Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program
This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire an...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2025-01-01
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| Series: | Profile Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/115643 |
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| author | Jessica Vega-Abarzúa Marco Morales Constanza Olivo Francisca Rubilar Eduardo Gutiérrez-Turner |
| author_facet | Jessica Vega-Abarzúa Marco Morales Constanza Olivo Francisca Rubilar Eduardo Gutiérrez-Turner |
| author_sort | Jessica Vega-Abarzúa |
| collection | DOAJ |
| description | This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants’ understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers’ progress toward C1 proficiency. |
| format | Article |
| id | doaj-art-49f19e31bb75458dace83ec58793df53 |
| institution | Kabale University |
| issn | 1657-0790 2256-5760 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile Issues in Teachers' Professional Development |
| spelling | doaj-art-49f19e31bb75458dace83ec58793df532025-01-16T16:17:08ZengUniversidad Nacional de ColombiaProfile Issues in Teachers' Professional Development1657-07902256-57602025-01-0127113315010.15446/profile.v27n1.115643Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education ProgramJessica Vega-Abarzúa0https://orcid.org/0000-0002-5260-5584Marco Morales1https://orcid.org/0009-0005-6071-7446Constanza Olivo2https://orcid.org/0009-0003-9113-7255Francisca Rubilar3https://orcid.org/0009-0000-6759-8244Eduardo Gutiérrez-Turner4https://orcid.org/0000-0002-2983-0513Universidad Adventista de ChileUniversidad Adventista de ChileUniversidad Adventista de ChileUniversidad Adventista de ChileUniversidad Adventista de ChileThis mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants’ understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers’ progress toward C1 proficiency.https://revistas.unal.edu.co/index.php/profile/article/view/115643c1 levelcommon european framework of reference for languagesenglish language proficiencyenglish language teaching standardsteacher education |
| spellingShingle | Jessica Vega-Abarzúa Marco Morales Constanza Olivo Francisca Rubilar Eduardo Gutiérrez-Turner Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program Profile Issues in Teachers' Professional Development c1 level common european framework of reference for languages english language proficiency english language teaching standards teacher education |
| title | Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program |
| title_full | Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program |
| title_fullStr | Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program |
| title_full_unstemmed | Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program |
| title_short | Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program |
| title_sort | preservice teachers perceptions of c1 english proficiency in a chilean teacher education program |
| topic | c1 level common european framework of reference for languages english language proficiency english language teaching standards teacher education |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/115643 |
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