Students’ Perceptions of Doing the Same English Project Again
DOI:
https://doi.org/10.17507/tpls.1602.02Keywords:
do again, resilience, factorial analysis, structural equation modeling (SEM)Abstract
Peruvian schooling has several problems. Unquestionably, one of them is the physical layout and infrastructure of the classrooms, which impedes the appropriate development of the curriculum. How would the pupils feel if they had to redo an English language learning activity? The current study examines the feelings of a group of students from a technological institute regarding retaking the same assignment from a recently completed English course. The influence of three constructs—Resilience (R), Psychological Aspects (PA), and Learned Competencies (LC)—on the Do It Again Project (DA) was assessed using a Structural Equation Model (SEM). This SEM was developed based on the validity and reliability of the fit provided by an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). One of the most noteworthy results was that R (timely preparation, keeping a positive attitude, and having the support of family and friends) and PA (motivation, self-esteem, and creativity) have a positive and significant influence on the likelihood of repeating the same activity. However, there is no detectable effect of LC on DA, which is viewed as a sign that, should the same study be repeated, there would be nothing more to discover.
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