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| Autore principale: | |
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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad Distrital Francisco José de Caldas
2022
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=305771224031 https://www.redalyc.org/journal/3057/305771224031/ https://www.redalyc.org/journal/3057/305771224031/html/ https://www.redalyc.org/journal/3057/305771224031/305771224031.epub https://www.redalyc.org/journal/3057/305771224031/movil https://doi.org/10.14483/22487085/17645 |
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Sommario:
- Exploring Students’ Entry Profiles: English Proficiency Level, Affective Variables, and Academic Performance in a Chilean English Teacher Education Program Ester López-Berendsen Camilo Ramos-Gálvez Lengua y Literatura TEFL Academic success diagnostic assessment English teacher education English pedagogy entry profiles Having valuable information about newly enrolled university students in the form of entry profiles is key to addressing their academic needs as they advance through their educational trajectories. In Chile, this is acknowledged by Law 20903, which mandates that all tertiary-level pedagogy programs implement a diagnostic assessment at the beginning of the studies. This, in order to even out students’ academic level and establish supportive measures for those who obtain low results. Aiming to enrich the entry profile of a group of Chilean English language teaching (TEFL) undergraduates, this research explores how factors such as English proficiency level, class attendance, and motivation influence their academic performance during the first semester of their university studies. Through the analysis of quantitative sources of data, the results suggest that class attendance and scores on an institutional English entry test provide valuable information about students’ performance but do not fully explain their academic success. Qualitative data from teacher interviews suggest that profiling students also involves looking into factors such as motivation. Findings should spark reflection on the need for more detailed entry profiles and comprehensive diagnostic assessments that transcend the assessment of English skills and linguistic knowledge in order to ensure better learning trajectories for university students. 2022 artículo científico 0123-4641 https://www.redalyc.org/articulo.oa?id=305771224031 https://www.redalyc.org/journal/3057/305771224031/ https://www.redalyc.org/journal/3057/305771224031/html/ https://www.redalyc.org/journal/3057/305771224031/305771224031.epub https://www.redalyc.org/journal/3057/305771224031/movil https://doi.org/10.14483/22487085/17645 en http://www.redalyc.org/revista.oa?id=3057 Colombian Applied Linguistics Journal application/pdf Universidad Distrital Francisco José de Caldas Colombian Applied Linguistics Journal (Colombia) Num.2 Vol.24