Dropping Out of a TEFL Program: A Study on Internal Factors

Zusatztext

The topic of higher education students desertion has received considerable attention, since it is a serious problem in Colombia and around the world. Over 25% of the admitted in a Teaching English as a Foreign Language program (TEFL), drop out of the program at some point. The inquiry centers on problems that could be solved through pedagogy. This study reviews the literature on dropping out and brings comparative data from two other TEFL programs in Bogotá, Colombia. According to Hummel, (2014), these factors play an important role when learning a second language: intelligence aptitude, attitudes, motivation, personality, learning style, cognitive style, and learning strategies. We plan to concentrate on attitudes, motivation, and language learning strategies. The information gathered through surveys and interviews attempts to find constant causes to propose solutions to program management along with the faculty.

Autorenportrait

Yasbeidy Castañeda and Clara Marín are completing a TEFL degree at Universidad Distrital FJC. They have taught in elementary and secondary school and have participated as presenters in academic events in the area of foreign language education in Bogotá, Colombia. Moreover they have a publication in REDIPE certified with ISBN.

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