English Language Learning at Tertiary Level in a Central Mexican Public University: A Case Study

Abstract

Objective: Our objective was to examine the perceptions regarding the teaching and learning of English of students in 16 undergraduate programs at a state public university in Mexico. Method: In our qualitative case study, participating students responded to queries about their experiences learning English at the university, as well as their educational aspirations upon completion of their university studies. Results: Despite their relevance to language immersion and competency, students struggle to combine prior experiences with current learning. Given Mexico’s English education system and past national initiatives, most participants say they still speak basic English. It is also clear that the institution does not have a unified curriculum that permits students to take English lessons in their subject of study. Implication for Theory and/or Practice: It is necessary to articulate English initiatives from elementary to higher education and to monitor national initiatives to ensure continuity in the development of language learning. Global events, such as the COVID-19 pandemic, have affected education, and universities and their teachers must remain on the cutting edge of educational technologies and instructional methodologies and redouble efforts to enhance English teaching and learning.