Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners
DOI:
https://doi.org/10.31391/S2007-7033(2024)0062-006Palavras-chave:
English as a foreign language learning, learner perception, secondary education, Mexican public educationResumo
Exploring students’ perceptions of English as a foreign language learning serves to understand the achievements of public education. This study examines the perceptions of public secondary learners in Mexico. These research questions were addressed: What kind of perceptions do secondary school students have about learning English in public education? How does their language proficiency affect these perceptions? To answer these questions, a quantitative descriptive study was carried out with 114 students of 2nd grade in a public secondary in Tabasco. The participants completed three quantitative instruments: a sociodemographic survey, to document their background in English and general information; an English test, to classify them into different language proficiency levels, and a four-point Likert-type questionnaire, to identify their perceptions about learning English. The results reveal that students with greater competence have better perceptions about learning English in public education and that perceptions about achievements and learning tasks vary with competence, highlighting the importance of research around key actors in education: the student, as well as the selection of strategies to improve their language skills and perceptions about English as a foreign language learning in public education.
Downloads
Referências
Akbarnezhad, S., Sadighi, F. & Sadegh, M. (2019). Iranian EFL learners’ perception of the English verbs’ argument structure and their language proficiency: A semantic-syntactic approach. Cogent Education, vol. 6, núm. 1, pp. 1-14. https://doi.org/10.1080/2331186X.2019.1674576
AlAdwani, A. & AlFadley, A. (2022). Online learning via Microsoft TEAMS during Covid-19 pandemic as perceived by Kuwaiti EFL learners. Journal of Education and Learning, vol. 11, núm. 1, pp. 132-146. https://doi.org/10.5539/jel.v11n1p132
Almusharraf, N. (2021). Perceptions and application of learner autonomy for vocabulary development in Saudi EFL classrooms. International Journal of Education and Practice, vol. 9, núm. 1, pp. 13-36. https://archive.conscientiabeam.com/index.php/61/article/view/688/1000
Alotaibi, A. (2022). Voicing contrast of L2 final stops: A case study on ESL learners from Saudi. Journal of Language and Linguistic Studies, vol.18, núm. 2, pp. 1194-1207. https://www.jlls.org/index.php/jlls/article/view/3227/1088
Arisman, R. (2020). The relationship between direct language learning strategies and English learning proficiency at senior high school students. J-SHMIC: Journal of English for Academic, vol. 7, núm. 2, pp. 41-51. https://journal.uir.ac.id/index.php/jshmic/article/view/5339/2679
Awayed-Bishara, M. (2021). Linguistic citizenship in the EFL classroom: granting the local a voice through English. TESOL Quarterly, vol. 0, núm. 0, pp. 1-23. https://doi.org/10.1002/tesq.3009
Bao, G. (2019). Comparing input and output tasks in EFL learners’ vocabulary acquisition. TESOL International Journal, vol. 14, núm. 1, pp. 1-12. https://files.eric.ed.gov/fulltext/EJ1244083.pdf
Bardianing, W. & Yudi, B. (2020). EFL students’ perception on the use of “rhetorical précis” as a summarizing template. Indonesian Journal of English Language Teaching and Applied Linguistics, vol. 5, núm. 1, pp 109-120. https://files.eric.ed.gov/fulltext/EJ1281547.pdf
Boyle, J. & Fisher, S. (2007). Educational testing: A competence-based approach. Wiley-Blackwell.
Cambridge (2020). A2 key preparation. https://www.cambridgeenglish.org/exams-and-tests/key/preparation/
Cancino, M. & Towle, K. (2022). Relationships among higher education EFL student perceptions toward fully online language learning and computer self-efficacy, age, gender, and proficiency level in emergency remote teaching settings. Higher Learning Research Communications, vol. 12, núm. 0, pp. 25-45. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1317&context=hlrc
Charles, H. & Torres, A. (2022). Dominio del inglés y salario en México. Análisis Económico, vol. 37, núm. 94, pp. 167-180. https://doi.org/10.24275/uam/azc/dcsh/ae/2022v37n94/charles
Cheng, A. & Tsang, A. (2021). Use and understanding of connectives: an embedded case study of ESL learners of different proficiency levels. Language Awareness, vol. 31, núm. 2, pp. 155-174. https://doi.org/10.1080/09658416.2021.1871912
Cohen, L., Manion, L. & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Dhanarattigannon, J. & Thienpermpool, P. (2022). EFL tertiary learners’ perceptions of self- assessment on writing in English. LEARN Journal: Language Education and Acquisition Research Network, vol. 15, núm. 2, pp. 521-545. https://files.eric.ed.gov/fulltext/EJ1358688.pdf
EF English Proficiency Index (2022). The world’s largest ranking of countries and regions by English skills. EF. https://www.ef.com/wwen/epi/
EF English Proficiency Index (2021). A Ranking of 112 Countries and Regions by English Skills. EF. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2021/ef-epi-2021-english.pdf
Elyas, T. & Badawood, O. (2016). English language educational policy in Saudi Arabia post 21st century: Enacted curriculum, identity, and modernisation: A critical discourse analysis approach. FIRE: Forum for International Research in Education, vol. 3, núm. 3, pp. 70-81. http://preserve.lehigh.edu/fire/vol3/iss3/3
Field, A. (2013). Discovering statistics using SPSS (2nd ed). Sage Publications.
González, A. (2009). On alternative and additional certifications in English language teaching: The case of Colombian EFL teachers' professional development. Íkala, Revista de Lenguaje y Cultura, vol. 14, núm. 22, pp. 183-209. https://doi.org/10.17533/udea.ikala.2638
González, R., Vivaldo, J. & Castillo, A. (2004). Competencia lingüística en inglés de estudiantes de primer ingreso a instituciones de educación superior. Unidad Autónoma Metropolitana, Unidad Iztapalapa-México.
Guilloteaux, M. (2007). Motivating language learners: A classroom-oriented investigation of teachers' motivational practices and students' motivation Doctoral thesis, University of Nottingham.
Hernández, M. & Izquierdo, J. (2023). Teachers' perceptions and appropriation of EFL educational reforms: Insights from generalist teachers teaching English in Mexican rural schools. Education Sciences, vol. 13, núm. 5, pp. 1-24. https://doi.org/10.3390/educsci13050482
Hernández, M. & Izquierdo, J. (2020). Cambios curriculares y enseñanza del inglés: cuestionario de percepción docente. Sinéctica, Revista Electrónica de Eduación, núm. 54, pp. 1-22. https://sinectica.iteso.mx/index.php/SINECTICA/article/view/1042/1292
Huh, S., Shen, X., Wang, D. & Lee, K. (2022). Korean and Chinese university EFL learners’ perceptions of and attitudes toward online and face-to-face lectures during COVID-19. English Teaching, vol. 77, núm. 1, pp. 67-92. https://doi.org/10.15858/engtea.77.1.202203.67
Imsa-Ard, P. (2020). Motivation and attitudes towards English language learning in Thailand: A large-scale survey of secondary school students. rEFLections, vol. 27, núm. 2, pp. 140-161. https://files.eric.ed.gov/fulltext/EJ1283491.pdf
Instituto Nacional de Estadística y Geografía (INEGI) (2019). Visitantes por entidad de registro según lenguas e idiomas que habla, serie anual de 2016 a 2022. https://www.inegi.org.mx/app/tabulados/interactivos/?pxq=f7d47f2c-66bb-4f81-9ca1-424402f30bf2
Izquierdo, J., Aquino, S. & García, V. (2021). Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico. Studies in Second Language Learning and Teaching, vol. 11, núm. 1, pp. 133-156. https://pressto.amu.edu.pl/index.php/ssllt/article/view/22174/25072
Izquierdo, J., De La Cruz, V., Aquino, S., Sandoval, M. & García, V. (2017). Teachers' use of ICTs in public language education: Evidence from second language secondary-school classrooms. Comunicar, vol. 25, núm. 50, pp. 33-41. https://doi.org/10.3916/C50-2017-03
Izquierdo, J., García, V., Garza, M. & Aquino, S. (2016). First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms. System, vol. 61, pp. 20-30. https://doi.org/10.1016/j.system.2016.07.006
Izquierdo, J., Aquino, S., García, V. & Garza, M. (2014). Prácticas y competencias docentes de los profesores de inglés: diagnóstico en secundarias públicas de Tabasco. Sinéctica, Revista Electrónica de Educación, vol. 42, núm. 42, pp. 1-25. http://www.sinectica.iteso.mx/articulo/?id=42_practicas_y_competencias_docentes_de_los_profesores_de_ingles_diagnostico_en_secundarias_publicas_de_tabasco
Jaime, B., Castillejos, W. & Reyes, A. (2021). Intencionalidades y resistencias en el aprendizaje del inglés: referentes para diseñar estrategias didácticas efectivas. IE Revista de Investigación Educativa de la REDIECH, vol. 12, pp. 1-12. https://www.rediech.org/ojs/2017/index.php/ie_rie_rediech/article/view/1013/1196
Lara, R. (2015). Mexican secondary school students’ perception of learning the history of Mexico in English. Profile, vol. 17, núm. 1, pp. 105-120. https://doi.org/10.15446/profile.v17n1.44739
Lasagabaster, D. & Doiz, A. (2016). CLIL students' perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness, vol. 25, núm. 1-2, pp. 110-126, https://doi.org/10.1080/09658416.2015.1122019
Lodico, M., Spaulding, D. & Voegtle, K. (2006). Methods in educational research: from theory to practice. John Wiley & Sons.
Mäkipää, T. & King, S. (2021). Students’ and teachers’ perceptions of self-assessment and teacher feedback in foreign language teaching in general upper secondary education. A case study in Finland. Cogent Education, vol. 8, núm. 1. https://doi.org/10.1080/2331186X.2021.1978622
Méndez-López, M. (2022). Emotions experienced by secondary school students in English classes in Mexico. Colombian Applied Linguistics Journal, vol. 24, núm. 2, pp. 219-233. https://doi.org/10.14483/2248708518.401
Normann, A. (2021). Secondary school students’ perceptions of language-learning experiences from participation in short Erasmus+ mobilities with non-native speakers of English. The Language Learning Journal, vol. 49, núm. 6, pp. 753-764. https://doi.org/10.1080/09571736.2020.1726993
Organisation for Economic Cooperation and Development Organización (OECD) (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD Publishing.
Pardede, P. (2020). EFL secondary school students’ perception of ICT use in EFL classroom. Journal of English Teaching, vol. 6, núm. 3, pp. 247-259. https://doi.org/10.33541/jet.v6i3.2215
Programa Nacional de Inglés (PRONI) (2023). Cartas compromiso. https://educacionbasica.sep.gob.mx/proni/
Programa Nacional de Inglés (PRONI) (2022). Programa Nacional de Inglés. https://educacionbasica.sep.gob.mx/programa-nacional-de-ingles-proni/
Quadir, M. (2021). Teaching factors that affect students’ learning motivation: Bangladeshi EFL students’ perceptions. TEFLIN Journal, vol. 32, núm. 2, pp. 295-315. https://journal.teflin.org/index.php/journal/article/view/1560/356
Sabatier, P. (1986). Top-down and bottom-up models of implementation research: A critical analysis and suggested synthesis. Journal of Public Policy, vol. 6, núm. 1. pp. 21–48. http://journals.cambridge.org/abstract_S0143814X00003846
Salim, H. & Hanif, M. (2020). English teaching reconstruction at Indonesian elementary schools: Students’ point of view. International Journal of Education and Practice, vol. 9, núm, 1, pp. 49–62. https://archive.conscientiabeam.com/index.php/61/article/view/690/1002
Secretaría de Educación Pública (SEP) (2023). Diario Oficial, acuerdo número 08/08/23. https://www.dof.gob.mx/nota_detalle.php?codigo=5698665&fecha=15/08/2023#gsc.tab=0
Secretaría de Educación Pública (SEP) (2022). Plan de Estudios de la Educación Básica 2022. https://info-basica.seslp.gob.mx/wp-content/uploads/2022/07/ULTIMA-VERSION-Plan-de-estudios-de-la-educacion-basica-2022-20-6-2022.pdf
Secretaría de Educación Pública (SEP) (2018). Programa Sectorial de Educación 2013-2018. https://www.gob.mx/sep/documentos/programa-sectorial-de-educacion-2013-2018-17277
Secretaría de Educación Pública (SEP) (2017a). Aprendizajes clave para la educación integral. https://subeducacionbasica.edomex.gob.mx/sites/subeducacionbasica.edomex.gob.mx/files/files/Aprendizajes%20clave(1).pdf
Secretaría de Educación Pública (SEP) (2017b). Estrategia Nacional de Inglés. https://www.gob.mx/cms/uploads/attachment/file/289658/Mexico_en_IngleDIGITAL.pdf
Tai, H. & Chen, Y. (2021). The effects of L2 proficiency on pragmatic comprehension and learner Strategies. Education Sciences, vol. 11, núm. 4, pp. 1-16. https://doi.org/10.3390/educsci11040174
Tsai, Y. (2021). Exploring the effects of corpus-based business English writing instruction on EFL learners’ writing proficiency and perception. Journal of Computing in Higher Education, núm. 33, pp. 475-498. https://doi.org/10.1007/s12528-021-09272-4
Ünal, S., Çeliköz, N. & Sari, I. (2017). EFL proficiency in language learning and learner autonomy perceptions of Turkish learners. Journal of Education and Practice, vol. 8, núm. 11, pp. 117-122. https://core.ac.uk/download/pdf/234640138.pdf
Vásquez-Guarnizo, J., Chía-Ríos, M. & Tobar-Gómez, M. (2020). EFL students’ perceptions on gender stereotypes through their narratives. Gist Education and Learning Research Journal, núm. 21, pp. 141-166. https://doi.org/10.26817/16925777.836
Velázquez, H. (2013). Fundamentos teóricos para un mejor aprendizaje del idioma inglés a partir de textos orales y escritos en estudiantes de tercer año de secundaria básica. Revista Dilemas Contemporáneos: Educación, Política y Valores., vol. 1, núm. 2, pp. 1-35. https://dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/97
Wright, S. (2004). Perceptions and stereotypes of ESL students. The Internet TESL Journal, vol. 10, núm. 2. http://iteslj.org/Articles/Wright-Stereotyping.html
Wu, B. (2022). Multilingual learners’ grammatical and pragmatic awareness in Chinese EFL context: from three layers of language awareness perspective. English Language Teaching, vol. 15, núm. 6, pp. 1-14. https://doi.org/10.5539/elt.v15n6p1
Yang, J. & Jang, C. (2020). The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers. International Journal of Bilingual Education and Bilingualism, vol. 25, núm. 3, pp. 1-13. https://doi.org/10.1080/13670050.2020.1740165
Zhiying, W. (2018). The effect of accent on listening comprehension: Chinese L2 learners’ perceptions and attitudes. THAITESOL Journal, vol. 31, núm. 2, pp. 47-71. https://so05.tci-thaijo.org/index.php/thaitesoljournal/article/view/193108
Zulkefly, F. & Razali, A. (2019). Malaysian rural secondary school students’ attitudes towards learning English as a second language. International Journal of Instruction, vol. 12, núm. 1, pp. 1141-1156. https://doi.org/10.29333/iji.2019.12173a
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Sinéctica
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Esta obra está sob uma Licença Creative Commons Atribuição-Não Comercial 4.0 Internacional.
Os autores que publicam em Sinéctica estão de acordo com os seguintes termos:
Os autores guardam os direitos autorais e cedem à revista o direito de primeira publicação da obra autorizada simultaneamente sob uma licença de atribuição de Creative Commons, que permite a outros compartilharem o trabalho, sempre que se reconheça tanto a autoria da obra como a publicação inicial nesta revista.
Os autores podem fazer acordos contratuais adicionais separadamente para a distribuição não exclusiva da versão publicada da revista (por exemplo, publicá-la em um armazenamento de dados institucional ou em um livro), com o reconhecimento de sua publicação inicial nesta revista.
É permitido aos autores publicarem seu trabalho em armazenamento de dados institucionais ou em seu próprio website antes e durante o procedimento de envio, pois isso pode gerar intercâmbios produtivos, assim como uma citação anterior e maior do trabalho publicado.
Nota explicativa: A partir de 2017, Sinéctica se rege com base na Licença Creative
Commons Atribuição-Não Comercial 4.0 Internacional, versão que contempla as licenças a nível internacional.
Os artigos de 1992 a 2016 estão sob uma Licença de Creative Commons Reconhecimento-Não Comercial -Sem Obra Derivada 4.0 Internacional, que permite compartir e distribuir uma obra sem fins comerciais e com reconhecimento do autor, mas proíbe modificar a criação original.
