Title: the perception of the students of fifth semester of foreign languages with emphasis in

English about their professors and how it influences in their English level.

Question: what is the perception of the students of fifth semester of foreign languages with
emphasis in English about their professors and how does it influence in their English level?

General objective:

- To analyze the perception of the students of fifth semester of foreign languages with
emphasis in English and how it influences in their English level.

Specific objectives:

- To identify the level of English of the students of fifth semester of foreign

languages with emphasis in English.
- To know the perception, of the students of fifth semester of foreign languages with
emphasis in English have about their professors.
- To compare the perception of the students of fifth semester of foreign languages
with emphasis in English about their professors.

JUSTIFICATION

This research is focused in analyzing if the perception the students of fifth semester of
foreign languages with emphasis in English of la Unidad Central del Valle UCEVA have
about their professors and how it influences in the performance of the English language
skills.

This research emerges owing to the interest to know the causes that determine the
development of the skills of the English language in the students and if the perception that
these have about the professors generates positive or negative effects that, according to the
authors, Cotnoir, Paton, Peters, Pretorius and Smale (2014) have the professors in the life
of the students, which go farer of the academic results. For this reason, this research has the
intention of offering reflections about how influences the perception students have about
their professors of the program of fifth semester of foreign languages with emphasis in
English of la Unidad Central del Valle UCEVA.

Theoretical framework

Level of English of the students

As students of foreign languages and future teachers, the level of English is turned into a
factor very important that must be developed in the process of teaching and learning of
English, the Ministerio de Educacion Nacional (2005) has inquired about the competence
of the students and professors in the domain of English, such as in basic education,
intermedium and superior, which were found deficient, by its part, the MEN, has drawn
actions of development. on the other hand, el Programa Nacional de Bilinguismo (2006)
created by the MEN, has as a specific goal that, in education superior, the future teachers of
English have a high intermedium level (B1+C2), it means, that the level of English in the
classrooms must be significant to accomplish its goal.

Students perception about the professors.

Rodríguez Pérez (2012) in his study emphasizes that the causes that originates the
disinterest or demotivation in the students are the shamefulness, the nervousness to talk in
front of public, to make mistakes etc., feeling that can come up from the teaching context
for extern reasons like the professor’s attitude, for example, if he is outgoing or has a good
sense of humor; the results of his research showed that this improves the learning process;
this means, from the points of view, the reasons that generates demotivation, the disinterest
and some others, have to do in how is the relation of the professors with their students and a
the same time, how this does not beneficiates the English learning process, what is referred
to say that if the professor is open to have any type of tie with his/her students they will get
motivation and will not be afraid of failing or any deficient self-image making that in this
way the English levels get better owing to the student thanks to the interaction with his/her
professors will be willing to talk, to listen and to ask, so, in this way the professor will
become in a learning guide.

On the other hand, Gallardo G y Reyes P (2010) talk about this kind of relation in the
university, where the “seduction” is the target in the learning process which looks up for the
students to get interests about the content and the class. Besides of that some elements
contribute to that interest, which mention the academic prestige, professional experience,
sympathy, antipathy, and future utility of the taught content; the students appraise that the
professors establish a tie, why is possible to say that is mainstay for fomenting the
motivation of the students and that these get a better English level, according to Anzaldúa
Arce (2004) the tie of student-professor is the reason why the learning is carried out and is
determined by the dynamic of teaching and learning. Then, the relation is distinguished as
essential to foment a positive feeling.
The authors Cotnoir, Paton, Peters, Pretorius y Smale (2014) talk about the positive effects
are relative with the student-professor relation that allow to not just apprise the academic
aspect but effective, in which they talk about the relations like the capability to create
personal connections with the students, is also mentioned the passion where is showed the
inspiration of the professors in the teaching process, they also mention that the high
expectative help the students to improve and feel an experience of success. Starting from
this the influence of the professors in the learning process of the students is saw as the
symbol of motivation and effect by part of their students, the fact that the students feel their
teachers are open to a positive tie, establish the trust is necessary for the students to be able
to interact in the class, where they feel they can have mistakes and be corrected not only in
the academic way that affects the general wellness of the student ( Cotnoir, Paton, Peters,
Pretorius y Smale 2014), but with the intention to improve, in a mode that allow the
English level to overcome the expectatives and take to improve the results.
Professors features

Nuñes del Rio y Fontana (2009) they pretend to determine according to the perception of
the students the characteristics of the professor that tend to motivate the students. These
collect the followings:

- To clarify the subject, to understand the mistakes as part of the learning process,
feedback exercise

- To apprise more the effort than the result, the trust as part of the relation between
the professors and students

- Activities that generate the students’ motivation and curiosity

- To foment an environment of participation and cooperation

 Referencies

Anzaldúa Arce, R, E. (2004). La subjetividad en la relación educativa: cuestión eludida.

(pp. 40) TRAMAS.

Cotnoir C., Paton S., Peters L., Pretorius C. y Smale L. (2004).The lasting impact of
influential Teachers. (pp. 7-9, 12). Non-journal (online submission).

Gallardo G. y Reyes P. (2010). La relación profesor-alumno en la universidad: arista

fundamental para el aprendizaje. (pp.101). Calidad de la educación.

Ministerio de Educación Nacional. 2005). Retrieved from https://www.mineducacion

.gov.co/1621/article-87360.html

Ministerio de Educación Nacional. (2004). Programa Nacional de Bilinguismo (p.7)

Núñez del Río M.C: y Fontana, M. (2009). Competencia socioemocional en el aula:

características del profesor que favorecen la motivación por el aprendizaje en alumnos de
enseñanza secundaria obligatoria. REOP., 20(3), 256-269.

Universidad Internacional de la Rioja. (2014). La relación maestro-alumno y su influencia

en el aprendizaje, la actitud y el crecimiento personal del alumno (pp. 9-10). Barcelona.

Universidad de Oviedo. (2012). Causas que intervienen en la motivación del alumno en la

enseñanza-aprendizaje de idiomas: el pensamiento del profesor (p. 402). Didáctica. Lengua
y Literatura.