el idioma. Una vez que se terminó el
cuestionario, se pilotó para aplicarlo posteriormente en una entrevista semiestructurada presencial que se llevó a cabo en diferentes sesiones a los cuatro
participantes que fueron dos mujeres y dos hombres. Los participantes asistían
a diferentes programas sin inglés en una universidad chilena privada. Los
resultados revelaron diez promotores y cuatro barreras, algunas basadas en la
revisión de la literatura, como aspectos que influyen en las percepciones de los
participantes con respecto al aprendizaje de EFL. Con respecto a cómo se forman
estas percepciones, el estudio demostró que los antecedentes económicos de
los estudiantes y los tipos de escuelas están estrechamente relacionados con los
promotores y las barreras del aprendizaje y la enseñanza de EFL en Chile. Una
de las limitaciones de esta investigación es que es un estudio cualitativo; por lo
tanto, estos resultados no pueden generalizarse. Sin embargo, este describe la
realidad actual de Chile con respecto al aprendizaje y la enseñanza de EFL.
This qualitative study was motivated by our interests as pre-service English teachers in knowing the aspects that may influence the learning of EFL (English as a Foreign Language). This study has two purposes: i) to discover the promoters and barriers—considering promoters as everything that facilitates the EFL learning and barriers as anything that impedes EFL learning (Cambridge Dictionary, 2008)—that shape students’ perceptions regarding EFL learning. ii) to explore the general perceptions students have about English language learning. In order to investigate these aspects, an open-ended questionnaire was created based on the life story tradition to approach the participants’ experiences with the language. Once the questionnaire was designed, it was piloted to be later applied in face to face semi-structured interviews that were carried out in different onesessions to the four participants who were two females and two males. The participants were attending different non-English programs in a Chilean private university. The results revealed ten promoters and four barriers—some of them based on the literature review—as aspects influencing the participants’ perceptions regarding EFL learning. Concerning how these perceptions are shaped, the study demonstrated that the economic background of the students and the types of school are closely related to the promoters and barriers of EFL learning and teaching in Chile. One of the limitations of this study is that it is a qualitative study; therefore, these results cannot be generalized. However, it depicts the current reality of Chile regarding EFL learning and teaching.
This qualitative study was motivated by our interests as pre-service English teachers in knowing the aspects that may influence the learning of EFL (English as a Foreign Language). This study has two purposes: i) to discover the promoters and barriers—considering promoters as everything that facilitates the EFL learning and barriers as anything that impedes EFL learning (Cambridge Dictionary, 2008)—that shape students’ perceptions regarding EFL learning. ii) to explore the general perceptions students have about English language learning. In order to investigate these aspects, an open-ended questionnaire was created based on the life story tradition to approach the participants’ experiences with the language. Once the questionnaire was designed, it was piloted to be later applied in face to face semi-structured interviews that were carried out in different onesessions to the four participants who were two females and two males. The participants were attending different non-English programs in a Chilean private university. The results revealed ten promoters and four barriers—some of them based on the literature review—as aspects influencing the participants’ perceptions regarding EFL learning. Concerning how these perceptions are shaped, the study demonstrated that the economic background of the students and the types of school are closely related to the promoters and barriers of EFL learning and teaching in Chile. One of the limitations of this study is that it is a qualitative study; therefore, these results cannot be generalized. However, it depicts the current reality of Chile regarding EFL learning and teaching.
Notas
Tesis (Profesor de Inglés para la Educación Básica y Media, Licenciado en Educación)
Palabras clave
Inglés, Enseñanza, Hablantes Extranjeros