Estudio comparativo del aprendizaje del idioma inglés mediante la redacción y el lenguaje oral

Miryam Milagros Vera Alcázar; Ysabel Milagros Rodríguez Choque; Lhaisa Cleopatra Condori Zevallos

doi:10.58763/rc2025450

Authors

Miryam Milagros Vera Alcázar Universidad Nacional de San Agustín. Arequipa, Perú https://orcid.org/0000-0003-1127-5870
Ysabel Milagros Rodríguez Choque Universidad Nacional de San Agustín. Arequipa, Perú https://orcid.org/0000-0002-3556-0281
Lhaisa Cleopatra Condori Zevallos Universidad Nacional de San Agustín. Arequipa, Perú https://orcid.org/0009-0002-9117-0277

DOI:

https://doi.org/10.58763/rc2025450

Keywords:

Competence, higher education, language of instruction, learning

Abstract

Learning the English language has progressively become a necessity in today's society. In a globalized and increasingly interconnected world, developing linguistic skills in this language is an important requirement to opt for better school, academic or work performance. The objective of the study was to compare English language learning through writing and spoken language in three UNSA professional schools. A non-experimental comparative design was used during an academic semester in the basic English course, with a 4-hour weekly delivery. A sample of students was taken in three professional schools: a Nursing class (n=38), an Industrial Engineering class (n=39) and a Psychology class (n=37). A design based on the collection of documentary evidence was applied to diagnose performance in the written and oral exams. The findings indicated that Nursing students had better grades in the oral exams, on the other hand, Industrial Engineering students had higher grades in the written exams, and Psychology students' grades were intermediate to those of previous schools. It is concluded that there is a significant difference of 95% between the written exam and the oral exam in all schools.

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