Perceptions of institutional strategies to improve english performance in the icfes through bilingual environments

Abstract

This research analyzes the perceptions of institutional strategies implemented to improve English performance in the Saber 11 (ICFES) exam through bilingual environments at Colegio Colsubsidio Ciudadela in Bogotá. The study is justified by the persistent gap between national bilingualism goals and the actual results obtained in standardized assessments, which often highlight difficulties in reading comprehension and vocabulary. The primary objective is to interpret the coherence between these management strategies and the real learning needs of the school community. Methodologically, the study adopts a qualitative descriptive approach. Data collection involved three instruments: a researcher-designed observation grid applied during mock exam sessions, a questionnaire administered to 22 eleventh-grade students, and semi-structured focus group interviews with five English teachers and academic administrators. The information was processed using thematic analysis, which allowed the identification of five analytical codes: the role of mock exams, the development of reading skills, the use of ICFES-based materials, the impact of feedback, and the monitoring of academic progress. The findings reveal that the institution prioritizes high-fidelity simulations, such as the "Milton Ochoa" mock exams, to replicate real testing conditions. While students acknowledge these strategies as useful for familiarizing themselves with the exam format, they also perceive them as "tedious" and high-pressure. A significant gap was identified in feedback processes; although mock exams provide numerical data, they often lack the pedagogical mediation necessary for students to understand their errors and improve their communicative competence. Teachers expressed tension between fulfilling administrative mandates for higher scores and fostering meaningful language learning. The research concludes that institutional strategies are perceived as effective tools for standardization and statistical improvement, validated by the school achieving its highest results in seven years, but at the cost of a "hijacked curriculum" that favors mechanical training over authentic bilingualism. Finally, it is recommended that the institution balance its approach by integrating formative feedback, differentiated instruction to address varying proficiency levels, and more contextualized materials that connect English learning with students' life projects and digital realities.