DOI:

https://doi.org/10.14483/22487085.17645

Published:

2022-08-17

Issue:

Vol. 24 No. 2 (2022): July-December

Section:

Research Articles

Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program.

Una exploración de los perfiles de ingreso de los estudiantes: nivel de dominio del inglés, variables afectivas y desempeño académico en un programa de formación de profesores de inglés en Chile

Authors

  • María Ester López Universidad Alberto Hurtado
  • Camilo Ramos Gálvez University of Lancaster

Keywords:

academic success, diagnostic assessment, English pedagogy entry profiles, TEFL teacher education (en).

Keywords:

éxito académico, evaluación diagnóstica, perfiles de ingreso de estudiantes de pedagogía en inglés, formación de profesores de inglés. (es).

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Abstract (en)

Having valuable information about newly enrolled university students in the form of entry profiles is key to address their academic needs as they advance through their educational trajectories. In Chile, this is acknowledged by the law 20.903, which mandates that all tertiary-level pedagogy programs implement a diagnostic assessment at the beginning of their programs. 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 TEFL undergraduates, our study explores how factors such as English ability level, attendance to class and motivation influence their academic performance during their first semester of university studies. Through the analysis of quantitative sources of data, results suggest that class attendance and scores on an institutional English entry test give valuable information about students’ performance, but do not fully explain their academic success. Qualitative data from teacher interviews suggest that profiling students would also involve looking at factors such as motivation. Findings make us reflect on the need of detailed entry profiles and comprehensive diagnostic assessments that transcend the assessment of English skills and linguistic knowledge in order to assure better learning trajectories for university students.

Abstract (es)

Contar con información valiosa sobre los perfiles de ingreso de estudiantes universitarios es clave para abordar las necesidades que estos puedan enfrentar a lo largo de su trayectoria formativa. En Chile, esta importancia es reconocida por la ley 20.903, que exige a las universidades aplicar una prueba diagnóstica a todos quienes ingresen a sus programas de formación inicial docente y ofrecer nivelación y acompañamiento académico a quienes obtengan bajos resultados. Buscando enriquecer el perfil de ingreso de un grupo de estudiantes de Pedagogía en Inglés, este estudio explora cómo factores tales como su nivel de inglés, asistencia a clases y motivación influyen en su desempeño académico durante el primer semestre de estudios. Los datos cuantitativos sugieren que la asistencia a clases y los resultados obtenidos en la prueba diagnóstica institucional dan información valiosa sobre el desempeño de los estudiantes, pero no explican del todo su éxito académico. Los datos cualitativos sugieren la importancia de considerar factores como la motivación al momento de perfilar a los estudiantes. Los hallazgos nos invitan a reflexionar sobre la necesidad de contar con perfiles de ingreso más detallados y pruebas diagnósticas que trasciendan la evaluación de aspectos lingüísticos para asegurar mejores trayectorias formativas.

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How to Cite

APA

López, M. E., & Ramos Gálvez, C. (2022). Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program . Colombian Applied Linguistics Journal, 24(2). https://doi.org/10.14483/22487085.17645

ACM

[1]
López, M.E. and Ramos Gálvez, C. 2022. Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program . Colombian Applied Linguistics Journal. 24, 2 (Aug. 2022). DOI:https://doi.org/10.14483/22487085.17645.

ACS

(1)
López, M. E.; Ramos Gálvez, C. Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. . Colomb. appl. linguist. j 2022, 24.

ABNT

LÓPEZ, M. E.; RAMOS GÁLVEZ, C. Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. . Colombian Applied Linguistics Journal, [S. l.], v. 24, n. 2, 2022. DOI: 10.14483/22487085.17645. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/17645. Acesso em: 26 sep. 2022.

Chicago

López, María Ester, and Camilo Ramos Gálvez. 2022. “Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. ”. Colombian Applied Linguistics Journal 24 (2). https://doi.org/10.14483/22487085.17645.

Harvard

López, M. E. and Ramos Gálvez, C. (2022) “Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. ”, Colombian Applied Linguistics Journal, 24(2). doi: 10.14483/22487085.17645.

IEEE

[1]
M. E. López and C. Ramos Gálvez, “Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. ”, Colomb. appl. linguist. j, vol. 24, no. 2, Aug. 2022.

MLA

López, M. E., and C. Ramos Gálvez. “Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. ”. Colombian Applied Linguistics Journal, vol. 24, no. 2, Aug. 2022, doi:10.14483/22487085.17645.

Turabian

López, María Ester, and Camilo Ramos Gálvez. “Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. ”. Colombian Applied Linguistics Journal 24, no. 2 (August 17, 2022). Accessed September 26, 2022. https://revistas.udistrital.edu.co/index.php/calj/article/view/17645.

Vancouver

1.
López ME, Ramos Gálvez C. Improving Students’ Entry Profiles: Exploring English Ability Level, Affective Variables and Academic Performance in a Chilean TEFL Program. . Colomb. appl. linguist. j [Internet]. 2022Aug.17 [cited 2022Sep.26];24(2). Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/17645

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