Socio-Linguistic and Psycho-Pedagogical aspects of English Second Language Acquisition in university students
DOI:
https://doi.org/10.5281/zenodo.10055130Keywords:
second language acquisition, learning styles, approachesAbstract
This research study focuses on characterizing A2-level university students from the University of Babahoyo in terms of their English language acquisition in speaking and pronunciation, learning styles, and main difficulties. The aim is to gain insights into the students' language proficiency, individual learning preferences, and specific challenges they face in their English language learning journey. A comprehensive analysis was conducted based on the responses of 50 students from diverse academic backgrounds and career paths. The findings reveal a range of proficiency levels, including slow, average, and advantageous learners, highlighting the need for personalized instruction. Furthermore, students demonstrated varied learning styles, with visual, auditory, and kinesthetic preferences identified. Pronunciation and intonation emerged as the primary difficulties encountered by the students. The results emphasize the significance of tailored instruction, targeted support, and engaging teaching strategies to enhance students' speaking and pronunciation skills. The findings from this study provide valuable insights for educators, enabling them to design effective language teaching approaches that cater to students' unique needs.
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