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This research aimed to explore the socio-affective factors that affected the performance on the TOEFL ITP test of undergraduate students in basic education with emphasis in Humanities-English at University of Córdoba. This study used a qualitative approach and a descriptive case study design, which is an in-depth, detailed examination of a particular case within real-world contexts. After the analysis of results, it was found a set of socio-affective factors such as anxiety, insecurity, and demotivation which influenced graduates’ outcomes in the test. The main aspects that generated anxiety were time pressure, that is, the lack of time to answer all the test questions; the technicality and rigor of the texts, which in turn generated a type of physical anxiety such as mental or physical exhaustion. Also, the poor sound conditions generated by the poor quality of the audios. All of these generated negative feelings which evidenced a decreasing TOEFL ITP results. Some pedagogical suggestions are made such as a socio-affective strategy training during the international preparation course in order to mitigate these feelings and be more successful in the test. Keywords:, socio-affective factors, foreign language testing, graduates, TOEFL-ITP test. 1. Introduction.............................................................................................................................................................................12 Research Questions.................................................................................................................................................................20 2. Theoretical Framework......................................................................................................................................................22 Evaluation ..................................................................................................................................................................................23 Test......................................................................................................................................................................................................25 Standardized Test......................................................................................................................................................................27 Test of English as Foreign Language – Institutional Testing Program (TOEFL ITP).....................28 The Common Reference Levels: English Language Levels............................................................................29 Socio-affective factors...............................................................................................................................................................31 Anxiety................................................................................................................................................................................................32 Insecurity...........................................................................................................................................................................................33 Motivation.......................................................................................................................................................................................34 Demotivation................................................................................................................................................................................34 Confidence.....................................................................................................................................................................................35 Self-confidence...........................................................................................................................................................................35 Self-esteem....................................................................................................................................................................................36 Stress................................................................................................................................................................................................36 Literature Review........................................................................................................................................................................37 3. Methodology..........................................................................................................................................................................42 Research Design........................................................................................................................................................................42 Context and Participants ....................................................................................................................................................44 Context..............................................................................................................................................................................................44 Population and Participants...............................................................................................................................................44 Research Categories and Data Collection Methods...........................................................................................45 Research Categories................................................................................................................................................................45 Data Collection Methods....................................................................................................................................................45 Semi-structured Interview.................................................................................................................................................46 Survey................................................................................................................................................................................................46 Focus Group.................................................................................................................................................................................47 Documentary................................................................................................................................................................................47 Ethical Considerations...........................................................................................................................................................48 Data Analysis.............................................................................................................................................................................49 Data Analysis Procedure.....................................................................................................................................................50 4. Findings........................................................................................................................................................................................52 Socio-Affective Factors............................................................................................................................................................52 Anxiety..............................................................................................................................................................................................52 Insecurity.........................................................................................................................................................................................61 Demotivation...............................................................................................................................................................................64 5. Discussion..................................................................................................................................................................................66 6. Conclusions.............................................................................................................................................................................75 Pedagogical Recommendations Proposal.............................................................................................................76 7. References.................................................................................................................................................................................77 Appendixes.....................................................................................................................................................................................85 Esta investigación tuvo el propósito de explorar los factores socioafectivos que incidieron en el desempeño de los estudiantes en la prueba TOEFL ITP del programa de pregrado Licenciatura en Educación Básica con énfasis en Humanidades - Inglés de la Universidad de Córdoba. Para ello, se siguió una metodología de enfoque cualitativo con diseño de estudio de casos de tipo descriptivo que se caracteriza por la examinación profunda y detallada de un caso particular dentro de contextos reales. Luego de analizar los resultados, se evidenció un conjunto de factores socio afectivos como la ansiedad, la inseguridad y la desmotivación que influyeron en el desempeño de los graduados. Los principales aspectos que generaron la ansiedad fueron la presión del tiempo, que es la falta de tiempo para responder a todas las preguntas, la tecnicidad y el rigor de los textos que generó un tipo de ansiedad física como cansancio físico o mental, además de las limitadas condiciones del sonido generada por la pobre calidad de los audios. Todo esto generó sentimientos negativos que se evidenciaron en los resultados del examen TOEFL-ITP. Se sugiere el entrenamiento en estrategias socio afectivas en el curso de entrenamiento con el fin de mitigar esta experiencia y ser más exitosos en la prueba. Maestría Magíster en Enseñanza del Inglés Trabajos de Investigación y/o Extensión |
