Abstract
English Language Teaching (ELT) public policies are present in most of the countries of the Americas due to the importance of said language in the international context. The objective of this research was to know the English level of eleventh-grade students in public schools located in Metropolitan Lima, Peru, as well as their perceptions of their own English learning process within the framework of the new national plan called Inglés, Puertas al Mundo (English, Doors to the World). The sample was composed of 72 students from four schools of the city. This study was conducted using a mixed-method (quantitative-qualitative) approach. The instruments used were a standardized English test (New Inside Out Quick Placement Test) and a structured interview guide. The results revealed that the students’ English level is below the level outlined in the national policy. Regarding the perception of their own learning, students have different motivations to learn English, and enjoy the blended model introduced by the national English plan. However, they agree that their English level is very basic and that they would not be able to reach the established communication objectives after graduating from high school.
Highlights
Learning English as a foreign language has a high demand around the world, as it is the international language for business and social interactions (British Council, 2015)
The objective of this research was to know the English level of eleventh-grade students in public schools located in Metropolitan Lima, Peru, as well as their perceptions of their own English learning process within the framework of the new national plan called Inglés, Puertas al Mundo (English, Doors to the World)
Since the objectives of the national plan called Inglés, Puertas al Mundo were set based on CEFR levels, the test applied had to follow the same parameters
Summary
Learning English as a foreign language has a high demand around the world, as it is the international language for business and social interactions (British Council, 2015). By the end of 2014, the Peruvian Government announced the new national plan called Inglés, Puertas al Mundo (English, Doors to the World), which would start in 2015 within the framework of the implementation of the Jornada Escolar Completa (JEC, Full School Day) educational service model in 1,000 public secondary schools (with a view to increasing the number of schools in the following years) (Ministerio de Educación del Perú [MINEDU], 2015). The plan considers that there may be different English proficiency levels in the same classroom (MINEDU, 2014b), it aims at ensuring that, by 2021, 17% of high school students will reach CEFR B1 level to be able to graduate (MINEDU, 2014a). The official document of the implementation plan for Inglés, Puertas al Mundo (published in 2016) reveals MINEDU has no data of public school students' English level (MINEDU, 2016c). It is uncertain to what extent the changes introduced by the national plan have impacted students’ improvement
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