Estudio de las creencias sobre el aprendizaje de contenidos en inglés en una universidad gallega

Autores/as

  • Yonay Rodríguez Rodríguez CUD-AGM Universidad de Zaragoza

DOI:

https://doi.org/10.26754/ojs_misc/mj.202510358

Palabras clave:

creencias, contexto español, instrucción en inglés, implementación de programas

Resumen

Las creencias del estudiantado son una variable importante en el proceso de aprendizaje de un idioma, y desde un enfoque sociocultural, guardan una estrecha relación con el contexto donde se aprende. Como parte de un proyecto más extenso acerca de las creencias sobre el Inglés como Lengua Extranjera (ILE), en este estudio se exploraron las ideas preconcebidas de un grupo de estudiantes y profesores de la Universidade de Santiago de Compostela (USC) sobre el aprendizaje de contenidos en inglés. Para ello se recopiló información de 373 participantes mediante un cuestionario y una entrevista. Los datos indican que, a pesar de que los participantes mostraron una predisposición favorable hacia los programas EMI, el área académica del alumnado, su experiencia previa en el aprendizaje de idiomas, y el tipo de instrucción en inglés del profesorado marcaron algunas diferencias. Además, se identificaron una serie de cuestiones relacionadas con la implementación de estos programas en la USC. Al ser el primero de su tipo que se realiza en esta institución y uno de los pocos en Galicia, este estudio refuerza el carácter contextual de las creencias y ubica a la USC, junto a otras universidades españolas e internacionales, en la evaluación de los programas EMI.

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Publicado

16-06-2025

Número

Vol. 71 (2025)

Sección

Lengua y lingüística

Licencia

Derechos de autor 2025 Yonay Rodríguez Rodríguez

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Cómo citar

Rodríguez Rodríguez, Y. (2025). Estudio de las creencias sobre el aprendizaje de contenidos en inglés en una universidad gallega. Miscelánea: A Journal of English and American Studies, 71, 67-89. https://doi.org/10.26754/ojs_misc/mj.202510358
Recibido 2024-03-22
Aceptado 2024-10-29
Publicado 2025-06-16

Datos de los fondos