Does methodology affect the students’ perceived level of english proficiency?: A case study

• Virginia Vinuesa Benítez ^[1] ; Ana Isabel Cid Cid ^[1]
  1. [1] Universidad Rey Juan Carlos

     Universidad Rey Juan Carlos

     Madrid, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 32, 2019, págs. 151-166
• Idioma: inglés
• DOI: 10.30827/pl.v0i32.13705
• Títulos paralelos:
  • ¿Afecta la metodología a la percepción de los alumnos respecto a su nivel de inglés?: Un estudio de caso
• Enlaces
  • Texto completo  1 (pdf)   2 (pdf)   3  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El propósito de este estudio es investigar las percepciones y opiniones de los estudiantes universitarios de primer año sobre sus experiencias en el proceso de enseñanza-aprendizaje de la segunda lengua durante la educación secundaria. El documento detalla un estudio transversal que analiza una muestra de 1,729 estudiantes de la Facultad de Ciencias Sociales y Jurídicas de la Universidad Rey Juan Carlos de Madrid. Variables como la metodología utilizada por los profesores, la exposición a la lengua meta, las actividades en el aula y los recursos de aprendizaje son consideradas como factores que influyen en la percepción de su competencia lingüística en inglés. Se utilizó un cuestionario para recopilar datos de los participantes y una escala tipo Likert para medir las variables relativas a la metodología utilizada en la enseñanza de inglés. Para estudiar las posibles correlaciones y su intensidad se han realizado contrastes de Independencia, Kendall Tau-b, Kendall Tau-c and Gamma por medio del programa estadístico (SPSS) 25.0 (Statistical Package for the SocialSciences). Los resultados sugieren una correlación positiva significativa entre el nivel de dominio del inglés percibido por los estudiantes, las actividades en el aula y el método utilizado. El estudio reveló que el nivel de competencia percibido por los estudiantes en inglés hablado era intermedio, aunque creen que debería ser mejor teniendo en cuenta el número de años que lo estudiaron.

  • English

    The present study delves into the perceptions and opinions of first year university students regarding their experiences in the teaching-learning process of a second language during secondary education. Accordingly, the paper details a cross-sectional study carried out with a sample of 1,729 students of the Faculty of Social Sciences and Law of Rey Juan Carlos University in Madrid. The variables related to the methodology used by the teachers, exposure to the target language, classroom activities and learning resources come under consideration as the factors that influence the students’ linguistic competence in English. We used a questionnaire to collect the data from the participants and a Likert scale to measure the variables concerning the methodology used in the teaching of a foreign language. In order to study the possible correlations and their intensity of independence, Kendall Tau-b, Kendall Tau-c and Gamma contrasts were conducted, using the Statistical Package for the Social Sciences (SPSS) 25.0. The findings suggest a significant positive correlation between the students’ perceived level of English proficiency, classroom activities and the methodology used. The study revealed that the students’ perceived level of proficiency in spoken English was average, although they indicated that their level should have been higher in light of the number of years spent studying it.

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