Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University

The article presents the results of an investigation aimed at measuring the skills of reading comprehension and listening comprehension of English pedagogy students in a Chilean university. Three standardized tests from ESOL Cambridge University were applied to students in second, third and fifth ye...

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Detalhes bibliográficos
Autores: Cisterna-Zenteno, Cecilia, Soto-Hernández, Valentina, Díaz-Larenas, Claudio
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2016
País:Costa Rica
Recursos:Universidad Nacional de Costa Rica
Repositório:Portal de Revistas UNA
Idioma:espanhol
inglês
OAI Identifier:oai:www.revistas.una.ac.cr:article/7493
Acesso em linha:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493
Access Level:Acceso aberto
Palavra-chave:Disciplinary knowledge
standardized tests
reading comprehension
listening comprehension
Common European Framework of Reference.
Conocimiento disciplinar
exámenes estandarizados
comprensión lectora
comprensión auditiva
marco común europeo de referencia.
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dc.title.none.fl_str_mv Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
Medición de habilidades de comprensión lectora y auditiva en estudiantes de Pedagogía en Inglés de una universidad chilena
title Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
spellingShingle Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
Cisterna-Zenteno, Cecilia
Disciplinary knowledge
standardized tests
reading comprehension
listening comprehension
Common European Framework of Reference.
Conocimiento disciplinar
exámenes estandarizados
comprensión lectora
comprensión auditiva
marco común europeo de referencia.
title_short Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
title_full Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
title_fullStr Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
title_full_unstemmed Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
title_sort Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean University
dc.creator.none.fl_str_mv Cisterna-Zenteno, Cecilia
Soto-Hernández, Valentina
Díaz-Larenas, Claudio
author Cisterna-Zenteno, Cecilia
author_facet Cisterna-Zenteno, Cecilia
Soto-Hernández, Valentina
Díaz-Larenas, Claudio
author_role author
author2 Soto-Hernández, Valentina
Díaz-Larenas, Claudio
author2_role author
author
dc.subject.none.fl_str_mv Disciplinary knowledge
standardized tests
reading comprehension
listening comprehension
Common European Framework of Reference.
Conocimiento disciplinar
exámenes estandarizados
comprensión lectora
comprensión auditiva
marco común europeo de referencia.
topic Disciplinary knowledge
standardized tests
reading comprehension
listening comprehension
Common European Framework of Reference.
Conocimiento disciplinar
exámenes estandarizados
comprensión lectora
comprensión auditiva
marco común europeo de referencia.
description The article presents the results of an investigation aimed at measuring the skills of reading comprehension and listening comprehension of English pedagogy students in a Chilean university. Three standardized tests from ESOL Cambridge University were applied to students in second, third and fifth years, respectively:  Key English Test (KET), Preliminary English Test (PET) and First Certificate Exam (FCE). The collected data were analyzed by using SPSS program through descriptive statistics. In addition, these results were supplemented with information gathered from three focus groups which aimed at determining the main difficulties arousing during the execution of the tests. The results revealed that students showed problems in their listening comprehension and reading comprehension abilities in KET and FCE tests, where the latter obtained the lowest level of achievement. On the other hand, in the PET exam, approval scores reached the best level. In the focus groups, students expressed that their main difficulties were: adequate understanding of instructions for each task, high level of concentration required for these exams, and little exposure to trials of this type of measuring instruments. The article raises a possible explanation for the low results in two of the tests, using the concept of plateau effect in the process of learning a language. It concludes with a reflection on the English teacher initial training in Chile, the importance of knowing the content and the challenges facing the educational system, as well as the training institutions based on the new pedagogical standards established by the Ministry of Education.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
journal article
artículo
artigo
artículo original
http://purl.org/coar/resource_type/c_6501
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493
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identifier_str_mv 10.15359/ree.20-1.8
dc.language.none.fl_str_mv spa
eng
language spa
eng
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/7869
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/7870
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dc.rights.none.fl_str_mv Derechos de autor 2015 Revista Electrónica Educare
acceso abierto
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2015 Revista Electrónica Educare
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 20 No. 1 (2016): Revista Electrónica Educare (enero-abril); 1-21
Revista Electrónica Educare; Vol. 20 Núm. 1 (2016): Revista Electrónica Educare (enero-abril); 1-21
Revista Electrónica Educare; v. 20 n. 1 (2016): Revista Electrónica Educare (enero-abril); 1-21
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spelling Measurement of Listening and Reading Comprehension Skills in Students of English Pedagogy in a Chilean UniversityMedición de habilidades de comprensión lectora y auditiva en estudiantes de Pedagogía en Inglés de una universidad chilenaCisterna-Zenteno, CeciliaSoto-Hernández, ValentinaDíaz-Larenas, ClaudioDisciplinary knowledgestandardized testsreading comprehensionlistening comprehensionCommon European Framework of Reference.Conocimiento disciplinarexámenes estandarizadoscomprensión lectoracomprensión auditivamarco común europeo de referencia.The article presents the results of an investigation aimed at measuring the skills of reading comprehension and listening comprehension of English pedagogy students in a Chilean university. Three standardized tests from ESOL Cambridge University were applied to students in second, third and fifth years, respectively:  Key English Test (KET), Preliminary English Test (PET) and First Certificate Exam (FCE). The collected data were analyzed by using SPSS program through descriptive statistics. In addition, these results were supplemented with information gathered from three focus groups which aimed at determining the main difficulties arousing during the execution of the tests. The results revealed that students showed problems in their listening comprehension and reading comprehension abilities in KET and FCE tests, where the latter obtained the lowest level of achievement. On the other hand, in the PET exam, approval scores reached the best level. In the focus groups, students expressed that their main difficulties were: adequate understanding of instructions for each task, high level of concentration required for these exams, and little exposure to trials of this type of measuring instruments. The article raises a possible explanation for the low results in two of the tests, using the concept of plateau effect in the process of learning a language. It concludes with a reflection on the English teacher initial training in Chile, the importance of knowing the content and the challenges facing the educational system, as well as the training institutions based on the new pedagogical standards established by the Ministry of Education.Recibido 14 de noviembre de 2014 • Corregido 1 de junio de 2015 • Aceptado 17 de noviembre de 2015El artículo presenta los resultados de una investigación cuyo objetivo fue medir las habilidades de comprensión lectora y auditiva de estudiantes de Pedagogía en Inglés de una universidad chilena. Para ello se aplicaron tres exámenes estandarizados de la Universidad de Cambridge: el examen English Test KET (KET), el Preliminary English Test (PET) y el First Certificate Exam (FCE), a estudiantes de segundo, tercer y quinto año, respectivamente. Los datos recolectados fueron analizados con el programa SPSS mediante estadísticas descriptivas. Adicionalmente, estos resultados se complementaron con información recabada de tres grupos focales que tuvieron como propósito determinar las principales dificultades que se presentaron durante la ejecución de los exámenes. Los resultados revelaron que el estudiantado presenta problemas en la habilidad de comprensión auditiva y en la comprensión lectora en los exámenes KET y FCE, donde este último examen es el que obtuvo el más bajo nivel de logro. En cambio, en el examen PET, los puntajes de aprobación alcanzaron un mejor nivel. En los grupos focales, el estudiantado manifestó que sus principales dificultades fueron entender adecuadamente las instrucciones de cada tarea, el alto nivel de concentración requerido para rendir estos exámenes y la poca exposición a ensayos de este tipo de instrumentos de medición. El artículo plantea una posible explicación de los bajos resultados obtenidos en dos de los exámenes, utilizando el concepto de efecto meseta en el proceso de aprendizaje de una lengua. Se concluye con una reflexión sobre la formación inicial del profesorado de inglés en Chile, la importancia del conocimiento del contenido y los desafíos que enfrenta el sistema educativo y las instituciones formadoras a partir de los nuevos estándares pedagógicos establecidos por el Ministerio de Educación. Universidad Nacional, Costa Rica2016-01-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipaudio/mpegaudio/mpegapplication/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/749310.15359/ree.20-1.8Revista Electrónica Educare; Vol. 20 No. 1 (2016): Revista Electrónica Educare (enero-abril); 1-21Revista Electrónica Educare; Vol. 20 Núm. 1 (2016): Revista Electrónica Educare (enero-abril); 1-21Revista Electrónica Educare; v. 20 n. 1 (2016): Revista Electrónica Educare (enero-abril); 1-211409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaenghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/16413https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/7796https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/9620https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/7869https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/7870https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7493/13841Derechos de autor 2015 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:22:15Zoai:www.revistas.una.ac.cr:article/7493Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:22:15Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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