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

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DOI:

https://doi.org/10.18537/mskn.10.01.01

Keywords:

Pre-service EFL teacher trainees, language proficiency, individual factors

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.

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Author Biographies

Mónica Abad, Universidad de Cuenca

Master’s degree in English language and applied linguistics from the University of Cuenca. Bachelor of Education Sciences with a Mention in English from the University of Azuay, Ecuador. The researcher is currently preparing a doctoral thesis of the doctoral program in Education at Universidad Nacional de La Plata, Argentina. Researcher 1 has published the following articles: “Perceived benefits, motivations and preferences for foreign language learning by older adults: insights from an initiative in Cuenca, Ecuador” in the journal Maskana, indexed in Latindex. “Analyzing a Pre-service EFL Program through the lenses of the CLIL Approach”, published in the journal LACLIL indexed in EPSCO and PROQUEST, and has presented the following conferences: “El aprendizaje del inglés como medio para el mantenimiento cognitivo del adulto mayor” 1st International Congress of Education, Quality and Good living organized by Universidad Nacional de Educación. “El aprendizaje del inglés como medio para el mantenimiento cognitivo del adulto mayor” at III REDU Congress 2016, Quito, Ecuador. “Los docentes de inglés en formación: relación entre sus características individuales y su nivel de suficiencia en el idioma” and “Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE” at VI REDU Congress 2018. Researcher of the Projects at the Univesity of Cuenca: “El aprendizaje de Inglés como medio para el mantenimiento cognitivo del adulto mayor”, “Estudio exploratorio de la aplicación de enfoque de Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) en la carrera de Lengua Inglesa de la Universidad de Cuenca”, and director of the Research Project: “El nivel de suficiencia del idioma inglés de los docentes de colegios privados de la ciudad de Cuenca y la influencia en sus prácticas pedagógicas”.

Juanita Argudo, Universidad de Cuenca

Master’s degree in English language and applied linguistics at University of Cuenca - Ecuador. Bachelor of Education Sciences with a Mention in English from the University of Azuay - Ecuador. The director is currently preparing a doctoral thesis of the doctoral program in Education at Universidad Nacional de La Plata, Argentina. The director is a co-author of the following articles: “Los Profesores de Inglés y su Práctica Docente: Un Estudio de Caso de los Colegios Fiscales de la Ciudad de Cuenca” and “El Impacto de la Capacitación a Profesores Fiscales de Inglés de Cuenca” published in the magazine Maskana, indexed in Latindex. “Analyzing a Pre-service EFL Program through the lenses of the CLIL Approach” published in the journal LACLIL indexed in EPSCO and PROQUEST, and has presented the following conferences: “Las prácticas y percepciones de los profesores de Inglés acerca del uso de estrategias comunicativas e implementación de ABT” at III REDU Congress 2016. and “Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE” and “Los docentes de inglés en formación: relación entre sus características individuales y su nivel de suficiencia en el idioma” at VI REDU Congress 2018. Researcher of the Projects at the University of Cuenca: “El impacto de la capacitación a profesores de Inglés de Cuenca: Un estudio de caso”, “Estudio exploratorio de la aplicación de enfoque de Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) en la carrera de Lengua Inglesa de la Universidad de Cuenca”, and “El nivel de suficiencia del idioma inglés de los docentes de colegios privados de la ciudad de Cuenca y la influencia en sus prácticas pedagógicas”.

 

Tammy Fajardo-Dack, Universidad de Cuenca

PhD in Languages ​​and Literacies Education. University of Toronto - Canada. Master in English Language and Applied Linguistics at the University of Cuenca - Ecuador. Bachelor of Education Sciences with a Mention in English at the University of Azuay - Ecuador. Research Coordinator at the TEFL Master’s program since February 2015 to February 2018. Researcher 2 has published the following article: “Analyzing a Pre-service EFL Program through the lenses of the CLIL Approach”, published in the journal LACLIL indexed in EPSCO and PROQUEST, and has presented the following conferences: “The Use of CALLA (Cognitive Academic Language Learning Approach) to Improve the Learning of Academic Content through English” at the Language Symposium: Effective Practices in the Language Classroom, at Pontificia Universidad Católica del Ecuador, Quito - Ecuador. “An Exploratory Study on the Application of CLIL to Teacher Training” at TESL Canada. ”The Implementation and Development of a Community of Practice focal on Critical Action Research in an Ecuadorian University” at the Comparative, International & Development Education Centre, University of Toronto. “Los docentes de inglés en formación: relación entre sus características individuales y su nivel de suficiencia en el idioma” and “Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE” at REDU Congress 2018. Director of the Research Project at the University of Cuenca: “Estudio exploratorio de la aplicación de enfoque de Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) en la carrera de Lengua Inglesa de la Universidad de Cuenca”, and researcher of the project: “El nivel de suficiencia del idioma inglés de los docentes de colegios privados de la ciudad de Cuenca y la influencia en sus prácticas pedagógicas”.

Homero Cabrera, AiA Cia.Ltda

Master’s degree in integrative research from the “Multidiversidad Mundo Real Edgar Morin” University. Bachelor of Education Sciences with a Mention in English from the University of Cuenca, Ecuador. Homero has published the following articles: “Los Profesores de Inglés y su Práctica Docente: Un Estudio de Caso de los Colegios Fiscales de la Ciudad de Cuenca” and “El Impacto de la Capacitación a Profesores Fiscales de Inglés de Cuenca” published in the magazine Maskana, indexed in Latindex. “Analyzing a Pre-service EFL Program through the lenses of the CLIL Approach”, published in the journal LACLIL indexed in EPSCO and PROQUEST.

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Published

2019-06-27

How to Cite

Abad, M., Argudo, J., Fajardo-Dack, T., & Cabrera, H. (2019). English proficiency and learner individual differences: A study of pre-service EFL student-teachers. Maskana, 10(1), 1–9. https://doi.org/10.18537/mskn.10.01.01

Issue

Vol. 10 No. 1 (2019)

Section

Research articles

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