EFL students' perceptions of the influence of their socio-economic background on agency skills to learn english
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Archivos
Fecha
2022
Autores
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
El presente estudio explora como el estatus socioeconómico influye en el Desarrollo de la agencia
de estudiantes de inglés como lengua extranjera pertenecientes a un programa de traducción en
una Universidad pública situada en Valparaíso, Chile. Para cumplir el objetivo de esta
investigación cualitativa se consideró una muestra deliberada de ocho estudiantes universitarios
pertenecientes a una universidad pública chilena. Más aún, una revisión teórica y literaria ha sido
considerada para contextualizar el proceso de análisis. Los instrumentos de investigación
seleccionados para recoger la información necesaria para el presente estudio fueron una entrevista
semiestructurada en línea y tres narrativas escritas. La información se analizó usando análisis de
contenido convencional. Luego de analizar las percepciones de los participantes, los resultados
indicaron que tener un estatus socioeconómico bajo puede convertirse en un contexto propicio para
desarrollar un fuerte sentido de agencia. La conclusión refuerza la necesidad de diseñar medidas
pedagógicas que permitan compensar la influencias negativas encontradas.
The present study explores how EFL students’ perceptions of their socio-economic status influences the development of agency within their English learning process as part of an EnglishSpanish translation program at a public university in Valparaíso, Chile. To fulfil this objective, a purposeful sample of eight tertiary students from a Chilean public university participated in this qualitative investigation. Moreover, a revision of the theory involved as well as a literature review of the more recent research works on the area have been considered to contextualise the analysis process. The research instruments selected to collect the necessary data for this study were an online semi-structured interview and three written narrative inquiries. The analysis was conducted using a conventional content approach. After analysing the perceptions of the participants involved in the study, findings indicated that having a low socio-economic status might become an auspicious milieu to develop a strong sense of agency. Conclusions reinforced the necessity of designing appropriate pedagogical measures to offset the negative influences revealed.
The present study explores how EFL students’ perceptions of their socio-economic status influences the development of agency within their English learning process as part of an EnglishSpanish translation program at a public university in Valparaíso, Chile. To fulfil this objective, a purposeful sample of eight tertiary students from a Chilean public university participated in this qualitative investigation. Moreover, a revision of the theory involved as well as a literature review of the more recent research works on the area have been considered to contextualise the analysis process. The research instruments selected to collect the necessary data for this study were an online semi-structured interview and three written narrative inquiries. The analysis was conducted using a conventional content approach. After analysing the perceptions of the participants involved in the study, findings indicated that having a low socio-economic status might become an auspicious milieu to develop a strong sense of agency. Conclusions reinforced the necessity of designing appropriate pedagogical measures to offset the negative influences revealed.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Inglés, Enseñanza Superior, Aspectos Sociales, Aspectos Económicos, Chile, Valparaíso