Perspectives on qualitative models for evaluating English learning among Latin American university students

Abstract

This research paper analyzes the perspectives regarding the application of qualitative evaluation models and techniques for the learning of English as a second language (L2), which serve to monitor progress in the consolidation of this language among Spanish-speaking students of Higher Education (ES) from several Latin American countries. A mixed, descriptive approach methodology was applied, through which the opinions of 41 students (17 women and 24 men) were first collected through the application of a 26-item survey; afterwards, a focus group was held with 12 of these students, where a guide with 10 questions was applied. The results of the survey showed evidence that 75.61% of the participants indicated that their English teachers have used qualitative models and techniques to evaluate some school activities, these being highly accepted by the students (83%), although the quantitative paradigm continues to predominate to rate the level of development of L2. In the focus group we found that most students (10 of 12) report that few teachers usually follow up on their learning progress and provide feedback on their activities, which is why they consider it important to include qualitative models that strengthen practical skills in English.