Exploring Students' Perceptions About English Learning in a Public University

Explorando las percepciones de los estudiantes sobre el aprendizaje del inglés en una
universidad pública
This manuscript reports the final findings of an exploratory, descriptive case study that
aimed at exploring the perceptions of a group of English as a foreign language students in a
public university regarding their English learning and the commitment level through the
process. A questionnaire, a survey, and the teacher's diary were the instruments used to
gather data. The results showed the way the participants study and learn English, their most
common learning styles and study strategies. Additionally, they revealed some students'
low levels of commitment and autonomy, and some indifference as regards English, too.
Introduction
The research began based on a generalized concern of the English teachers at the Language
Institute belonging to the Colombian public university where the study took place; it
regards the increase of students' dropout rate and poor academic performance in English. It
was very worrying to notice the alarming average of students who failed (70%) and around
50% of students dropped out, on average. The main objective of the study was to find out
how undergraduate students could become more effective learners and how they could
improve their performance. The study focused on exploring and analyzing their study
strategies, strengths, weaknesses, learning styles, and degree of commitment.
Thus, through the descriptions done and the findings reported, the current paper also aims
to achieve some changes through critical reflection by both actors, teachers and students,
since all participants in teaching-learning processes should become involved in the
construction of more significant learning experiences. Furthermore, as highlighted by
Jiménez (2015), students' commitment plays a fundamental role in the transformation of
education. Jiménez states that didactic materials and classroom activities are very
important when learning a foreign language; however, learners' attitude is the most crucial.
The change in the way students take up English learning might emerge from the analysis of
the collected data, from their own perceptions, and the description of facts. Maybe, through
awareness, students may understand the need to fully develop their metacognitive skills in
order to activate their self-regulation processes (Flavell, 1979) and have control over their
own learning to accomplish more suitable results.
The research question that led the study was: What do the perceptions of a group of
English as a foreign language (EFL) students at Instituto Internacional de Idiomas of
Universidad Pedagógica y Tecnológica de Colombia (UPTC) reveal about their English
learning process in terms of learning styles, study skills, motivation, and commitment?
Theoretical Considerations
The theoretical constructs that underpinned the study were learning styles, motivation,
autonomy, and study skills, elaborated upon as follows.
Learning Styles
According to Brown (2002), there are different kinds of learners because people are
different and have different preferences and styles; consequently, individuals differ in how
they learn and what senses and parts of their brain are used in the process. Thus, some
learners are visual, some are analytical, and many others are impulsive or spontaneous.
Some students use their ear more than their hands or words to learn. Others like to learn
through music, through numbers or drawings, or by associating objects and concepts. Some
students like reading more than speaking. Others prefer to write, listen, or take risks, while
some prefer to think carefully before making important decisions. Moreover, some students
feel more comfortable working individually while others love group work. Besides, some
students are interested in learning grammar, but others might hate it.
Now, defining what a learning style is, Claxton and Murrell (1987) stated that a learning
style is the way in which a person acquires, retains, and saves information; other experts
held that it is the method a person uses to learn best, or a set of factors, behaviors, and
attitudes facilitating learning for an individual in a given situation (Kang, 1999). Oxford
(2003) asserted that "learning styles and strategies are among the main factors that help
determine how—and how well—students learn a foreign language" (p. 1).
The most suitable definition for the study was Brown's (2002) which conceives learning
styles as patterns that provide direction for learning and teaching, since learning styles
influence how students learn, how teachers teach, and how these two interact.
There are three main types of learning styles defined by physical and sensory preferences
according to Brown (2002). These are auditory, when learners use their ears as the main
mechanism when learning; visual, when they use their eyes;
and kinesthetic or tactile, when they like to use different parts of their body while learning.
Most students learn best through the combination of these three styles, but everyone is
particular.
Motivation
Motivation, according to Harmer (2007), is essential to success and without motivation
learners will almost certainly fail to make the necessary effort. Harmer held that motivation
is a type of internal drive that pushes someone to do things in order to achieve something.
In language learning, Richards and Schmidt (2002) asserted that motivation is "the
combination of learners' attitudes, desires, and willingness to expend effort in order to
learn a second language . . . motivation is generally considered to be one of the primary
causes of success and failure in language learning" (p. 344). Here lies the importance of
self-motivation when learning English.
The most outstanding types of motivation are: external and internal (Brown, 2002). When
students are being pushed by others to learn, motivation is external. However, if students
are learning because they want to learn for their own purposes and reasons, this is internal.
Summarizing, self-motivation is internaland motivation from others is external. Harmer
(2007) called them extrinsic motivation (which comes from outside or external factors) and
intrinsic motivation (which comes from inside); this last is the ideal.
Autonomy
Autonomy, for the study, is the main goal in learning processes, since it implies taking
control of learning or self-directing it and wanting to do it. This entails being able to make
decisions about the best or most appropriate ways to learn and being actively engaged.
Furthermore, autonomy involves effort, commitment, and certain independent behavior on
the learner's part.
To support this, Holec (1981) held that autonomy is the ability to take charge of one's own
learning. This practice involves self-determination and decision making about different
aspects of learning, such as determining objectives, monitoring the process, and evaluating
performance, among others. Little (1991) viewed autonomy as "a capacity for objectivity,
critical reflection, decision making, and independent action" (p. 4).
Therefore, it is necessary to be reflective about one's own learning, take initiative to
explore, find solutions, and evaluate results.
Study Skills
Study skills refer to the abilities, activities, techniques, and approaches that are normally
applied to learning, to promote it effectively and autonomously. These skills are vital to
learners since they help them to be successful and independent. Some researchers associate
them with learning strategies. Thus, according to Griffiths (2013), learning strategies are
"activities consciously chosen by learners for the purpose of regulating their own language
learning" (p. 36).
Other experts defined study skills as effective use of specific methods for learning. They
include regular study, listening to lectures, taking notes, efficient written explanations,
participation in lessons, doing homework, and preparation for exams (Crow & Crow, 1948;
Dodge, 1994; Lewis & Doorlag, 1999; Smith, 2000; Thomas, 1993). As skills are not
independent, these experts suggest using them together to achieve a high-level success.
On the other hand, learning strategies have been classified as cognitive, metacognitive, and
social-affective (O'Malley & Chamot, 1990) or cognitive, affective, sociocultural-
interactive, and the master category of "meta-strategies," which includes but is not limited
to metacognitive strategies (Oxford, 2011). Study skills and learning strategies must
always be planned to make learning more effective and meaningful.
Method
The research followed a qualitative approach and focused on interpreting and
understanding a problematic situation: the increase of students' dropout level and the poor
academic performance in English. It also attempted to describe their attitudes, autonomy,
and commitment manifested and achieved throughout the course. The type of research was
an exploratory and descriptive case study whose purpose was to describe and analyze the
participants' perceptions of their own English learning process, and targeted at discovering
everything related to the participants' study method and learning strategies. In addition, it
was a case study, because the population consisted of only a sample of population, a small
group of participants from the whole population of students in the public university UPTC;
that is, a sample of participants who were studying their last level of EFL. The study
described events and real situations that occurred in a natural setting, the university
campus, and focused on a single social unit (Merriam, 1988).
Participants
Initially, the population consisted of a group of 22 undergraduate students who were in
different academic programs and whose ages ranged from 17 to 28 years old. The group
was made up of 11 women and 11 men who studied different university programs. These
students had to take the Saber Pro Test1 at the end of their programs as a graduation
requirement. At the end of the study, only 13 participants—ten women and three men—
remained in the process and finished the course as the actual participants whose data were
analyzed.
Procedures
Firstly, to be able to develop the study, it was necessary to request the corresponding
permissions of the directors and the selected population through a written consent form.
Secondly, the instruments used to collect data were a general questionnaire, a survey, and
the teacher's diary. All instruments were presented in Spanish to avoid missing pieces of
relevant information and were applied one by one during the process that lasted four
months. The first instrument used was the questionnaire; it was applied during Week 3 of
the first month. Here, it is important to mention that the questionnaires of the students who
quit were not taken into account for the study and were discarded. The responses from this
first instrument allowed the improvement and redirection of the second instrument, the
survey, which was conducted in a sequential and systematic way in the second month. The
survey provided key and crucial information to answer the research question, since it
contained more specific questions.
When the course started, the teacher's diary began to be filled in and the important insights
and events were coded and colored in order to be triangulated and categorized; I was
looking not only for similarities, but also for differences among the supplied information
regarding the participants' learning styles, motivation, autonomy, study skills and
strategies. Furthermore, to protect the participants' identity, they were assigned numbers.
Data Analysis
The information collected through the three instruments was analyzed following the steps
from grounded theory method (Corbin & Strauss, 1990). The data were categorized
according to the common and repetitive patterns found by using a code system and colors,
which allowed me to group, compare, and contrast data and assign names to the most
important aspects related to the objectives of the study. Subsequently, the information was
triangulated and after establishing concepts, some tentative categories emerged. Every
finding during the research process was considered provisional, later refined and classified.
Lastly, after a more careful and deeper analysis, those initial categories were redefined and
summarized to determine the findings and draw the conclusions.
Findings
After analyzing the data and bearing in mind the theoretical constructs, I determined the
following to be the findings, which are related to the objective of the study and give
response to the research question. The following discoveries describe the participants'
learning styles, motivation, commitment and attitudes, the autonomy they accomplished,
and the learning strategies used.
Learning Styles and Learning Strategies
The study found different types of learners among the population who took part in the
study. The participants showed their preferences about the way they learned and processed
the information during the process.
Taking into account Browns' (2002) model, I found visual, analytical, auditory, and
impulsive learners. The learning styles were evidenced by means of the answers given in
the questionnaire and the survey, where students expressed their preferences and the ways
they learned best. Also, these were corroborated throughout the course and through the
entries made in the teacher's diary. Some of those styles were also verified by means of
participants' performance on the exams they took during the term. For instance, on those
exams, when relating language skills with learning styles, it was found that many of the
participants were visual learners. They showed better performance in the exercises with
graphical vocabulary, matching, and drawings on tests. Thus, it was easier for them to
understand what they saw and read than what they heard. Therefore, listening and grammar
were the hardest linguistic skills for many of them, since they did not understand several
words and grammatical details, nor reach outstanding scores on tests.
Table 1 summarizes the types of learners found and their preferences (extracted from the
three instruments).

Among the participants, there were six visual learners, five analytical, three auditory, and
one impulsive; three participants used to combine styles. These participants' dominant
learning styles evidence they liked to use their eyes to read, their hands to write, their ears
to enjoy, and their minds to reflect and analyze.
The six visual participants stated having learned best through readings, by writing, and by
taking notes. They also reported to like watching films and videos with subtitles. During
classes, they liked it most when the teacher wrote on the board or they could have material
in their hands to look at since they felt more confident and comfortable that way. They
themselves mentioned having a visual memory.
The analytical participants (5 of the 13) stated they learned best by analyzing, inferring,
comparing, reflecting, and reviewing their notes. These skills were more predominant than
others for them, so they preferred to analyze things to retain them better. This style was
also evidenced through lessons when some of them showed to be critical and aware of their
own weaknesses as English learners: "If I studied, I would achieve a better
average"2 (Student 15). Moreover, three other participants expressed dissatisfaction with
their average grades of previous English levels; they believed they could have improved
their score in a substantial way and were conscious of this:
I know I can improve. (Student 15)
I don't feel satisfied with my accumulated average. I consider I can improve and learn.
(Student 19)
I'm not satisfied with my average since I know I can give more of me. (Student 16)
This means that these analytical learners were conscious as regards thinking about the
advantages and disadvantages of their dominant styles and reflecting on the skills they
needed to strengthen their performance or learning.
To complement what has been mentioned about the analytical learning style, it is relevant
to state that according to their own perceptions, 6 of the 13 participants revealed through
the questionnaire the lack of study, interest, and effort as the main factors affecting
negatively their English performance. This confirms again the use of the analytical style by
these participants and also shows honesty, sincerity, and self-reflection. Additionally, these
reflective learners were aware of and brave to state that the lack of commitment,
autonomy, and real involvement in the learning process was their weakness. Furthermore,
one participant was conscious enough to recognize that nonattendance of classes had
influenced negatively his academic achievement. Regarding this issue, giving response to
question number 4 of the questionnaire concerning the most effective study technique and
learning strategies, this participant wrote the following: "It really works taking all the
necessary material to class and taking advantage of the class time at maximum" (Student
12). This student used the analytical style not only to learn English, but to reflect on class
situations, too.
Closing the discussion about the analytical style, from the options in the survey seven
participants selected this choice: "I never go to tutorials although I'm aware that they could
be very useful." In their responses, they showed self-awareness about their own faults and
were conscious of their weaknesses. Indeed, their style was reflective and their attitude,
too. Student 19 was also aware of having shown little interest and commitment for the
subject; in his response to Question 10 related to other learning strategies to make learning
more effective, the student stated, "I need to be more committed to study and devote the
necessary time to this subject." This participant was also self-reflective.
Concerning the auditory learning style, the study found three auditory participants. They
did very well on tests and used their listening skill to enhance learning the foreign
language. Besides, they enjoyed listening to songs when there were listening in workshops
during lessons; furthermore, they stated in the questionnaire they used to reinforce this skill
by listening to different audio material in English, and enjoying songs and films.
Moreover, when evaluating the course contents, listening comprehension was these
participants' strength.
My strategy is listening to English songs. (Student 18)
Techniques such as listening to series in English without subtitles in YouTube have worked
for me. Also, applications as Duolingo to reinforce my knowledge. (Student 13)
It works for me to watch movies and listen to songs in English, above all for the
pronunciation. (Student 9)
Associating the auditory style with the listening skill, one can see it is a fact that this skill
requires a lot of listening exposition and permanent work to be well-developed. However,
many participants stated in the survey that they devoted little time or nothing to strengthen
their listening skill. Hence, listening became the most difficult language skill for them. In
their responses 10 participants mentioned having this difficulty.
My learning is truncated in speaking and in the listening part. The understanding of
listening is too difficult for me. (Student 4, Survey)
Connecting now the impulsive learning style with the verbal skill, one can see speaking
was a challenge for them, too. Although the participants had already taken three previous
levels, their performance on the oral test was limited; therefore, the lowest grades of
several participants, talking about language skills, were not only in listening, but in
speaking, too. The study revealed that most participants were not impulsive learners; they
disliked talking in English; during classes, it was necessary for the teacher to speak in
Spanish very often and use code switching (Skiba, 1997) to achieve more effective
communication. Being risky and taking the initiative to express verbally in English was
difficult for most participants, since they mentioned being afraid of making mistakes.
To continue relating learning styles to the participants' linguistic skills, that is, auditory
style to the listening skill; visual to reading comprehension; writing, grammar, and
vocabulary to reflective-analytical; and impulsive to the speaking skill, the study provided
the following information:
Firstly, speaking skill: Twelve participants were not impulsive learners; they experienced
high difficulty speaking in class. In fact, they were reflective learners and preferred to
think carefully before speaking. Secondly, listening skill: This was also a difficult skill for
10 participants; they were not auditory learners, they were actually visual learners. In third
place: Reading comprehension, only four participants had problems when reading and
understanding. In grammar: Eight participants had problems when analyzing grammatical
rules and scanning. In the last place, vocabulary: Only two students presented trouble for
the acquisition of new terms and vocabulary; actually, vocabulary became astrong point for
most of them. Consequently, it can be summarized that speaking, listening, and grammar
were the language skills that deserved more attention by most participants. The analysis
also revealed that one participant had problems with all English linguistic skills.
Lastly, it can be highlighted that few participants used to combine different learning styles
such as visual, auditory, musical, and reflective at the same time. Brown (2002) stated that
combining styles is a very good decision, since learners are using both sides of their brain
hemispheres and retaining data in a better way. Brown held that people usually use one
side of the brain more than the other, but they should work both sides and develop both
hemispheres: "Left and right sides of the brain have to be worked together as members of a
team to be able to stay balanced and learn best" (p. 15). Brown also noted that some
learners are left-brain oriented while others are right-brain oriented; they use the left part of
their brain more than their right one or vice-versa and have a dominant learning style. Each
hemisphere has its own unique and special ability and each one recognizes and processes
different issues and realities.
Therefore, the findings evidenced that those few participants learned the language best by
making use of several styles and combining learning strategies; for instance, by listening to
music, playing dynamics and games, reading, and watching videos or working
in Duolingo (an interactive free language-learning platform). Validating this, Coffield,
Moseley, Hall, and Ecclestone (2004) also claimed that if learners integrate different
learning styles, they will learn better and easier. Additionally, and according to Ortiz de
Maschwitz (as cited in Gardner, 1993), learners can be more successful when they also use
their multiple intelligences in learning processes (e.g., musical, kinesthetic, linguistic, and
so forth) to pose and solve problems, since multiple intelligences are also connected to
learning styles. Certainly, these learners may become better problem solvers in life (Biggs,
2001). Consequently, it is undoubtedly useful and even advisable to use different methods,
combine learning styles, multiple intelligences, and reinforce the study strategies to acquire
a foreign language in a more meaningful way.
Motivation
Bearing in mind important concepts about motivation such as "having a real purpose or
desire to learn something" (Brown, 2002, p. 17) and also having "the internal drive that
pushes someone to do things in order to achieve something" (Harmer, 2001, p. 51), I saw
evidence that many participants had the purpose for learning English very clear.
Accordingly, they expressed freely what moved them to learn it.
Nine of the 13 participants (70%) stated they had internal motivation towards English.
They indicated being aware of the usefulness of this language. In addition, they expressed
wanting to have opportunities to grow professionally, travel abroad, and learn new
cultures. They also mentioned they wished to learn and improve their English level to be
able to read and understand articles in this language; understand and talk to foreigners
fluently, or enjoy the music they liked more. They also mentioned being interested in
achieving a good language level to have access to international scholarships or agreements
among universities.
Furthermore, several participants believed that learning English could provide them with
better professional development.
Because English is the universal language and it almost mandatory to know it nowadays.
Furthermore, it is very useful for me throughout my career and in the future for my
professional life. (Student 12)
I'm taking English because it opens doors and guaranties a better future. (Student 2)
Well, my motivation is being able to see, read, and understand articles in English. To talk
to foreigners and other people in English, listen to music and understand it, and above all,
to achieve a good level of English to apply scholarships in another country. (Student 11)
Conversely, four participants (31%) stated having taken English just to fulfill the university
graduation requirement:
Sincerely, it is because we have to take the levels for the graduation. (Student 5)
I am taking this course because it is mandatory. (Student 9)
This evidenced that their motivation toward English was extrinsic. As stated by Brown
(2002), these learners were pushed by something to learn it.
People study English because it is mandatory or because they need it for ECAES, 3 and not
because they actually want to or like it. This is the reason why students do not take it with
commitment and interest. (Student 19)
People only take it as something they have to fulfill as mandatory. Furthermore, it does not
have any academic punishment. (Student 15)
Furthermore, some participants' viewpoints also revealed that they felt demotivated
because English does not belong in their study plan any more and does not affect their
academic average.
The reason for my discouragement is that this subject does not have any credits and does
not affect the average; for this reason, students are not interested in it, since there are
subjects with more relevance that do have credits. (Student 12)
On the other hand, two participants indicated not having had enough time to devote to
doing homework or study and so expressed their discouragement.
I get unmotivated because I cannot devote the time I wanted. (Student 11)
I get unmotivated because I simultaneously take other high difficult level subjects which
don't let me concentrate on this course. (Student 17)
Two others declared believing that a foreign language required time and devotion, since
sometimes English was not so easy for them. They also recognized the lack of importance
given to English by students themselves.
It is discouraging that sometimes students do not give English the importance it deserves,
ignoring benefits. (Student 16)
It is discouraging the low commitment students give the subject, since they do not take it
seriously. (Student 19)
Moreover, two participants pointed out their preference for having studied English for
specific purposes (ESP) than EFL, to be able to learn topics and vocabulary related to their
study area and expressed their disagreement with EFL.
I got discouraged since English does not have to do with my program; for this, the interest
is not suitable, it is the last subject one takes, the last choice. (Student 6)
Also, because English is very general and I would like to learn vocabulary related to my
career. (Student 17)
Other participants also stated that in their academic programs there were major required
subjects with credits that demanded their total devotion and attention. For them, all these
were the reasons why they had shown low interest toward English and extrinsic
motivation; they stated that they had had no choice. Likewise, other participants added that
some of them entered university with a low background and bad level of knowledge in
English from secondary school.
In conclusion, many participants were mainly motivated externally because of the reasons
expounded upon above. However, it is worth remembering that intrinsic is the most
effective type of motivation while learning (Brown, 2002; Harmer, 2007) and this is what
makes the difference when learning.
Commitment and Students' Attitude throughout the Learning Process
The study found good attitudes, but also some indifference and low levels of commitment
for English learning. Commitment, according to Goffin and Helmes (2000), implies the
realization of internal intentions in external actions. Thus, the external actions of some
participants indicated a low level of commitment. DeShon and Landis (as cited in Goffin &
Helmes, 2000) claimed that commitment is "the degree to which the individual considers
the goal to be important, is determined to reach it by expending effort over time, and is
unwilling to abandon or lower the goal when confronted with setbacks and negative
feedback" (p. 318).
Bearing in mind these concepts and according to the data analysis, one can see that the
degree of involvement, effort, and interest of some participants with their process was
insufficient. For example, some repetitive attitudes of disregard, laziness, constant
nonattendance, and many other excuses by some participants were found. Also, it was also
common to evidence low disposition levels. The following entry in the teacher's diary
shows a sample:
Others, on their part, did not show major commitment and simply read from a piece of
paper, without taking into account the parameters for oral presentations such as
organization: Introduction (development and closing), pronunciation, grammatical
correctness, fluency, and creativity. Even they were written on the board. Student 5 was
sincere and stated that he had not actually had time to prepare the presentation, since he
had had to prepare a test for another major requirement subject...but the other students
limited to improvise and do nothing. (Teacher's diary)
Furthermore, through the responses in the survey a few participants admitted that their
interest in the English learning process had indeed decreased over time.
This semester my interest for English decreased, my current level is lower than in previous
levels. (Student 12)
My level is actually low, I have not given English enough interest. (Student 15)
In addition, some participants recognized their not having given English the necessary
importance.
Well, I have not given it all the importance it deserves; however, I have improved
regarding the previous levels. The comprehension has been better and the learning too. The
level has increased, not as well as I wanted because of the lack of devotion, but it has
indeed improved so much. (Student 4)
At the beginning, I did not give it major importance because of the lack of time, but this
semester my teacher has helped me to overcome many difficulties; for this reason, I have
improved my skills in front the language. (Student 18)
If I had had more time, I would have been more dedicated and committed. (Student 11)
The analysis also revealed that most participants were aware that a student's attitude can
influence the learning process in an important way; however, in spite of this viewpoint, the
actual attitude of some participants was somewhat incoherent with their responses. Little
effort or tangible disposition was noticed, considering that most of them were doing their
last semesters and English IV was the last level they had to take as a graduation
requirement. Several students (9 of the 22) simply made the decision to drop out of the
course.
Learning Strategies
According to the survey, Table 2 shows the most common strategies used by the
participants. Some of these also revealed certain indifference for English on some students'
part. This issue was also corroborated through the term and registered in the teacher's
diary.

The responses in Table 2 show that several participants experienced certain disregard for
the strategies proposed. As evidenced, the strategy of asking questions was the best scored;
around 50% of participants preferred to ask to solve doubts and over 38% of them used to
interact in class and take notes. On the other hand, searching or going to the library was not
relevant for them; tutorials were not used at all; the web pages proposed to reinforce
learning and expand topics were used by only two students. Furthermore, the extra
exercises and workshops designed to complement the topics were developed by only one
student. For successful English learning, learners should show more autonomy and interest.
Autonomy
In the study, autonomy was taken as the ability to take charge of one's own learning
(Holec, 1981). Hence, it is relevant to understand that English learning requires constancy,
self-motivation, and time devotion.
Initially, all participants stated that the autonomy achieved at university is something
beneficial, not only for daily life, but to improve their academic and professional
performance. Nevertheless, many responses in the questionnaire, in the survey, and also in
some entries in the teacher's diary revealed that the level of autonomy achieved was not
high.
On a scale from 1.0 to 5.0, ten students self-assessed their autonomy as 3.0; two graded
their autonomy level achieved during the learning process with 4.0, and one student gave
himself a self-evaluation of 2.0. This shows that their self-direction process is failing; they
do not have total control of their own process. Furthermore, the time devoted to
independent work was not enough, and their dedication to English learning was not
significant.
The study showed that 93% of the participants did not devote enough time to working
autonomously in English. This means that their independence to work on their English
assignments and the time allotted to this was certainly reduced. According to their own
perceptions, 12 participants did not study, reinforce, or do homework and only one
participant of the 13 dedicated around one hour a day to studying English and doing
homework, for a total of six hours a week.
Conclusions
The study concluded that learning a language successfully depends not only on didactic
materials, activities, or the teacher. This process also depends on learners' interest, their
self-motivation, and their autonomy, by assuming a more cooperative attitude by both
parties.
It was also established that many participants were aware of the benefits of learning
English and valued the importance of being involved in the process to succeed;
additionally, they were conscious this foreign language is in fact useful in this globalized
world nowadays. Conversely, it is necessary to analyze this claim more deeply and to look
at the teaching-learning processes from other angles to achieve the change of attitude that
we all want in both teachers and students, through a more critical reflection and reciprocal
support.
Likewise, most participants recognized their weaknesses related to their study skills and
study methods, and evidenced their drawbacks regarding their level of involvement,
commitment, and interest during the process. Moreover, some of them stated they had not
given English the importance and devotion this deserved. Thus, the factors that participants
mentioned as affecting a good performance in English included a lack of motivation,
interest, effort, and commitment; plus not having enough time to study and absenteeism.
This study also showed that when learners are asked to reflect, they are quite capable of
becoming aware of their deficiencies. Therefore, teachers should implement some sort of
reflective practice inside their lessons to identify, together with students, the areas that
need improvement. Next, action can be taken to foster motivation or autonomy (or any
other relevant aspect), which may ultimately benefit the students' performance in the
foreign language, the overall goal of the learning process.
Complementing this, it was established that some participants also needed to learn how to
define priorities and set goals. They felt unsure about how to plan, control, regulate, and
self-asses their learning. This lets us see the urgent necessity to develop or strengthen the
metacognitive skills and self-regulation processes, which may favor and nurture critical
thinking processes, and may assure more effectiveness in learning.
On the other hand, the study also concluded that the most common learning styles used by
the participants were visual and analytical-reflective. The least developed styles were
auditory and impulsive. Consequently, the auditory and impulsive styles connected to the
corresponding linguistic skills of listening and speaking, need to be fostered too.
It was also discovered that those participants who accomplished the best outcomes decided
to use several styles and liked to explore new ones, taking advantage of their multiple
intelligences such as the linguistic, creative, and musical aspects.
Accordingly, it can be summarized that when developing and combining different learning
styles and strategies students may become more effective learners and achieve better
outcomes in the process. So, students can combine cognitive strategies such as note taking,
test taking, reading techniques, and inference with metacognitive strategies such as
planning, monitoring, and evaluating. Oxford (1990) stated that, "a strategy is useful for a
student when this relates well to the L2 task, when it fits the particular student's learning
style preferences, and when the student employs the strategy effectively and links it with
other relevant strategies" (p. 8). Likewise, students can work these tactics together with
social-affective strategies like cooperation or asking for clarification (O'Malley & Chamot,
1990) of partners and teachers.
Finally, dropping out is indeed a concern in public higher education and there can be
multiple factors affecting it. The current study corroborated that 59% of participants quit
the course throughout the term because of several external and personal factors; some of
the personal reasons were insecurity, inconstancy, and fear of making mistakes. Regarding
this last, the researcher has experienced through her teaching practice that people learn best
from mistakes. Making mistakes is a necessary and very useful process in learning as well
as in daily life situations. Therefore, it can be ultimately summarized that keeping a
distance from problems and leaving them aside is not the best solution. Academic
problems and other particular learning situations must be addressed with patience, sharing
or support, and/or specialized help. In the case of students with low aptitude for languages
or with learning disabilities, teachers must adjust, vary, and focus their methodological
strategies to suit those students' special needs and thus reach all types of learners.