English proficiency and learner individual differences: A study of pre-service EFL student-teachers

Mónica Patricia Abad Celleri; Juanita Catalina Argudo Serrano; Tammy Mercedes Fajardo Dack; Homero Patricio Cabrera Tenecela; Homero Patricio Cabrera Tenecela

English proficiency and learner individual differences: A study of pre-service EFL student-teachers

Mónica Patricia Abad Celleri, Juanita Catalina Argudo Serrano, Tammy Mercedes Fajardo Dack, Homero Patricio Cabrera Tenecela, Homero Patricio Cabrera Tenecela

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

Resumen

This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.

Idioma original	Español
Publicación	Maskana
Estado	Publicada - 2019
Publicado de forma externa	Sí

Palabras clave

Pre-service EFL teacher trainees; Individual factors; Language proficiency

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Otros archivos y enlaces

Other Link

Citar esto

@article{558da04a744f4401b3c5dc112a850e8a,

title = "English proficiency and learner individual differences: A study of pre-service EFL student-teachers",

abstract = "This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.",

keywords = "Pre-service EFL teacher trainees; Individual factors; Language proficiency, Pre-service EFL teacher trainees; Individual factors; Language proficiency",

author = "\{Abad Celleri\}, \{M{\'o}nica Patricia\} and \{Argudo Serrano\}, \{Juanita Catalina\} and \{Fajardo Dack\}, \{Tammy Mercedes\} and \{Cabrera Tenecela\}, \{Homero Patricio\} and \{Cabrera Tenecela\}, \{Homero Patricio\}",

year = "2019",

language = "Espa{\~n}ol",

journal = "Maskana",

issn = "1390-6143",

}

TY - JOUR

T1 - English proficiency and learner individual differences: A study of pre-service EFL student-teachers

AU - Abad Celleri, Mónica Patricia

AU - Argudo Serrano, Juanita Catalina

AU - Fajardo Dack, Tammy Mercedes

AU - Cabrera Tenecela, Homero Patricio

PY - 2019

Y1 - 2019

N2 - This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.

AB - This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.

KW - Pre-service EFL teacher trainees; Individual factors; Language proficiency

UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85060737698&origin=inward

M3 - Artículo

SN - 1390-6143

JO - Maskana

JF - Maskana

ER -