Does methodology affect the students’ perceived level of english proficiency? A case study

Abstract

The present study delves into the perceptions and opinions of first year university students regarding their experiences in the teaching-learning process of a second language during secondary education. Accordingly, the paper details a cross-sectional study carried out with a sample of 1,729 students of the Faculty of Social Sciences and Law of Rey Juan Carlos University in Madrid. The variables related to the methodology used by the teachers, exposure to the target language, classroom activities and learning resources come under consideration as the factors that influence the students’ linguistic competence in English. We used a questionnaire to collect the data from the participants and a Likert scale to measure the variables concerning the methodology used in the teaching of a foreign language. In order to study the possible correlations and their intensity of independence, Kendall Tau-b, Kendall Tau-c and Gamma contrasts were conducted, using the Statistical Package for the Social Sciences (SPSS) 25.0. The findings suggest a significant positive correlation between the students’ perceived level of English proficiency, classroom activities and the methodology used. The study revealed that the students’ perceived level of proficiency in spoken English was average, although they indicated that their level should have been higher in light of the number of years spent studying it.