Proceso de Enseñanza-Aprendizaje del inglés y Control Inhibitorio en Estudiantes Universitarios

Abstract

This degree work addresses the teaching-learning process of English in university students, considering the role of teachers and students, as well as the analysis of inhibitory control in learning. A methodology that included qualitative and quantitative techniques was used to evaluate both the aforementioned process in the two population groups, as well as the inhibitory control in students belonging to different faculties. From the main conclusions it is possible to point out that, although the students present high levels of inhibitory control, this does not translate into better academic performance in English, which suggests that there are other factors that influence the learning of this language. Students consider that the use of didactic tools and practical activities, as well as autonomy in learning, are key elements to improve their learning process. They also emphasize the importance of spaces such as conversation clubs and exchanges to strengthen their level of English. As for teachers, it is pointed out that they prioritize oral proficiency in teaching English, but students feel that this leaves aside aspects such as grammar and writing. This discrepancy could be addressed through teacher evaluation strategies and adjustments in methodological approaches.