FACULTAD DE IDIOMAS

LICENCIATURA EN LENGUA INGLESA SECONDARY STUDENTS RESPONSES TO LEARNING ENGLISH

REPORTE DE INVESTIGACIN DE CAMPO

PARA OBTENER EL GRADO DE LICENCIADO EN LENGUA INGLESA

PRESENTAN FRANCISCO DAVID ALBERTO GARCIA GUZMAN VICTOR MANUEL GARFIAS ALTAMIRANO ASESORES: DR. BARBARA SCHOLES GILLINGS DR. CECILIO LUIS DE JESUS LOPEZ MARTINEZ Xalapa, Ver Agosto 2012

Abstract
Everybody has the need to communicate with others. Learning English as a foreign language allows us to communicate and exchange ideas with people who speak English from around the world. The purpose of the present study is to identify students perceptions concerning the learning of English as a foreign language at Secondary School. In addition, the study aims to find out how relevant learning English is for secondary students. Eighteen Secondary students participated in answering an open questions interview based on our research questions. The interviewees were selected from the three levels and the collected data was analyzed to interpret the results. As a result, the data revealed that students are interested in learning English and they are aware of the importance for their education. Based on the findings, some recommendations are provided. Finally, we hope that the results of the current study may be useful for those who want to learn English in the Mexican context.

TABLE OF CONTENTS
Abstract ....................................................................................................................................... iv i TABLE OF CONTENTS .............................................................................................................. ii Chapter 1 ..................................................................................................................................... 1 Introduction .................................................................................................................................. 1 1.1 Teaching English at Secondary School in Mexico ............................................................ 1 1.2 Objectives .......................................................................................................................... 3 1.3 Research Questions .......................................................................................................... 4 Chapter 2 ..................................................................................................................................... 5 Conceptual Framework ............................................................................................................... 5 2.1 Defining Learners Perceptions or Beliefs ......................................................................... 5 2.2 General Research Context ................................................................................................ 9 2.2.1 Compulsory Learning .................................................................................................. 9 2.3 Specific Context ...............................................................................................................11 Chapter 3 ...................................................................................................................................13 Methodology ..............................................................................................................................13 3.1 Instruments ......................................................................................................................13 3.2 Informants ........................................................................................................................14 3.3 Procedures.......................................................................................................................14 Chapter 4 ...................................................................................................................................17 Findings and Discussion ...........................................................................................................17 4.1. Importance and Relevance of Learning English at Secondary School Level ...............17 4.1.1English as a requirement for better job opportunities................................................18 4.1.2 English as an opportunity to travel abroad ...............................................................19 4.1.3 English as a requirement for future education .........................................................20 4.1.4 English as a real desire to learn ...............................................................................20 4.2 Previous Experiences with the Language .......................................................................22 4.2.1 Students with previous experiences with the language in a formal setting .............23 4.2.2 Students with previous experiences with the language in an informal setting ........25 4.2.3 First experience entering secondary school .............................................................26 4.3 Perception of Learning at Secondary School Classroom ...............................................27 4.3.1 Reinforcement of knowledge and development of skills ..........................................27 ii

4.3.2 Variety of methods and techniques applied .............................................................28 4.3.3 Inadequate teaching methods ..................................................................................29 4.3.4 Higher level of the language .....................................................................................30 4.4 Progress with the learning process .................................................................................31 4.4.1 Real effort to learn ....................................................................................................31 4.4.2 Teacher providing substantial lessons .....................................................................31 4.5 Motivating or undemanding lessons ................................................................................33 4.5.1 Variety of methods and techniques applied .............................................................33 4.5.2 Inadequate teaching methods ..................................................................................34 4.6 Expectation from English Lessons ..................................................................................35 4.6.1 Reinforcement of knowledge and development of skills ..........................................35 4.6.2 Being able to communicate ......................................................................................35 4.7 Continuous Learning........................................................................................................36 4.7.1 Continue developing communicative skills ...............................................................36 4.7.2 Travelling abroad ......................................................................................................37 Conclusion and Recommendations .........................................................................................38 References ................................................................................................................................41 Appendixes ................................................................................................................................43

SECONDARY STUDENTS RESPONSES TO LEARNING ENGLISH

Chapter 1

Introduction
Nowadays, more people than ever before are now learning English owing to the fact that we are living in an increasingly interconnected and globalized world. In particular, English has dominated the context of foreign language learning and teaching over the years in Mexico. As a result, learning to communicate in English is important in order to interact with others in an economic, political and sociocultural field. The North American Free Trade Agreement is a good example of this.

The learning of a second language usually starts at an early stage and it continues up to university levels. Therefore, some governments, such as the Mexican government, have included the learning of a second language at secondary level as a compulsory subject since 1982 (see Acuerdo 66, SEP). As a result, millions of people have been involved in this activity for almost 30 years.

1.1 Teaching English at Secondary School in Mexico

As English as a Foreign Language (EFL) is regarded as an essential part of education in Mexico, it is now a compulsory subject. However, in spite of studying English for a long period of time in schools, the perceived outcome is not satisfactory and students are not able to communicate in English in a real context (Ghassemi & Shahsavari, 2011). What is more, little effort seems to have been made to deal with problems associated with this language learning process. Furthermore, anecdotal evidence and testimony suggest that learning compulsorily may lead to unsatisfactory results. For example, in our own institution, which has
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introduced EFL as a compulsory subject in the first two semesters of the curricula of all undergraduate programs, students seem not to be interested in learning as they cannot perceive the relevance of learning a second language. In the same way, this perception explains the fact why secondary students seem not to have the expected performance. In fact, it appears to be accepted that students often fail English at secondary school and there is a general belief that there is a number of interrelated factors playing important roles in students success in learning English such as text books, teachers, learning environment, and of course the learners themselves. Learners beliefs and attitudes towards the learning of English as a foreign language are among the factors which may influence their success.

What is more, in recent decades, research interest in second or foreign language learning has shifted from teacher-directed instruction to student-centered learning. Consequently, numerous studies have been conducted from the learners perspective, and these perspectives have come to inform the field of language teaching pedagogy. Among these perspectives, are learners beliefs abo ut language learning, which are a result of a number of factors that shape ones thinking and belief formation (Bernat, 2006).

According to Harmer (1991, in Aydin, 2008), some of the reasons to learn English as a foreign language are school curricula, need of advancement in professional life, living in a target community permanently or temporarily, interest in different cultures, and some other specific purposes. He assures that at the end of the learning process, learners are usually expected to become proficient in several areas of the target language, such as pronunciation, grammar, vocabulary, discourse, and language skills. On the other hand, it is obvious that the learning of English as a foreign language is closely and directly related to the awareness about certain individual differences, such as the beliefs, attitudes, aptitudes, motivations, as well as the affective states of learners. As mentioned by Breen (2001, in Harati, 2011), in the classroom context, all the features that students

bring with them to the learning situation have been recognized as a significant contributory factor in the learning process and possible ultimate success.

Therefore, we consider it important to examine the different factors affecting the students learning processes, and discover the students perceptions and beliefs concerning language learning at secondary school. This research sought; therefore, to explore students perceptions regarding the learning of English at secondary level in order to understand whether or not they are interested in learning a second language.

This inquiry was carried out by conducting an exploratory qualitative case study so that the findings resulting from this investigation may be translated into recommendations and suggestions to the educational authorities. By exploring students perceptions, we hoped to be able to discover if they had difficulties in learning English as a foreign language.

1.2 Objectives
The absence of published studies focusing on students perceptions regarding th eir EFL compulsory learning in secondary schools in Mexico is astonishing. The lack of research results is striking for several reasons. For instance, the millions of students taking EFL compulsory lessons in secondary schools, as stipulated by law in most countries where English is not the official language, such as Mexico, will inevitably involve several issues that may hinder EFL learning because of its nature of being imposed. Therefore, this research is an attempt to pave the way for future studies in order to bridge this existing gap in the Mexican context and in general in the area of TESOL (Teachers of English to Speakers of Other Languages) since little change has occurred in the educational system in Mexico over the years. The objectives of this current study are, therefore, to identify students perceptions concerning the learning of English as a second language, in order to discover how
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they perceive the learning of English at Secondary school. Then, to find out how relevant learning English is for secondary students, for instance, if they consider English as an effective tool or an appropriate language for communicating. Next, to explore if a lack of interest is present in secondary students while learning English at secondary school, in order to identify whether or not they are interested in learning this foreign language and what are some of the reasons for this behavior.

1.3 Research Questions

How do secondary students perceive the learning of a foreign language?

SUB-QUESTIONS: What is the relationship between students' perceptions and their learning process? Do students show interest when learning EFL in secondary schools? What do students expect from their English classes? Do students consider it relevant to learn English? If so, why?

Chapter 2

Conceptual Framework
In this chapter, the different concepts used throughout this work are discussed. A review of the literature regarding the topic of learning a language at a secondary level is also presented.

2.1 Defining Learners Perceptions or Beliefs

As mentioned in the introduction of this paper, this investigation sought to recognize students perceptions regarding their EFL compulsory learning in secondary schools in the Mexican context. In order to do so, it was necessary to review relevant literature in the different interrelated areas of knowledge that throw light on the phenomenon under study such as students perceptions or beliefs on EFL instruction and compulsory learning. This set of concepts was used to define, describe and suggest possible explanations that accounted for the different issues interconnected in students perceptions concerning the compulsory learning of English as a foreign language.

Learner beliefs, according to Richardson (1996, cited in Peacock, 1999:177), are understandings, premises, or propositions that students have about their world and are felt to be true. In the same way, Kuntz (1999) and Yuen (Yuen et al, 2002: 12) suggest that the term beliefs in this context can be simply defined as any preconceived notions, ideas, views and opinions about language learning that learners have. Basurto (2010) mentions that while there are different understandings of learner beliefs, research studies do not really give a clear definition of learner beliefs about language learning and, they generally seek to identify learners preconceived notions about what is involved in learning a foreign language in order to predict expectation conflicts that may contribute to students frustration, anxiety, lack of motivation, and in some cases ending language instruction.

Learners beliefs were speculated to be closely related to motivation (Graham, 2006 in Shen, 2012). Motivation involves self-estimates or beliefs of how good one is at a given activity, which means that learners who endorse positive beliefs about learning and communication in a communicative classroom tend to be more active and motivated. All this suggests that a student who feels able and competent will work on a task and persevere, even if it is difficult, but if he feels that they are unable or lacking ability will be more likely to avoid the task. This association suggests that students perceptions of their own ability may affect the level of investment or effort they put into a task.

However, some authors have opted to use the terms perception and belief as equals. Jeeves (2010), for example, assures that they both concern relevance, which can be in the present, or with hindsight. It is here where relevance is considered as a result of the perception process. He believes that by establishing relevance as a factor in English-learning motivation may lead to high levels of proficiency. Young and Ruth (2009) provide a good of example in which students perceptions may condition students development and prof iciency. They argue that what students consider as valued teaching and learning are those experiences with Native English Teachers (NETs) who might be seen as experts by their students influencing students beliefs (Horwitz, 1988), thus resulting in the belief that Local English Teachers (LETs) are less capable of providing real-life teaching experiences than those who have had a long-standing privileged inside position in a community of practice (Young & Ruth, 2009).

Relevance is then concerned with contextualization as we try to make sense of the world around us, using context to aid comprehension: the search for relevance is a basic feature of human cognition (Sperber & Wilson, 2005, p. 608, in Jeeves, 2010, p. 2). Moreover, as suggested by Tella et al (2011) in the English teaching and learning context, it is advisable to adopt appropriate measures to help students
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improve their perception of the secondary school curriculum as this will translate into improved academic achievement in the subject. In 1988, Horwitz suggested that people involved in language teaching and learning appear to hold strong beliefs about how languages are learned. What is more, definite viewpoints on the best techniques for learning a language, the right age to begin language study, and the nature of the language learning process are the subject of many academic articles, and advertisements. Many people apparently believe, for example, that second language fluency can be obtained with relatively little effort.

Moreover, in the course of a review of the time necessary to learn a foreign language, Horwitz (1988) reports numerous instances of advertisements promising second language fluency in as little as three months of spare-time study. Although, at first glance, faith in these claims can be dismissed as nave, such expectations surely influence students when they enter conventional language classrooms and their own progress lags behind their preconceived timetables. Language students have probably been exposed to many common and sometimes contradictory notions about language learning that, she assures, will clash with the atmosphere within the conventional languages classrooms.

In a study of fifty Anglophone Canadian students of French, Champagne (1980, in Horwitz, 1988) found that they shared with their instructors a belief in the hopelessness of achieving phonetic accuracy in French. Not surprisingly, the students failed to develop native-like accents. This finding seems to be consistent with a commonly encountered belief among students that are somehow psychologically unable to speak a second language without an accent.

One can envision many instances where pre-conceived notions about language learning would likely influence a learner's effectiveness in the classroom. A student who believes, for example, that learning a second language primarily involves learning new vocabulary will spend most of his/her energy on vocabulary
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acquisition; while adults who believe in the superiority of younger learners probably begin language learning with fairly negative expectations of their possible ultimate success. Furthermore, an unsuccessful learning experience could easily lead a student to the conclusion that special abilities are required to learn a foreign language and that s/he does not possess these necessary abilities. As a result, all these premises may jeopardize the learning process by creating a feeling of lack regarding the necessary abilities to succeed in learning another language.

A similar claim is made by Barcelos (2000), who argues that learners have positive contributions to make to the language classroom. Understanding their

contributions, she assures, is essential for effective teaching and learning because they are likely to influence the students learning process. It is argued that what learners believe about language learning will influence what they do to learn languages. It is also suggested that teachers exert strong influence on the development of learners beliefs about language and language learning (Rubin, 1987, in Barcelos, 2000). For instance, when teachers exert a position of authority in the classroom, they might be seen as experts by their students, and thus, may influence students beliefs (Horwitz, 1988). Horwitz (1988) also suggests that a gap between teacher and learner beliefs can lead to reduced learner confidence in, and satisfaction with, the class and to unwillingness to participate in communicative activities. Therefore, it is believed that effective teaching and learning develop from the similarity between teachers and students beliefs. It is generally agreed that individual language learners hold different beliefs about how language is learned. Nevertheless, according to Barcelos (2000), students bring their own interpretations to the process and these may not coincide with the teachers, thus resulting in a conflict or mismatch.

Bernat and Gvozdenko (2005) provide a clear example of this kind of divergence. Second or foreign language students may hold strong beliefs about the nature of the language under study, its difficulty, the process of its acquisition, the success of certain learning strategies, the existence of aptitude, their own expectations about
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achievement and teaching methodologies. Then, identification of these beliefs and reflection on their potential impact on language learning and teaching in general, as well as in more specific areas such as the learners' expectations and strategies used, can inform future syllabus design and teacher practice in the course (Frug, 2007, in Mohebi & Khodadady, 2011).

Students hold strong beliefs and attitudes about learning a second language. These features are the result of previous experiences with the English language, promising advertisements, or simply shaped by their own cultural backgrounds. Now, it has been taken into account that these features are a vital part of the language learning process. That is why there has been a shift in focus in the field of second language acquisition from teaching methods to learner characteristics. However, although students beliefs about language learning would seem to have obvious relevance to the understanding of student expectations of, commitment to, success in, and satisfaction with their language classes, they have remained relatively unexplored. As Cotteral (1999, in Mohebi & Khodadady, 2011) assures, teachers who have access to their learners beliefs may choose to reinforce or to challenge certain beliefs. In either case, they will be better equipped to engage in meaningful dialogue about learning with their students.

2.2 General Research Context

2.2.1 Compulsory Learning

Compulsory attendance laws are statutes put into force by state governments that require parents to have their children go to a public or state accredited, private or parochial school for a designated period. Compulsory education is taken for granted in modern societies. The principle of placing children in school for a specified period of time has been adopted by several governments. The exact form of compulsory education varies across countries, but despite differences in most other areas there is a unanimous acceptance of this policy as an essential basic public service (Eckstein & Zilcha, 1994).

In these days, the issue of placing English as a compulsory subject at secondary level has gained increasing importance in modern societies, especially among international syllabuses. This is because non-native English speaking countries want to learn the English language due to increased globalization and competition. Since English as a language is being widely used in business communication today, it is now also being used in everyday situations, and all this means it is now becoming more necessary to learn it.

This is especially the case in Mexico, a socio-economically, culturally and linguistically diverse nation. The diversity is the result of its past and its ongoing changing situation. Mexico achieved its independence early in the 19th century after three centuries of Spanish dominance. One of the results of this Spanish rule is the status of the official language that Spanish has had for many years throughout the country to the present time. However, many other regional indigenous languages are still spoken.

Mexico is a federal republic which comprises 31 states and one Federal District. Mexico is located in the North part of the American Continent together with two English speaking countries, The United States of America and Canada. In 1994 Mexico signed a Free Trade Agreement with these two countries (NAFTA). Their obvious coexistence is the main aspect that has weighed on the rapid widespread perceived necessity of the learning and teaching of English. It is broadly believed that Mexicans who have a high proficiency of the English language will have access to better education and job opportunities.

The Mexican government included the learning of a second language at secondary level as a compulsory subject in 1982, as they considered the syllabus required some adjustments to make it suitable for the real world needs in regard to the teaching of a foreign language, and millions of people have been involved in this activity for almost 30 years (see "Acuerdo 66", SEP).

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Some Mexican states in which EFL has been included in the national curriculum are: Quintana Roo, where tourism is the base of the local economy and English is considered a vital tool for communication and business; and Michoacan, where the government considers it necessary to expand its linguistic horizons in order to encourage its popularity as a touristic centre. As a result, the objectives of teaching English at secondary school in both states are to provide tools and communicative skills to students (Polanco, 2007). Therefore, learning English at secondary school may raise students awareness concerning the importance of having a level of English in their education as this will bring benefits to students, as well as to the local economy.

2.3 Specific Context

Secondary school instruction is considered as the basis for the learning of English because at this level it is introduced to all pupils in Mexico. Therefore, the future instruction of the language may be influenced or even jeopardized by the perceptions and performance of the subject matter at this stage in the students' learning processes. According to Aramayo (2006), secondary is the last level of basic education, which should offer high quality education to students in order to enhance skills and prepare students to satisfy their needs. Moreover, she claims that some of the purposes for the implementation of English as a foreign language at secondary schools are to facilitate communication between speakers of other languages, to give the appropriate tools to face the challenges of todays world and to know other cultures.

In order to collect data using interviews in this current investigation, a secondary school located in the heart of Xalapa, Veracruz, Mexico was chosen. It has a certain popularity and prestige in the surroundings due to its workshops and other qualities. For example, students from this secondary school have been involved in national and international competitions with satisfactory results. Moreover, it has a specific English classroom which contains a computer, an overhead projector and appropriate materials for students studying language.
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Most of the people living around the school are low-middle class to upper- middle class. The school is big, with lots of trees and gardens, classrooms are spacious and most of them have computers with an overhead projector. Some teachers take advantage of the equipment to facilitate the students learning process. Due to these reasons and the fact this secondary school is considered by surrounding people an exceptional school we decided to choose it for our qualitative research.

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Chapter 3

Methodology
Qualitative data consist of words and observations, not numbers. As with all data, analysis and interpretation are required to bring order and understanding. Taking this into account, we adopted a qualitative inquiry as it is based on data collection methods without numerical intervention and it is flexible (Ortiz, 2005). This means that the inquiry allowed discovering information about peoples beliefs, attitudes, opinions, values or knowledge in a communicative process (Ruiz, 2006). In short, we decided to examine students perceptions in order to identify how students perceive the learning of English in secondary schools in Xalapa, Veracruz, Mexico.

3.1 Instruments
As mentioned in the introduction, this current research aims to discover secondary students responses to learning English as a foreign language (EFL). When designing the instruments to collect data it is very important to focus on the features that best fit the problem under investigation. We decided then, to collect data by means of interviews. According to Ruiz (2006), a non-structured interview is flexible, which means it is open for the interviewees to express in a free way their opinions and thoughts, so the information is not limited, but the analysis is deeper. As well as Davies (2007) and Kvales (1996) articles suggest, qualitative interview (or a semi-structured interview) is appropriate in order to collect data.

This was the main reason why we decided to apply a semi-structured interview as the main instrument in order to collect the necessary data to have a better understanding of the problem itself. The interview comprised of nine open questions in which the students had the opportunity to describe their beliefs, feelings, levels of satisfaction in class, previous experiences with the English language and how relevant they thought it is for their education. These series of questions were answered orally and audio-recorded in order to collect the data that would be further analyzed for the present investigation. As a result, this data
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helped us discover the beliefs and opinions of the students concerning English and provided us with the general ideas to answer our research questions.

In order to have a better understanding of the data analysis process and due to confidentiality issues, researchers coded participants according to the English level they are attending and the sequence in which the interviews took place. For example, the third interviewed participant from the second level of English will be represented as "L2P3", where "L" means Level and "P" Participant number.

3.2 Informants
Students from the three levels of English in the school syllabus are the informants. We considered interviewing at least six students from each level to compare their perceptions and generate a general answer in order to analyze how secondary students perceive English in their education.

3.3 Procedures
After we decided how to elaborate our interviews, we went to the Secondary School to start our research. To begin with, we needed to gain access to the school. This was achieved by writing a document to be signed by our authorities asking for permission from the secondary school authorities to interview the students within their context (see Appendix 2). The school principal accepted and signed the paper, providing us with the opportunity to access the facilities.

Then, we met the person in charge of the scholar administration and she provided us with the schedules of the two English teachers. Moreover, she later introduced us to one of the English teachers who allowed us to enter his classroom. We selected some of his students and the teacher supported us by creating an atmosphere of confidence in his students. He also gave us the opportunity to interview his students one by one.

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However, during this period we found certain problems in the school administration, such as norms, prohibitions or disadvantages which did not allow us to do what we expected. To begin with, the doorman did not allow us to access the campus until the principal arrived. When the principal arrived, he did not mention how we should have proceeded, but only signed the document. As a result, we assumed we could interview in a relaxed and isolated area away from the noise, so that students would feel more confident and comfortable and the audio recording process would be carried out properly. Nevertheless, when the interviews took place, a person who was responsible for the order and security inside school told us we could not stay in that area with the students because of security issues. She did not know the reason why we were there and asked us to leave the school. Consequently, we lost time sorting out this misunderstanding, but we eventually managed to continue the interviews outside the English classroom.

At the beginning of the interviews, the participants were informed of the purpose of the instruments. According to Davies (2007), the interviewer must present himself and project a dependable personality. The first participants to be interviewed were students from the second level and appeared to be nervous, but the researchers managed to establish rapport with them while receiving relevant data. The interviewers made this rapport possible taking into account the age and gender of the participants, and then speaking with them like friends that share common interests. In addition, the interviewers smiled when they first saw the participants, establishing and maintaining eye contact and finally offering them a sincere greeting.

The interviews involved a dynamic process as we established a good rapport. The interviewees answered what we asked in a precise and concise way and the interviewers moved quickly. What is more, this kind of instrument saves time and is more efficient than questionnaires (Ortiz, 2005) thanks to its communicative nature between participants and researchers. Participants answered in a brief and concise way providing the necessary information while interviewers collected it by audio
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recording the process for their future analysis. Finally, the teacher in charge of the group and the participants were equally thanked.

Then, the following day students from the third level were interviewed. These interviews also had their advantages and drawbacks. On the one hand, we could obtain the necessary information from the subjects. On the other hand, we were interviewing in a noisy place and the recording was not clear enough. In addition, we could not move to another place to interview because of the school norms.

The following day we interviewed students from the first level. In this class, there was a different teacher, but we also asked for permission to interview her students. We took advantage of this situation as the students consider this professor to be completely different from the previous one mentioned. Moreover, students were very cooperative in order to express their beliefs about the atmosphere. Finally, we thanked our interviewees, which mentioned by Davies (2007) is an essential part of the interviewing process.

Summarizing, we noticed that students wanted to participate by answering the interviews. It seemed they liked being interviewed and felt free to express their perceptions and beliefs. Therefore, this facilitated the procedure of interviewing and data collection. It is also relevant to establish an appropriate social interaction between us the researchers and the participants. We feel grateful for the support of the school, principal, teachers and students alike.

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Chapter 4

Findings and Discussion

In this chapter, we present a discussion of the main factors found in the analysis of the data provided by the informants. In order to do so, an exhaustive analysis of the instruments was performed. First of all, the transcription of the audio-recorded interviews was performed in order to conduct a deeper analysis and have a better understanding and interpretation of the students' answers. After having carried out the transcriptions, researchers compared and contrasted the students' answers by categorizing what participants said into several sections or categories in which similarities and differences can be clearly observed.

As mentioned in the introduction of this paper, this investigation sought to recognize students perceptions regarding their EFL compulsory learning in secondary schools in the Mexican context given that it has been compulsorily since 1982 (see Acuerdo 66, SEP). At the end of the learning process, learners are usually expected to become proficient in several areas of the target language (Harmer, 1991, in Aydin, 2008). However, as claimed by Ghassemi and Shahsavari (2011), the perceived outcome at this level does not seem satisfactory and students seem not to be able to communicate in English in a real context. This may be due to different factors.

4.1. Importance and Relevance of Learning English at Secondary School Level

In the first two questions of the interview, students were asked about the importance and relevance of learning the language at secondary school. Interviewers wanted to understand how participants consider the learning of English. Participants perceive the learning of English at secondary level in different ways. Researchers found that according to participants beliefs, some of the main reasons to learn EFL are the need for advancement in professional life (better job and educational opportunities), living in a target community permanently or
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temporarily (travelling abroad), interest in different cultures (attraction to the language), school curricula (compulsory learning), and of course, some other specific purposes as mentioned by Harmer (1991, in Aydin, 2008). However, we also found other beliefs. Some important concepts have been written in bold and/or underlined to highlight them.

4.1.1English as a requirement for better job opportunities

In this first category, informants seem to combine job opportunities with travelling abroad. Maybe these job opportunities imply that they will have to move to another country. In addition, this first informant sees learning English as a fundamental prerequisite.

L1P1 "Well, I think it is important to learn English as a requirement to travel abroad and get better job opportunities and that's why English is so important for me. What is more, everywhere you go to ask for a job, English is a vital requirement". The following participant considers that learning will provide her with better job opportunities as she sees herself as becoming an important business woman. She considers that learning the language is vital because it will be a useful tool to establish communication with others.

L2P4 "I definitely consider it basic to learn English today. This is especially important for me as I see myself as an important business woman. That's why I think it is really important to master the language in order to communicate and establish working relationships with different people". This next participant holds the idea that learning the language is basic for his/her educational development. What is more, s/he believes that learning the language is a useful tool for their professional development. However, s/he considers a more important fact to learn the language to have access to better job opportunities.
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L1P3 "Yes, I think it is quite important to learn English for my development here in the school. What is more, I'm sure it will be a basic requirement for my professional formation and a great opportunity to gain access to better job opportunities". "I consider that everything that I could do in the future will require English. It is now everywhere! Also, I think it is more difficult to get a job if you don't master another language".

4.1.2 English as an opportunity to travel abroad

In the following section we observe that the learning of the language seems to be considered as an important opportunity to travel abroad. These participants believe that by mastering the language they will be able to travel to other countries and know new places. What is more, they consider that English is a tool that can be used to communicate with the people living in those foreign countries.

L3P1 "Well...I think it is important to learn English. I would like to learn it very well to communicate with people that speak the language, have the possibility to travel to other countries and meet new people and places". L3P6 "I want to learn English because it is interesting for me as I think it is necessary for everyday situations. English can now be found almost everywhere. Also, I would like to travel to other countries and meet new places. And of course, it is a basic requirement in our education and everyday life situations". These participants consider English as a vital tool that can be used to communicate with others. They consider that by mastering the language, they will have the opportunity to travel to English speaking countries where they will find the opportunity to practice the language in real contexts.

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4.1.3 English as a requirement for future education

In the next section it can be observed that the following participants consider the learning of the language is relevant for their future education needs. They believe that mastering the language will provide them with better opportunities. However, they also highlight the conviction that the language will become a useful tool while studying in higher levels of education. They consider that English can now be found everywhere, for example, text books that will be required in their future preparation.

L1P5 "I'm really interested in learning the language and all that it involves. I want to express myself in a clear way. I also want to master the language in order to communicate in the best possible way. I know that English will be used in the following years of my education. For example, I want to study Medicine, that means that I will need to know some English as most of the books used in the university studies are written in that language". L2P1 "I consider learning English relevant because now English can be found in almost everything. What is more, it can help us when we find ourselves studying at university where some books are written in English. Also, I heard that in some high schools, the student has the opportunity to gain credits if s/he has already taken previous courses of English". As it can be observed, these two participants consider that learning the language is vital for their future formation. They know that mastering the language is important as English can be now found as a requirement everywhere such as in the books that will be required in their careers. They may just want to fulfill future education requirements.
4.1.4 English as a real desire to learn

In this section, we found participants whose motivation to learn comes from them. Participants beliefs are speculated to be closely related to motivation (Graham, 2006 in Shen, 2012). This means that they really are aware of the benefits of learning the language and thus, they are interested in learning the language.
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Consequently, they face lots of advantages from this practice. The participants found the learning of the language really attractive, this means that they are interested. This will inevitably result in their discovering the benefits from learning languages.

L2P1 "Im really interested in learning the language because English is now everywhere and it can be found in almost anything. For example, TV programs, music, etc. and I feel really excited when I can understand and sing along the music I really like . However, although I like taking English lesson within the classroom, I feel a bit bored because of the teacher's methods". Here, we can observe that this participant finds some advantages from learning the language because s/hey really likes to do it. When the learning of the language emerges from the students own desire, lots of advantages can be noticed by the students themselves.

Next, we found a student that also considers that learning the language is of great importance and usefulness. However, although being aware of the multiple benefits the participant seems not to be really interested in learning the language.

L3P2 "Well... I think I have to learn the language because it is basic, and it is required to travel to other countries. But I'm not really interested in learning English. Well... I'd like to learn the language but not very much as I want to study something else". "I think it is important for life. If we manage to travel to other countries and have the opportunity to study in those countries where the language is spoken, we will need to communicate with the people".

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Different from the other participants, s/he knows that learning the language will provide him/her with lots of opportunities such as a better job or travelling abroad. However, s/he assures not to be interested in learning the language at all.

In sum, the first category showed that most of the students considered the learning of the language as a basic requirement. Despite considering the language as a basic requirement, there are different opinions on how exactly the language is seen. The vast majority considered that learning the language will surely provide them with lots of opportunities to find a better job and have access to a better life; while there are others who considered that learning the language is a great opportunity to travel to other countries where English is spoken, and as a result they will be able to communicate and interact with the people living there.

There is another group who considered that learning the language will really help them with their future development. Finally, we found a group who considered English as an opportunity to learn and practice something they really like, thus facing some advantages from the process. However, there are some students like participant L3P2, that despite knowing that learning the language is of great importance, they are not really interested in the advantages and are not really interested in learning or developing their skills.

4.2 Previous Experiences with the Language

There are different factors that influence the way participants perceive the learning of EFL. Learners beliefs and attitudes towards this practice are among these factors, which are the result of ones thinking and belief formation (Bernat, 2006). Students bring with them to the learning situation different preconceived understandings, premises, propositions, ideas, views, opinions, and notions about language learning that are felt to be true (Richardson, 1996, Kuntz, 1999, Yuen, 2002, Basurto, 2010) The beliefs mentioned previously are the result of the participants previous experiences with the language, which can be found in most of the cases of the
22

participants of this paper in formal settings whether in public or private schools. However, we can find some participants whose experience has occurred in informal settings, with the help of a relative or on their own. There is also a minority who has never experienced the language, but who has shaped a set of beliefs from others testimony or reading articles and promising advertisements (Horwitz, 1988). Such expectations surely influence students when they enter conventional language classrooms at secondary level (Rubin, 1987 in Barcelos, 2000).

In the next two questions of the interview, students were asked about their previous experiences with the language. Interviewers wanted to discover whether participants had experienced the language in an informal or formal setting. As well as to discover if there were some participants whose first experience occurred when entering secondary school. From the participants who had experience with the language, it seemed important whether the learning occurred because of a personal decision or parental imposition.

4.2.1 Students with previous experiences with the language in a formal setting

In this section we can observe those students who have experienced the language in formal settings. That is, they have taken previous courses of English whether in public or private schools. Consequently, they have learned the language with well prepared teachers and in adequate contexts.

L2P2 "I took English lessons for five years in a private institute. My mom is always telling me that it is vital for the future and it is a worldwide spoken language. She gives me a clear example in which I can have access to better job opportunities. If I apply for a job in the future, and I master more than one language, I will be better prepared than those who don't know another language". L2P6 "I've been taking English lessons since I was in Kindergarten . My mom always stresses the fact that learning another language is very important in order to have access to better job opportunities.
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Also, all mi relatives have come to this school, so it seemed interesting for me to do the same and meet new friends". L3P5 "I took some English courses when I was in Primary school . My family had taken the courses before for several years, so I decided to do it as well because it is a good way to accomplish what you want in the future". Most of the participants experienced the language in private or public schools since they were in lower levels of their development. This means that they have experienced the language in formal settings with well prepared teachers. However, it is important to highlight the motivation they had to do this. There are some students whose motivation emerged intrinsically (personal decision), while there are others whose motivation emerged extrinsically (parental imposition).
A) Personal Decision

In this section we can observe those participants whose experience with the English language in formal settings occurred because of their own desire to do so. The first participant decided to take English lessons because s/he is aware of the importance of learning languages.

L1P1 "It was for sure my decision... Well, my parents also had weight on my decision of taking the lessons. However it was mainly my own decision because I know it is important to learn another language". L3P5 "I took some English courses when I was in Primary school. My family had taken the courses before for several years, so I decided to do it as well because it is a good way to accomplish what you want in the future". These students decided to enter the English courses on their own because they are really aware of the benefits of learning another language. They consider that learning the language will be an important tool that will help them accomplish what
24

they want in the future. Some participants are found who besides knowing that learning languages offers lots of benefits as a great opportunity to accomplish what they want in the future, they do it also because they consider it a fulfilling practice.

B) Parental Imposition

It can be observed here that the students who entered a formal setting when learning English did so because of their parents awareness of the benefits of learning languages. In short, these students started learning the language owing to their parents imposition and not because of their own desire. L2P2 "I took English lessons for five years in a private institute. My mom is always telling me that is vital for the future and it is a worldwide spoken language. She gives me a clear example in which I can have access to better job opportunities. If I apply for a job in the future, and I master more than one language, I will be better prepared than those who don't know another language". L2P6 "I've been taking English lessons since I was in Kindergarten. My mom always stresses the fact that learning another language is very important in order to have access to better job opportunities. Also, all mi relatives have come to this school, so it seemed interesting for me to do the same and meet new friends".

4.2.2 Students with previous experiences with the language in an informal setting

In this section we can observe those students who have experienced the language in informal settings. They have not taken previous courses of English whether in public or private schools but perhaps on their own or with the help of someone who has a certain level of English. Consequently, they have learned the language in a completely different context than those who attended formal settings.

L1P6 "I haven't taken English lessons before, I started to learn it on my own by reading my father's English books and then, a couple of
25

years later, my parents decided it was time to go to a private school to learn in a more formal way". The previous student started learning the language on his/her own because s/he had the opportunity to do it in his/her house with his/her own resources.

L2P1 "I started learning English on my own since I was four years old. Then my mother took me to my aunt's house because she is an English teacher. At first she taught me the basics of English and I didn't really like it. However, as time went by, I started to understand the language and I liked it". This participant started learning the language in an informal setting with the help of a relative who has a certain level of English. With the help of their family, they started to know the language and then continued learning it in a more formal way a couple of years later. It needs to be clear that everything occurred because of parental influence.

4.2.3 First experience entering secondary school

On the contrary, there are also some students whose first experience with the language occurred when entering secondary school. In the same way, this occurred because of personal decision or imposition.

L2P4 "No, this is my first time. My father told me about the advantages this school had, including the English workshop. That's why I decided to enter this school in the first place". L3P2 "Not really, I took an English course in Primary school as an extra activity but I wasn't interested at all. When you're in Primary school you don't realize how important is to learn another language and now that we're on Secondary school taking English, it is a subject that everyone has to take".

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As it can be observed, these two students started learning English when they entered secondary school. The first one (L2P4), decided to enter the school because her/his father told him/her it was a good one. However, it was finally his/her decision to enter the school. On the other hand, the second student (L3P2) started learning the language only because s/he wants to fulfill an imposed school requirement.

4.3 Perception of Learning at Secondary School Classroom

Participants considered that the learning of the language is of great relevance (Jeeves, 2010), which may lead to high levels of proficiency. However, when they were asked about the perception they have about their lessons within their classrooms, different opinions emerged. According to their professors abilities and teaching atmosphere, most of the students considered learning to be very interesting and demanding because of the methods and techniques employed. This particularity occurs because students beliefs coincide with the teachers (Barcelos, 2000). On the other hand, we found a few students who are not

satisfied with the unchallenging methods and techniques. Here, a mismatch between students and teachers beliefs about language learning can be clearly noticed (Barcelos, 2000).

The next question of the interview reflected how students perceive the learning of the language within the secondary school classroom context. They had the chance to express what their lessons are like, whether they consider their teachers appropriate or inadequate for their learning needs, and of course, what are some of the reasons for these opinions.

4.3.1 Reinforcement of knowledge and development of skills

One of the attitudes the students have about learning the language within their classrooms is to reinforce the knowledge they already have and continue developing their communicative skills. The first student desires to strengthen the

27

abilities s/he acquired when s/he took previous lessons while reviewing what they know and gathering new knowledge.

L1P2 I like to take English classes here because I can reinforce what I already know, and remember some things that I forgot because I dont practice the language. L3P3 I really like to learn the language here. That way I can reinforce what I already know and not forget certain things that need to be developed. The second student also wants to strengthen their skills. However, they consider learning the language at this level is a great opportunity to face more challenging tasks and activities than those contained in their previous courses.

4.3.2 Variety of methods and techniques applied

There is another important section in which participants considered that learning the language within their classroom was interesting due to the variety of methods and techniques employed by their teachers when presenting, developing and using the language. According to the following students, the tasks and activities used by the teacher are appropriate for them.

L2P2 I like the lessons because my professor teaches us with lots of different dynamics, songs, etc. and all that is related to the topics we are about to see. Also, that makes assessment easier. L3P1 It is very funny because of the teacher. He wants us to learn by playing games and doing lots of different activities. I always talk to the teacher in English so that I can practice it. Also, I practice with my brother who has a high level of the language because he recently graduated.
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In the same way, participant L2P3 considers that the teaching methods are adequate for him/her as s/he has the opportunity to express his/her opinion during the class.

L2P3 I like the class because the teacher is great, he is very cool. He is not like the rest of the teachers who only give orders and leave the students on their own. The teacher allows you to express yourself and I think he does his job quite well. It is worth mentioning that the professor who instructs levels 2 and 3 is considered by most of the students to be a great teacher. The professor they mentioned is not Mexican and has spent most of his time studying, preparing and travelling abroad. As a result, there seems to be a general belief among students that the professor is a well prepared one. However, the professor who instructs level 1 has only obtained a BA degree, as a result, the students think that his/her instruction has not been enough to satisfy their education needs. In contrast, some students can be found who consider that their learning is not the expected because of the teachers methods, or simply because the participant has a higher language level.

4.3.3 Inadequate teaching methods

As it can be observed in this subcategory, these two students are not really satisfied with their lessons in the classroom.

L1P1 I'm not really sure. On one hand I like taking English lessons, but on the other hand, the classroom atmosphere is not interesting at all! The teacher just asks us to do the students' book exercises, she doesn't explain any of the instructions or grammar contained in the lessons. L1P4

29

I think it would be better for us if the teacher would explain in a better way because there are some students that dont have too much experience, so they dont really understand what the teacher wants us to do. They consider that the teaching methods and techniques are not working. Some of them spend most of their time following orders and completing tasks. While students from levels 2 and 3 consider they do more in their lessons. They confirm that the teacher employs a variety of activities, tasks, games and projects in which they use the language in real contexts that are more demanding and interesting. As a result, students make a great effort to complete the tasks while developing their abilities to master the language.

Improved academic achievement in the subject, effective teaching and learning and of course, awareness on their potential impact on language learning and teaching in general are likely to influence the students learning process (Barcelos, 2000, Bernat & Gvozdenko, 2005, Tella et al, 2011).

4.3.4 Higher level of the language

L2P1 Not really, I feel really bored because I already have some knowledge of the language and the topics seen in the classroom I already know them. In this final subcategory we can find a participant who is not satisfied with the lessons. This occurs because of his/her higher level of the language. S/he feels that the lessons are inadequate for his/her needs. The participant desires to complete more demanding tasks in a more advanced level.

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4.4 Progress with the learning process

The following questions of the interview show how students perceive their progress within their classes. Here, we can compare the students perceptions of the learning process with their real progress and development.

4.4.1 Real effort to learn

In this subcategory, those participants whose progress and development has occurred because of their devotion and hard work in the classroom can be found. Despite having appropriate or even inadequate teaching methods, participants obtained good results only because they show commitment to the learning process.

L1P2 Im doing quite well but of course there are some things that are more difficult to me because I have a low level of English. So I need to put more effort into the class. L3P2 Well, at the beginning of the course I applied myself. That really helped me develop my skills, now that Ive obtained good results Id like to continue that way.

4.4.2 Teacher providing substantial lessons

These students seem to learn the language because of their teachers. They consider that their teachers provide substantial lessons. This means that they consider their teachers provide lessons in which orders are clearly given, topics are well presented, different tasks and activities are offered, and all this makes lessons dynamic and attractive for students, thus resulting in a true learning process.

L3P4

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Im doing it well. I understand everything the teacher says because he is very clear when giving orders and makes the learning look very easy. L3P5 Ive had good marks because I think we have a great teacher. He is always explaining well and giving us lots of dynamic activities which are easier to understand and complete. As we could observe, participants considered that a real learning process is taking place because of the teaching methods and techniques employed during the lessons. All this helps participants to develop their skills and continue learning the language.

In the following extracts we can observe two groups in which students have a certain level of English which means that the lessons in the classroom seem easy to them. However, we can see that participant L2P1 is not really interested in continuing learning the language or reviewing and developing skills as they spend his/her time in the classroom chatting and getting distracted instead of completing the tasks.

L2P1 I think I could do it very well because I already know the topics, but because I feel very bored in here, Im always chatting and I get distracted so I dont complete the tasks. On the other hand, we have participant L3P3 whose learning has occurred easily because they already know the topics. What is more, his/her development and review of the topics has not only been focused on completing the tasks, but on helping others whose learning has been more difficult. L3P3 Im doing it well. If I am asked something in English by the teacher, I know I can answer correctly and there are sometimes that I help the teacher with my other classmates.

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4.5 Motivating or undemanding lessons

In the next two questions of the interview, researchers wanted to show how motivating and interesting the participants consider their English lessons in the secondary school setting. Also, to name some of the reasons that support their opinions.

4.5.1 Variety of methods and techniques applied

The first subcategory shows that participants consider their English lessons demanding and complete enough for their needs because of the variety of methods and techniques employed by the teacher in class.

These participants believe that the dynamics used by the teacher fits each of the introducing, developing or assessing sections contained in the lessons. We can observe some of the participants answers to consider whether their lessons are motivating and demanding. First, L1P3 believes that using the technology contained in the English classroom creates a more interesting atmosphere when learning and practicing the language.

L1P3 I think they are motivating because we often use the technology within the classroom. For example, when checking homework or introducing a new topic, the teacher uses the overhead projector which I think is very interesting and more attractive to us. Then, L2P4 considers that the lessons are motivating because the professor uses interesting techniques such as singing songs or translating them into Spanish, which seem to appeal to each participants kind of learning.

L2P4 I think they are interesting because the teacher uses lots of examples and tasks. For example, the previous class he asks us

33

to translate a song we all like and I was really excited because thats one of my favorite songs.

Finally, some students were found who consider that the learning process is very interesting since the teacher uses the target language to introduce and develop the lessons.

L3P5 As I said, the material provided by the teacher is very dynamic, I think it is something new. He doesnt want us to be writing all the time. He wants us to talk, practice the language and listen to it. Surprisingly, it can be seen that the vast majority of the students consider their lessons very interesting and important for their future development. Some of the reasons for their opinions are that their teachers use lots of different activities and tasks to introduce, develop and assess the topics. They consider that learning the language is in fact happening.

4.5.2 Inadequate teaching methods

Even more astonishing is the fact that only one participant considered his/her lessons inadequate because of the teaching methods used. S/he considers that a true learning process is not happening because of the teachers old fashioned techniques.

L1P1 There is a lot of noise and disorder within the classroom so we are never clear about what to do. This is why we always do the exercises in the book on our own without really learning something.

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4.6 Expectation from English Lessons

The following answers to the interview questions reflect what participants expect from their lessons. It also reflects what students want to obtain from attending lessons in the secondary school setting.

4.6.1 Reinforcement of knowledge and development of skills

The following participant believes that what s/he can obtain from their English lessons is a continuous reinforcement of knowledge and development of skills.

L1P1 I really would like to reinforce what I already know about the language because I have taken classes for five years. Now that I have to take English classes here I can develop my skills. Since most of the students had already attended English lessons before, what they want to obtain from the course is to reinforce and review what they already know, as well as to develop their communicative language skills. What is more, once again some of them believe that mastering the language will provide them with better job opportunities.

4.6.2 Being able to communicate

These participants, however, hold the belief that by learning the language they will be able to communicate with the people who speak the language. They highlight the importance of communicating with the people who live in foreign countries.

L2P5 I want to learn to communicate in English in the world, even with my neighbors if it is necessary, they might be foreigners and of course there are a great variety of people who speak the language. L3P4
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I hope we can learn a lot more than we already know from our previous courses of the language. I hope that we have the certainty that we can speak the language fluently.

4.7 Continuous Learning

In the final question of the interview, researchers wanted to discover whether participants would continue learning the language so that they master it. This would reflect how important it is for them to learn the language. The answers will reflect how important the learning of the language is for the students.

4.7.1 Continue developing communicative skills

One of the main objectives for the participants to continue learning the language in the future is that they consider it of great importance to continue developing their communicative skills in order to master the language.

L3P5 Yes, Id take more courses when Im in High School and University studies. I want to continue learning the language the necessary time. What is more, the following participant considers it even more important to continue learning the language since they want to be able to communicate with the people who speak the language.

L2P6 I want to complete the courses and be able to communicate with the people who speak the language. I know there is a lot to do so that I can have a high level of English. Most of the participants in this section considered that they want to continue learning the language. They considered that it is necessary and important to master the language. They also considered that in order to achieve a higher level of the language it is advisable to practice the language for a longer period of time.

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4.7.2 Travelling abroad

Another objective that can be observed in participants answers is the opportunity to travel abroad where English is spoken. Since they consider that this opportunity can only be achieved by mastering the language, they will continue learning the language for the time necessary.

L2P5 I think it is really important to learn the language. My dream is to travel abroad; I really would like to visit Italy so that I can learn Italian. However, I know it is important to master the English language first. L3P2 Id like to communicate with my family who lives in the US and some day travel abroad or work in a foreign country. Thats why I need to continue developing the language. As it can be observed in these extracts, the two students are aware of the benefits of learning the language. They also are aware of the necessary effort to master a language. However, they consider that their main benefit from learning the language will be the opportunity to travel abroad so they may continue practicing the language in real contexts and get access to better living conditions.

L2P2 In fact Im going to continue attending my English lessons in my private school. There are so many levels in that school so I need to continue; my mom is always pushing me with that. What is more, I really would like to get a job in a foreign country. The previous participant is also aware of the benefits of learning the language.Then, s/he will continue developing his/her communicative skills. However, unlike the rest of the participants, s/he is the only one who mentioned that getting a job in a foreign country is his/her main reason to do so.

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Finally, we found participant L2P3 who is not certain about continuing developing his/her language skills. S/he might not be completely aware of the benefits of learning another language.

L2P3 Well, I think that will depend on my level of the language. If I feel my skills are not good enough, then I will return to the classroom. Chapter 5

Conclusion and Recommendations

This work was an attempt to survey secondary students responses, in order to identify what perceptions and beliefs they bear concerning learning English as a foreign language at Secondary school. Secondary instruction is considered as the basis of future development, this means that significant learning must occur at this level. This is especially important because the learning of the English language in the Mexican context has taken place compulsorily and millions of people have been involved in the process over the years due to the economic, political and sociocultural interaction students face every day.

All this implies that educational authorities and professors alike should focus on students perceptions of a suitable atmosphere to learn languages. It is also advisable to meet students beliefs as this will certainly influence students development and commitment to learning. Consequently, authorities who are aware of students beliefs will be better equipped to engage in meaningful dialogue about learning with the students (Cotteral, 1999 in Mohebi & Khodadady, 2011). Similarly, professors who focus their attention on more specific areas of the learning process can inform future syllabus design and teacher practice in the course (Frug, 2007 in Mohebi & Khodadady, 2011), thus resulting in a continuous innovation of the educational system in Mexico.

38

Family seems to play an important role in students awareness also. This is why they should pay special attention to these findings in order to raise students awareness of the importance of learning a second language. As Jeeves (2010) assures, relevance is considered as a result of the perception process. He believes that if a student is conscious about the relevance, high levels of proficiency can easily be acquired.

The evidence obtained in this research showed that students seem to be aware about the importance of learning English at Secondary school as a tool for communication and as a key to better job opportunities in spite of its tragic nature of being imposed within the Mexican context. Furthermore, some of the participants presented in this research are highly motivated to continue developing their language skills for their education despite the difficulties they face and in some cases, the lack of previous experiences with the language.

In addition, it can be observed that the vast majority of the students in this study are especially motivated when they are presented with different kinds of methods and approaches to the language learning process. What is more, according to some students beliefs, it seems that they are highly attracted by the English culture, which is a vital motivating factor. Also, the family seems to play an important role. Despite parental imposition and compulsory learning, students who are immersed in the language learning process will definitely discover the benefits of this practice sooner or later. As previously mentioned, the purpose of the study was to explore students perceptions at secondary level. However, the implementation of this inquiry with only one tool to gain insight might have been restrictive. A deeper analysis of the setbacks of learning English at Secondary school with the use of different research instruments may have been included. However, this was due to a lack of time and it could be sorted out in another research. So, it can be considered that this study

39

is not limited to the points here discussed, it is open for free discussion and further research.

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Appendixes Appendix 1
UNIVERSIDAD VERACRUZANA SECONDARY STUDENTS RESPONSES TO LEARNING ENGLISH

En verdad te interesa aprender ingls? Por qu si o por qu no?

Consideras importante aprender ingls? Por qu si o por qu no?

Has tomado algn curso previo de ingls?

Fue tu eleccin o alguien te persuadi a tomarlo?

Te gusta tomar clases de ingls en tu secundaria? Por qu si o por qu no?

Qu tan bien te va en tus clases de ingls? A qu crees que se deba eso?

Consideras que tus clases de ingls son motivantes e interesantes? Por qu crees que son as?

Qu es lo que esperas de tus clases de ingls?

Tomaras ms cursos de ingls? Por qu si o por qu no?

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Appendix 2
XALAPA ENRQUEZ, VERACRUZ A 10 DE SEPTIEMBRE DE 2011 ASUNTO: Se solicita apoyo didctico y pedaggico. C. DIRECTOR DE LA ESCUELA SECUNDARIA P R E S E N T E: Los que suscriben C. Francisco David Alberto Garca Guzmn y Vctor Manuel Garfias Altamirano, alumnos del SPTIMO SEMESTRE de la LICENCIATURA EN LENGUA INGLESA de la Facultad de Humanidades de la Universidad Veracruzana del estado; se dirigen a usted de la manera ms atenta y cordial solicitando su valioso apoyo, para autorizar nuestra presencia en el plantel que usted dirige, durante el mes de octubre, periodo que comprendera el presente ciclo escolar a fin de realizar observaciones y entrevistas a los alumnos, para conocer las percepciones que el educando adquiere, durante la enseanza didctica de sus clases de ingls en los tres grados. Estos trabajos tienen por objetivo recaudar datos y detalles relevantes sobre el aprendizaje de la Lengua Inglesa en nuestro pas, a fin de plantear el campo de nuestro estudio que establece la fuente de experiencias con las que integraremos nuestro TRABAJO de TESIS. Estos anlisis tienen nicamente el objetivo de investigar las caractersticas didcticas de la enseanza del idioma y por supuesto su manejo es confiable por su criterio de CONFIDENCIALIDAD, omitiendo en todo momento nombres y grupos con el propsito de establecer un ambiente de confianza y seguridad para la institucin y por supuesto la personalidad de nuestro trabajo. En espera de vernos favorecidos en nuestra solicitud, agradecemos de antemano la atencin que usted preste a la presente y le reiteramos nuestros cumplidos respetos. ATENTAMENTE:

C. Francisco David A. Garca Guzmn Vo. Bo.

C. Victor Manuel Garfias Altamirano

Mtra. Celia Cristina Contreras Asturias Directora

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