DOI:
https://doi.org/10.14483/22487085.20113Published:
2025-05-12Issue:
Vol. 27 No. 1 (2025): CALJ: january-juneSection:
Research ArticlesPerceptions and Beliefs about English Learning in the Community Outreach Unit of a Colombian University
Percepciones y creencias sobre el aprendizaje del inglés en la unidad de proyección social de una universidad Colombiana
Keywords:
Beliefs, Community outreach, English language learning, perceptions (en).Keywords:
aprendizaje del inglés, creencias, percepciones, proyección social (es).Downloads
Abstract (en)
This paper reports the results of a case study on students’ perceptions and beliefs about language learning at the Community Outreach Unit of Universidad Santo Tomás in Villavicencio, Colombia. The main aim of the study was to analyze the perceptions and beliefs of a group of 17 students regarding English language learning. Data collected through surveys and focus groups was analyzed using the content analysis approach. Results showed that the participants’ beliefs about language learning were linked to effects on their motivation and performance. Additionally, factors such as the demands of globalization and academic requirements were found to play a crucial role in shaping the learners’ affective responses toward the learning experience. Finally, the paper presents the implications from an emotional engagement perspective about the learners’ needs in language learning.
Abstract (es)
Este artículo reporta los resultados de un estudio de caso sobre las percepciones y creencias de los estudiantes en torno al aprendizaje del inglés en la Unidad de Proyección Social de la Universidad Santo Tomás en Villavicencio, Colombia. El objetivo principal de este estudio fue analizar las percepciones y creencias de un grupo de 17 estudiantes sobre el aprendizaje del inglés. Los datos obtenidos de encuestas y grupos focales se analizaron mediante la metodología de Análisis de Contenido. Los resultados evidenciaron que las creencias de los participantes acerca del aprendizaje de una lengua se relacionan con el impacto en la motivación y rendimiento académico. También se encontró que factores tales como las demandas de la globalización y las exigencias escolares fueron cruciales en las respuestas afectivas de los estudiantes en el proceso de aprendizaje. Finalmente, implicaciones acerca de las necesidades de los estudiantes en el proceso de aprendizaje desde una perspectiva de involucramiento emocional son presentadas.
References
American Psychological Association. (2018). Perception. In Apa Dictionary of Psychology. Retrieved 6th, September 2022, from https://dictionary.apa.org/belief
Aslan, E. & Thompson, A. (2021) The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. Lang Learn J., 49(2), 189–202.
Avella, C., & Camargo, D. (2010). Exploring students’ beliefs about learning English in two public institutions. Cuadernos de Lingüística Hispánica, (15), 77–92. https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/399.
Benson, P. (2012). Learner-centered Teaching. In J.C. Richards & A. Burns (Eds.). Pedagogy and Practice in Second Language Teaching (31-37). Cambridge University Press.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.
Cetina, L. (2019). La Proyección Social Universitaria: Una Mirada a la Universidad Santo Tomás sede Villavicencio [Master 's thesis, Universidad Externado de Colombia]. https://bdigital.uexternado.edu.co/handle/001/1508
DeTablan, D. & Sanders, M. (2017). Community Outreach Programs. In Peppler, K. (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 105-107). SAGE Publications.
Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. In Wesely, P. (2012). Learner Attitudes, Perceptions, and Beliefs in Language Learning. Foreign Language Annals, 45, 98-117.
Eaton, S.E. (2010). Global Trends in Language Learning in the Twenty-first Century. Onate Press.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.
García, M., Dussan, V., & Jaime, M. (2018). Una reflexión sobre el ejercicio de la investigación en el área de la enseñanza del inglés a estudiantes pertenecientes a población vulnerable en Neiva. Revista Erasmus Semilleros de investigación, 2(1), 38-48. https://journalusco.edu.co/index.php/erasmus/article/view/2418/3617
Goldstein, E. B. (Ed.). (2010). Encyclopedia of Perception. SAGE Publications.
Gómez, J. (2018). Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista signos. Estudios de lingüística, 51(97), 193-213. https://dx.doi.org/10.4067/S0718-09342018000200193
Guerrero, C. (2008). Bilingual Colombia: What does it mean to be bilingual within the framework of the National Plan of Bilingualism? PROFILE Journal. 10, 27-45 https://revistas.unal.edu.co/index.php/profile/article/view/10563/11023
Han, Y. (2017). Mediating and being mediated: learner beliefs and learner engagement with written corrective feedback. System, (69), 133–142. https://doi.org/10.1016/j.system.2017.07.003
Horwitz, E. K. (1985). Using Student Beliefs About Language Learning and Teaching in the Foreign Language Methods Course. Foreign Language Annals, 18(4), 333–340. https://doi.org/10.1111/J.1944-9720.1985.TB01811.X
Horwitz, E. K. (2010). Foreign and second language anxiety. In Wesely, P. (2012). Learner Attitudes, Perceptions, and Beliefs in Language Learning. Foreign Language Annals, 45, 98-117.
Hromova, N. (2019). Students’ perceptions and motivation for learning foreign languages. Advanced Education, 6(11), 76–83. https://doi.org/10.20535/2410-8286.159810
Hsieh, H.-F., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Instituto Colombiano para la Evaluación de la Educación (ICFES). (n.d.). Informe Nacional de Resultados del Examen Saber 11. https://www2.icfes.gov.co/
Iwaniec, J. & Dunn, K. J. (2020). Measuring motivation. In Winke, P. & Brunfaut, T. (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing (pp. 157-166). Routledge.
Kalaja, P. & Ferreira Barcelos, A. (Eds.). (2007). Beliefs about SLA: New Research Approaches. Springer.
Kalaja, P., Ferreria Barcelos, A., Aro, M., & Ruohotie-Lyhty, M. (2015). Beliefs, Agency and Identity in Foreing Language Learning and Teaching. Springer.
Kalaja, P., Ferreira Barcelos, A. & Aro, M. (2018). Revisiting research on L2 learner beliefs: looking back and looking forward. In P. Garrett & J. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 222-237). Routledge.
Krippendorff, K. (2014). Content Analysis: An Introduction to its Methodology (2nd Ed.). SAGE Publications.
Law 30 of 1992. Ministry of National Education. Colombia. http://www.oas.org/juridico/spanish/mesicic2_col_ley_30_sp.pdf
Law 115 of 1994. Ministry of National Education. Colombia. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
Madg‘ofurova, D. O., & Ismailova, M. N. (2023). Motive and Motivation. Eurasian Journal of English, 18(2795–739X). https://geniusjournals.org/index.php/ejlat/article/view/3592
Ministry of National Education. (2006). Basic Standards of Competences in Foreign Languages: English. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf
Ministry of National Education. (2008). Bunny Bonita. Colombia Aprende. https://www.colombiaaprende.edu.co/contenidos/coleccion/bunny-bonita
Ministry of National Education. (2016). Basic Learning Rights. Colombia Aprende. https://colombiaaprende.edu.co/contenidos/coleccion/derechos-basicos-de-aprendizaje
Ministry of National Education. (2016). English Please. Colombia Aprende. https://www.colombiaaprende.edu.co/recurso-coleccion/english-please
Ministry of National Education. (2016). Way to Go. Colombia Aprende. https://www.colombiaaprende.edu.co/recurso-coleccion/way-go-para-grados-6-7-y-8
Neuman, W. (2013). Social Research Methods: Qualitative and Quantitative Approaches (7th Ed.). Pearson Education
Nunan, D. (2012). Learner-centered English Language Education: The selected works of David Nunan. Routledge
Nyimbili, F., & Nyimbili, L. (2024). Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419.
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in clinical research, 4(3), 192. https://doi.org/10.4103/2229-3485.115389
Pekrun, R. (2014). Emotions and Learning. International Bureau of Education.
Richards, J. & Rodgers, T. (2014). Approaches and Methods in Language Teaching (3rd Ed.). Cambridge University Press.
Robbins, S. & Judge, T. (2024). Organizational Behavior: Global Edition. Pearson Education. (Original work published in 2010).
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schwandt, T. & Gates, E. (2018). Case Study Methodology. In Denzin, N., & Lincoln, Y. (Eds.). The Sage Handbook of Qualitative Research Fifth Edition (600-630). SAGE Publications.
Schunk, D. & Meece, J. (2012). Students' perceptions in the classroom. Routledge.
Tünnermann, C. (2010). Capítulo V. El Programa de la Reforma Universitaria. In Consejo Latinoamericano de Ciencias Sociales, CLACSO, Noventa años de la reforma universitaria de Córdoba (1918-208), (81-95). http://biblioteca.clacso.edu.ar/gsdl/collect/clacso/index/assoc/D3074.dir/09cap5.pdf
Universidad Santo Tomás Villavicencio (2021). Unidad de Proyección Social y extensión Universitaria. https://www.ustavillavicencio.edu.co/index.php/dependencias/unidades/unidad-de-responsabilidad-social-universitaria
Van Der Weide, T. & Zlotnikova, I. (2013). Information Science Curriculum Design Based on Community Outreach Projects. In Proceedings of Second Computer Science Education Research Conference (CSERC '12). Association for Computing Machinery, 67-73. https://doi.org/10.1145/2421277.2421285
Wesely, P. (2012). Learner Attitudes, Perceptions, and Beliefs in Language Learning. Foreign Language Annals, 45, 98-117.
Yin, R. (2017). Case study research and applications: design and methods (6th Ed.). SAGE Publications.
Zhan, Y., & Wildemuth, B. (2005). Qualitative Analysis of Content. Human Brain Mapping, 30(7), 1-12. https://www.ischool.utexas.edu/~yanz/Content_analysis.pdf
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Metrics
License
Copyright (c) 2025 Alba Juliana Tiuso Hernandez, Eliana Carolina Bernal Sierra, Claudia Camila Coronado Rodriguez, María Mónica Morello Vargas
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
The journal allow the author(s) to hold the copyright without restrictions. Also, The Colombian Apllied Linguistics Journal will allow the author(s) to retain publishing rights without restrictions.
