https://doi.org/10.15446/profile.v26n1.112148
Colombian University Students’ Experiences as Users of the English
Language During International Mobility
Estudiantes universitarios colombianos como hablantes de la lengua inglesa durante una
movilidad internacional
Paula Vanessa Bello1
Melba Libia Cárdenas
Universidad Nacional de Colombia, Bogotá, Colombia
This exploratory case study analyzes Colombian university students’ experiences as English users during international
mobility. Data collected through surveys and interviews were examined based on content analysis and principles
of grounded theory. The students’ self-perceived English proficiency and communicative performance before
and during international mobility were analyzed, while challenging areas were identified. The results evidence
that mobility students have insufficient levels of English proficiency to engage in academic and social activities
due to inadequate production skills and a lack of practice. The students also perceive university academic English
opportunities for practice as basic, and they underutilize practice spaces. Nonetheless, they highlight that active
engagement in autonomous language exposure and developed interpersonal skills positively impact their perception
of language performance.
Keywords: autonomous learning, communicative competence, English language proficiency, soft skills, student
international mobility
Este estudio de caso se centró en las experiencias de estudiantes universitarios colombianos, como hablantes
del inglés, durante una movilidad internacional. Se recolectó información mediante encuestas y entrevistas, y se
examinó siguiendo los principios de análisis de contenido y teoría fundamentada. Se identificaron las percepciones
de los estudiantes respecto a su nivel de lengua antes y durante la movilidad, así como áreas problemáticas. Los
resultados indican las dificultades para desenvolverse en entornos académicos y sociales debido a bajos niveles en
habilidades comunicativas y práctica escasa. Los estudiantes perciben que la oferta académica en inglés es básica
y que no se aprovechan los espacios de práctica. No obstante, la exposición autónoma a la lengua y el desarrollo
de habilidades interpersonales impacta positivamente la percepción de competencia respecto al uso del idioma.
Palabras clave: aprendizaje autónomo, competencias comunicativas, dominio del inglés, habilidades interpersonales,
movilidad internacional
1
Paula Vanessa Bello https://orcid.org/0009-0004-0348-3527 • Email: pbello@unal.edu.co
Melba Libia Cárdenas https://orcid.org/0000-0003-0028-2506 • Email: mlcardenasb@unal.edu.co
This article is based on the undergraduate monograph completed by Bello (2023). Professor Cárdenas acted as the monograph supervisor.
How to cite this article (APA, 7th ed.): Bello, P. V., & Cárdenas, M. L. (2024). Colombian university students’ experiences as users of the English language during international mobility. Profile: Issues in Teachers’ Professional Development, 26(1), 149–165. https://doi.org/10.15446/profile.v26n1.112148
This article was received on April 3, 2023 and accepted on November 15, 2023.
This is an Open Access article distributed under the terms of the Creative Commons license Attribution-NonCommercial-NoDerivatives 4.0 International License. Consultation is possible at https://creativecommons.org/licenses/by-nc-nd/4.0/
Profile: Issues Teach. Prof. Dev., Vol. 26 No. 1, Jan.-Jun., 2024. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 149-165
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Bello & Cárdenas
Introduction
Internationalization of higher education is “the
process of integrating an international, intercultural,
and global dimension into the purpose, functions, and
delivery of higher education at the institutional and
national levels” (Knight, 2008, p. 11). Internationalization
strategies encompass international cooperation through
agreements and networks; integrating an international
and intercultural dimension into teaching, learning,
and research; and promoting academic mobility. It also
involves facilitating initiatives such as student exchange
programs and semesters abroad, implementing
double-degree programs, and establishing twinning
partnerships. Among them, international student
academic mobility has become one of the most assessed
elements of internationalization.
Efforts have been made to boost mobility through
assorted programs and platforms by governments,
international cooperation agencies, and networks
of higher education institutions (Echeverría &
LaFont, 2017). Colombian government strategies
for the internationalization of higher education play
a major role in economic and diplomatic openness,
which has resulted in a more favorable perception
of Colombia at an international level (Valderrama
Alvarado & Herrera Grajales, 2015). Therefore, it has
become increasingly important for higher education
institutions to foster student internationalization
because it enhances integral formation; multicultural competencies; and personal, academic, and
professional skills.
Whereas the Colombian government strategically
propels internationalization through economic and
diplomatic openness, it stresses the importance of
English proficiency as an indispensable tool for effective
communication and engagement on the global stage. In
higher education, many students opt for international
mobility in English-speaking countries or countries
where English, although not being the native language,
is essential for academic affairs.
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The Universidad Nacional de Colombia (UNAL)
is a renowned public university. One of its established
goals is to foster internationalization and to look for
opportunities for the university community to pursue
education abroad. Hence, student international mobility
has been pointedly promoted, and students perceive
mobility as an option for their academic, professional,
and personal development. Hand in hand with the
promotion of international mobility, the University
offers English language practice opportunities for its
whole community. Introductory English courses, part
of the Foreign Language program, are provided to help
students achieve a B1 level—based on the Common
European Framework of Reference for Languages
(CEFR). At the Bogotá campus, students can benefit
from the intensive English program, a language
training course designed to strengthen communicative
competence. In addition, English practice spaces such
as English conversation clubs, immersion sessions,
conversational-oriented sessions, and online English
courses with foreign institutions are available for
students.
Nevertheless, the students’ language proficiency is
not what is expected. Although many are proficient—
mainly in reading skills—the majority have weaknesses
in speaking and writing. This situation seriously limits
internationalization processes (Vicerrectoría de Investigación UNAL, 2011). The reasons for a low level of the
language are diverse. According to Barrero (2021), the
motivation behind learning English among students
tends to be instrumental and driven by external or
practical necessities, such as fulfilling a language or job
requirement. Barrero also notes the influence of past
experiences on students’ perceptions of the language,
with English being described as “difficult.”
Barrero’s (2021) study aligns with the objectives of
this research because students recognize their weaknesses in communicative competence, and, as we have
mentioned, this may potentially impact their engagement in internationalization processes. This study
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
analyzes students’ experiences as English users during
international mobility. The objectives are:
1. To contrast the participants’ perceptions of English
proficiency before and during mobility.
2. To identify challenging areas of improvement in
language competence.
3. To propose targeted solutions to address mobility
students’ linguistic needs before participating in
mobility programs.
This study holds relevance in the Colombian context, where higher education institutions promote
internationalization and face challenges regarding
English language proficiency for successful global
and professional engagement. At UNAL, the gap in
students’ level (particularly productive skills) needs
to be addressed, specifically, the disparity between
expected and actual language proficiency levels. This
research aims to analyze how students perceive their
performance in English during international mobility,
where the language is taken out of the classroom to
be used in real-life situations. The challenging areas
revolving around language competence shed light on
what has to be done to improve the experiences of
future mobility students. It seeks to find improvements
that enhance language skills and prepare upcoming
mobility participants for the demands of international
academic engagement.
Literature Review
This section deals with three issues: (a) English
as a foreign language (EFL) in student international
mobility, (b) language proficiency and communicative
competence within Colombian higher education, and
(c) success factors for international mobility. The
lack of competence in the language impacts students’
experiences, whereas the reports on English proficiency
in Colombia reveal unfavorable outcomes. Lastly, factors
contributing significantly to enhancing the experience
and benefits of international mobility, such as soft skills
development, are tackled.
English as a Foreign Language in
Student International Mobility
As much as mobility grants a tremendous benefit
for students, it also demands preparation to communicate in the academic and cultural spaces in the
destination country to profit fully from the benefits
of the exchange. As highlighted by Adriansen et al.
(2022), English is a global lingua franca that is relevant
in higher education internationalization and student
mobility because it vanishes “the blurred boundaries
between nation-statist understandings of language and
culture” (p. 3). Universities in diverse countries—even
those whose native language is not English—offer
academic programs for internationalization taught
in English, ensuring the participation of people from
different corners of the world.
Corbella and Marcos (2020) claim that, at the
university level in Chile, only a few students about to
go into international mobility programs possess the
linguistics competence necessary to partake in the
international experience, which requires comprehension
and a high level of language meaning abstraction.
Likewise, Ortellado Mendoza (2019) concludes that
mobility students from a university in Paraguay do
not feel competent with the English language classes
they receive in higher education. He also exposes the
obstacle that the lack of the English language represents
in a mobility experience, given that English works as
an “internationalization linkage” (p. 64). Echeverría
and LaFont (2017) assert that low English levels pose
a latent obstacle to incoming and outgoing academic
mobility for Colombian students due to a general lack of
English proficiency. They assure that, in Colombia, the
low level of English is a drawback when talking about
internationalization. A high level of proficiency means
an advantage for mobility students; therefore, universities
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Bello & Cárdenas
must grant students opportunities to enhance those
levels in the internationalization framework.
Language Proficiency and
Communicative Competence in
Colombian Higher Education
Language proficiency refers to the ability to use
language effectively and accurately. Communicative
competence means using appropriate and effective language in specific social contexts and real-life situations.
Whereas language proficiency deals with the speaker’s
level of language skills, communicative competence
addresses the ability to use those skills in real-life communicative situations. High proficiency in a language
does not imply high communicative competence. One
speaker might be proficient yet unable to communicate
in a specific context, such as a job interview or a casual
conversation with friends, due to a lack of understanding of social norms and expectations. Communicative
competence includes not only grammatical competence—or knowledge of the rules of grammar—but also
contextual or sociolinguistic competence—knowledge
of the rules of language use (Campbell & Wales, 1970;
Canale & Swain, 1980; Hymes, 1972).
Colombia’s greatest obstacle in terms of EFL
teaching is to boost students’ English level. Because of
this, the Colombian Ministry of Education (MEN) has
set English proficiency goals for students to achieve.
High school graduates are expected to attain a B1 level
(based on the CEFR), undergraduates should meet a
B2 level, and graduates in languages-related fields must
reach a C1 level (MEN, 2006). These goals and the
programs implemented to achieve them have been of
little improvement in English-level results.
The 2022 national Saber 111 results show that the
population evaluated has difficulties in attaining the
knowledge and skills of the required performance levels
1 The High School State Exam, Saber 11, is a standardized evaluation instrument that measures the quality of formal education provided
to high school graduates.
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(B1 and B+) in English: “At the national level and for
the population of urban schools, around 70% are at
the lowest levels (A- and A1)” (Instituto Colombiano
para la Evaluación de la Educación, Icfes, 2023, p. 22).
The population evidences a basic command of the
language to understand simple sentences or produce
simple, coherent texts in English. At the end of highereducation studies, a similar situation is found. The
national report of the Saber Pro2 2020 shows that
68% of the total population evaluated were placed in
the lower levels: A-, A1, and A2. The remaining 32%
corresponds to B1 or B2 performance levels (Icfes, 2021).
As noted, the level students have by the end of middle
school contrasted with the one students have by the
end of higher education does not increase drastically
or considerably.
More recently, the Laboratory of Economics of
Education of the Pontificia Universidad Javeriana (2023)
reports that in 2021, Saber 11 test participants were
ranked at the lowest level of performance in English.
In Latin America, Colombia was ranked 17 out of 20.
Besides, relevant differences between the English level
in regions and cities of the country indicate that besides
the problem of low English proficiency in comparison
with other countries, there are also gaps in different
Colombian territories that constitute obstacles within
the country.
Similarly, other scholars have examined the
implications for Colombian higher education and
international mobility. Benavides (2021) concludes
that a significant percentage of university students in
Colombia still fail to reach a B1 level of the CEFR by
the end of their academic programs. This percentage
decreased from 25% in 2007 to 20% in 2017. In other
words, there has not been a significant improvement
in English proficiency over ten years in Colombia,
2 The State Examination of the Quality of Higher Education,
Saber Pro, is a standardized evaluation instrument for measuring the
quality of higher education that evaluates the competencies of students
close to completing undergraduate programs..
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
regardless of the numerous strategies and programs
implemented (Bastidas Muñoz, 2021). In connection to this, Gómez Sará (2017) claims a need for
more suitable methods for English teaching where
local conditions such as class size, available materials,
the use of the target language in daily life, and other
characteristics of the diverse student population are
under consideration.
López Naranjo and Sellamen Garzón (2019) highlight the relevance of analyzing the implications of
English language proficiency in the university population who will enter the competitive and demanding
labor market in a globalized and internationalized
world. Students planning to participate in international
mobility programs find the considerable language barrier posed by low proficiency levels that may hinder
their ability to benefit from the mobility experience
fully. This gap could lead to missed opportunities and
diminished advantages during international mobility
experiences.
Success Factors for
International Mobility
Successful international mobility experiences are
embroidered with a series of conditions that enhance
the benefits of the journey. Tsai et al. (2020) explore
the key success factors for international mobility
(see Table 1).
Table 1. List of the Average of Key Success Factors for International Mobility of College Students (Tsai et al.,
2020, p. 414)
Facets
Title
International language proficiency
• Fluent international language or verbal skills
• Proficiency in reading and writing in international languages
• Transmitting precise and clear messages in international languages
Environmental adaptability
•
•
•
•
Global perspective
• Global attention to new knowledge and dynamics
• Cross-cultural thinking
• Multicultural tolerance or acceptance
Challenge and adventure
• Willingness to try or experience new matters
• The courage to challenge difficult tasks
• Being unafraid of risk or failure
Ability to adjust to living overseas
Psychological adjustment ability
Adaptability for work/study abroad
Personality traits for environmental adjustment ability
As noted, proficiency in the English language and
communicative competence that enable communication
in varied contextual situations in heterogeneous cultural
spaces are at the top of this list. Appropriate expression
in oral and written texts and comprehension of messages, announcements, signals, or texts—according
to the sociolinguistic and pragmatic norms—enrich
the student’s perception of comfort and performance.
Likewise, developed productive and receptive skills
permit engagement within the academic and informal
environment of a foreign institution and a foreign
country. Hence, achieving a high linguistic level before
mobility boosts students’ confidence to participate in
social and academic activities.
On the other hand, adaptability for work/study
abroad and personality traits for environmental adjustment ability play a major role in mobility success. In
other words, highly developed soft or interpersonal
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Bello & Cárdenas
skills are essential for international mobility students.
Aligned with Roy et al. (2019), the performance and
experience during international mobility will inevitably
affect employment or career benefits in the long term.
Establishing international connections and teamwork
with people from different places, ages, and mindsets
is paramount to broadening professional horizons.
Interpersonal skills materialize here. Marked interpersonal abilities such as effective, clear, and concise
communication; teamwork; leadership; and adaptability
separate good from better when developing academic
activities in a foreign country. Potts (2015) concludes
that the benefits of international mobility, such as higher
employability, are possible thanks to improved interpersonal communication, teamwork, problem-solving,
and analytical skills during international mobility.
mobility program where English played a significant
role.
Sixty-nine participants answered a survey (four
of them were interviewed). There were 36 (52.2%)
undergraduate, 19 (27.5%) postgraduate, and 14 (29.3%)
graduate students from the UNAL who took part
in international exchanges to English-speaking and
non-English speaking countries where English was
relevant to their academic and social activities. As
for geographical location, participants belonged to
three campuses of the University: Bogotá (78.3%),
Medellín (20.3%), and Manizales (1.4%). The mobility destinations reported included Austria, Belgium,
Italy, Turkey, the Czech Republic, Mexico, Brazil,
Australia, Germany, Canada, the USA, France, and
the United Kingdom.
Method
This exploratory case study aims to investigate and
understand the participants’ meanings, perspectives,
and experiences. In line with Tellis (1997), a case study
delves deeply into the experiences, phenomena, or
issues of a person or group of people oriented to gather
rich and detailed information. As stated by Creswell
(2006), this investigation involves the examination of an
issue through one or more cases using comprehensive
data collection and emphasis on case-specific topics or
themes. Likewise, this study aligns with the collective
case study, where multiple cases are investigated to
address a shared issue.
Data Collection
The data collection methods included surveys, which
comprised opinion-scale and open-ended questions,
targeted to gather information about the participants’
perceptions and experiences of the addressed issue,
as well as demographic data. Semi-structured interviews (see Appendix) were also used, which allowed
for a deeper analysis of the participants’ experiences.
This was based on the fact that, in qualitative research,
interviews serve as a space for exchanging information
and constructing meaning between the interviewer and
interviewee (Janesick, 2016).
Sampling and Participants
Based on the guidelines provided by Pérez-Luco et
al. (2017), we employed a purposive sampling of typical
cases; thus, we focused on intentional cases that were
considered representative of the typical characteristics,
traits, or attributes under investigation. The selection
of participants followed pre-established criteria: (a)
students or graduates from any campus or program at
UNAL, and (b) having participated in an international
154
Data Analysis
Content analysis and the principles of grounded
theory were followed. Content analysis entailed identifying patterns in data, codifying those crude patterns,
and finally categorizing them into global topics along
with their resultant subcategories. At the same time,
grounded theory principles played a significant role
in the data analysis process, as no predetermined
categories were established beforehand; categories
emerged directly from the data (Devadas et al., 2011;
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
Elliot, 1990). The transcribed and enumerated data
were then classified using color coding based on the
identified common topics. Codes were used as labels
or tags for specific sections or segments of data. These
codes served as the foundation for creating categories,
which represent broader groupings or themes that
emerge from the codes. Categories provide a higher
level of abstraction and organize similar codes into
meaningful clusters. Lastly, subcategories were derived
from the main categories, allowing for a more detailed
data analysis by capturing variations or nuances within
the broader category. We constantly compared and
triangulated the results from both instruments to
ensure the validity and quality of the interpretative
conclusions from the analysis process.
Findings
Table 2 shows the categories, subcategories, and
attributes related to English language proficiency and
available options for improvement.
Table 2. Categories Derived From Data Analysis
Category
1. Looking back: My level of
English and the options at hand
2. During mobility:
Use of English in context
3. Autonomous learning
Subcategories
Attributes
1. Low English level
In primary and higher education
2. English academic offer at the
University
Basic or non-accessible
3. Private courses needed
• Language skills
• Preparation for international exams
4. Spaces for practice
• Practice with native speakers
• Specific spaces for international
mobility
1. Insufficient English skills for
formal and informal spaces
• Oral and writing
• Listening and reading
2. Insecurity remains
• Lack of proficiency and practice
• Lack of soft skills
Connection between autonomous
learning and English level
improvement
Low familiarity with autonomous
learning
Looking Back: My Level of English
and the Options at Hand
This category embraces students’ experiences
before their international mobility regarding English
proficiency and the available options for practice
and improvement. It depicts students’ perception of
language skills and the importance of formal education
in language learning. It also portrays the students’
need for courses to enhance language skills and the
importance of practical application in developing fluency
and confidence. The findings were grouped into four
subcategories.
Low Level of English in Primary and
Higher Education
The participants reported low levels of English
proficiency before the mobility experience. In both
middle and higher education, participants’ English
skills fell short of the expected or necessary level, as
portrayed by two participants:
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I studied in a school where English training was the
classic verb “to be” throughout high school. It was an
elementary training, very limited, in fact. (Participant 4)
At a public school in Bogotá, the English classes were
insufficient for what was required. (Participant 2)
Participants are conscious of insufficient English
language preparation during primary and secondary
school. This aligns with the broader Colombian context,
where, as Benavides (2021) highlighted, students are
not reaching the expected level of English proficiency
after completing middle or high school.
Once in higher education, students recalled
experiencing difficulties in different English language
competencies. Participant 2 exemplified this by saying:
“I could not speak fluently before I went to mobility
because speaking means all the other skills.” Insufficient
language proficiency can obstruct full participation in
academic coursework, research projects, and networking
opportunities. It also adds stress and pressure as students
try to bridge the gap between their current level and the
required proficiency. On the other hand, participants
recalled the difference between learning and using
English in a classroom context and real-life situations.
Participant 1 stated: “In the courses, we have to speak,
but as one speaks in the English training books.” This
sentiment was further reinforced by Participant 2, who
explained:
It is very different to learn in a classroom than to learn
in real life . . . I felt good in the Explora classes. In fact,
I felt that I had a good level, that I could speak with
my classmates. When I got to the country, I could not
establish a conversation in the first two or three weeks…
that is a long time.
The experiences shared by the participants pinpoint
the challenges they faced when changing from a
controlled classroom environment to the complexities
of real-life communication. Classroom activities that
overuse scripted dialogues, audio, and material found in
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textbooks may not accurately represent actual language
usage. This can result in students’ inability to adapt
their language skills to authentic situations once in
their mobility. This suggests that authentic language use
in classroom activities and opportunities for practical
application may enhance the development of the skills
necessary to plunge into communication effectively. As
highlighted by Participant 1, the absence of sufficient
language skills prior to international mobility is an
obstacle to engaging in the experience: “Many people
say I don’t do that because I don’t know English and prefer
to go to another Spanish-speaking country.”
English Academic Offer at the University
The courses offered by the University are divided
into two categories: mandatory language courses and
elective advanced English courses. Mandatory English
courses were perceived as basic, whereas elective ones
were perceived as useful but inaccessible. Mandatory
courses were described as “very introductory . . . as a
starting point, but to go further, to consolidate or learn,
other tools are necessary, such as Explora or Intensive”
(Participant 1).
Some participants found the courses insufficient
for international mobility because they “did learn a
lot but not enough” (Participant 2). Moreover, elective
advanced courses such as Intensive English and Explora,
available to students at the Bogotá campus, were praised.
Participants mentioned: “I felt good and could converse
with my classmates” (Participant 2), and “I think I got a
B2, and with that, I went to mobility . . . after Explora, I
wrote better than before” (Participant 3). These courses
are considered beneficial for English language learners
as future international mobility students. However, not
all participants were able to enroll in elective advanced
courses. One of the reasons for this is that free courses
have limited spots, and students are selected based on
their grade point average. As a result, a student with a
medium-low average is not likely accepted, as Participant
62 stated: “Access to other English courses, such as
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
Intensive or Explora, is minimal and the grade point
filter for enrollment limits one’s access.”
The reason for the contrasting perceptions of the
two English courses offered by the same University is
examined by Barrero (2021), who attributes a significant
portion of the negative perception to the compulsory
courses. These courses are mandatory for all students,
which may lead to reduced motivation and engagement.
In contrast, the advanced elective course is chosen by
students out of their own volition and the need to learn
English, resulting in greater motivation. The author
emphasizes that the perceptions through English course
experiences impact students’ intrinsic motivation and
perceived language abilities. The participants’ opinions
indicate that while some courses provide good insights
into English learning, a significant concern arises
from the limited availability of these courses, creating a barrier for students who require higher English
language proficiency.
Private Courses Needed
Given the perceived lack of language competence,
students expressed the need to enroll in external courses
and indicated a demand for private language courses.
Nearly half of the participants (49%) confirmed they
had taken private English courses to enhance their
language proficiency. In response to the question, “How
did you learn English?” the typical answer was perceived inadequacy in high school of university English
classes. Participant 2 mentioned having studied at a
public school where English classes were basic, and
“to balance it out,” the participant enrolled at a private
institution. Participant 3 had a similar experience with
a public school:
English courses took two hours per week. There was
not much to learn then. From the age of 15, I studied at
[private institute] all levels of English up to the last one
. . . everything I learned was outside the University, in
courses at the [private institute].
Although the private courses benefitted a proportion of participants’ English level and skills, some
others did not perceive an optimal level of English in
such courses. Furthermore, participants highlighted
the issue of accessibility to private courses: “Not all of
us can afford a private course to help us improve our
performance” (Participant 42). The participants’ need
for additional support indicates a perceived gap in the
language instruction offered by the University. Thus,
though private courses are a valuable complement to
enhancing English language abilities, they should not
be a student’s sole solution. Limitations in language
instruction and accessibility to additional support
are ways to provide equal opportunities to enhance
language proficiency.
Spaces for English Practice
Practice spaces are available, yet students do not
utilize them optimally. The University offers various
English practice opportunities: conversation clubs
provided by the Second Language Program, Comunidad
Universitaria Reformada, Explora UNmundo, immersion journeys, conversation sessions, and English courses
with international institutions. Nonetheless, participants
admitted limited utilization of English practice spaces
before their mobility experiences. A significant portion
of them (49.3%) do not participate in any English practice
sessions; others who did attend mentioned infrequent
attendance, as portrayed by Participant 2: “I went to
about two English clubs, no more.”
Although the available spaces for English practice
were not successfully used, participants pinpointed the
need for practice with native speakers in specific spaces
geared to international mobility students. For instance,
Participant 64 emphasized that personalized sessions
once mobility is confirmed may be a great option: “When
the mobility is already confirmed, open spaces that are
more personalized and better targeted to the students
in the process.” This shows that despite the lack of
utilization of practice opportunities, a need for spaces
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targeted to mobility students reveals a request for effective and specialized sessions for language development.
Opportunities to engage with native speakers, discuss
relevant topics, and simulate academic settings can
better equip students with language skills and foster the
necessary confidence for successful mobility experiences.
During Mobility: Use of
English in Context
This category embraces students’ experiences during
international mobility in terms of the use of English in
various contexts and its major challenges. It permitted
the identification of the main challenges and limitations
that participants face during mobility.
Insufficient Language Skills in Informal and
Academic Contexts
English level was considered insufficient to engage
in academic and informal activities effectively: “Despite
everything I had done, I arrived at an elementary level.
The first few weeks, I felt very lost; I said I was going to fail
my classes” (Participant 1). Participants recalled ranking
language skills based on the perceived level of difficulty.
Oral skills emerged as the most challenging aspect in
all performance contexts. Participant 3 mentioned that
“speaking felt like a brake. I knew things theoretically but
could not say them either informally or academically.”
In this regard, the importance of previous practice with
native English speakers surfaced. Informal contexts
allowed flexibility in mistake-making and received
corrections, but the lack of everyday vocabulary and
slang posed a barrier. By contrast, academic contexts
occurred in a more controlled space where students fell
short regarding technicalities and academic vocabulary.
This proves what Llanes et al. (2016) assert regarding
oral fluency as the most crucial and demanding skill
for learners, and which requires more practice.
Listening comprehension was rated as the second
most challenging skill. The lack of exposure to “natural”
language, diverse accents, and a wide range of vocabulary
158
makes it difficult to understand people in real scenarios
with a speed of speech different from EFL classroom
audios. Students learn standardized English variations
that highly differ from the linguistic landscape found
in an English-speaking context conformed by people
from different nationalities, strong accents, and registers. Notably, in academic communicative events, the
English speaker is not expected to repeat as many times
as needed for the interlocutor to understand. Thereby,
listening turns into a challenge and limits experiences,
as expressed by Participant 3: “I did take classes, but in
the classes I did not understand.”
In the third position, writing skills were identified as a significant challenge due to limited practice,
unfamiliarity with technical vocabulary, and uncertainty
regarding the appropriate structures for written expression in English. Regarding a research stay in the city
of Lafayette, Indiana, Participant 3 expressed: “When I
tried to write a paper, they didn’t understand me, they
didn’t understand how the sequence of the experiments
was. . . . [Writing] is something fundamental.” Writing
skills are closely tied to the acquisition of technical
vocabulary specific to the students’ field of study, as
commented by Participant 17: “In the academic world,
it is imperative to prepare text typologies and to write
using the appropriate vocabulary.” Finally, reading
skills were underemphasized by the participants. Those
who mentioned difficulty in it referred to the lack of
vocabulary to understand written texts and the lack of
reading habits in English.
Insecurity Remains
Insecurity was a significant barrier to expressing
ideas due to a perceived lack of ability, vocabulary,
grammar, and practice. A crucial aspect to improve
before the mobility experience is overcoming the fear of
speaking, “not being afraid to speak out,” as mentioned
by Participant 26. The fear of making mistakes, lacking
vocabulary, and struggling with grammar undermines
confidence and hinders effective communication. This
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
insecurity not only limits the students’ ability to express
themselves but also impacts their language development
and cultural integration during their mobility experiences.
Furthermore, the lack of interpersonal or soft skills
among participants was identified as a contributing
factor to this insecurity. High interpersonal skills equip
individuals with a sense of security and confidence
to express themselves in English in a foreign context.
As highlighted by Echeverría et al. (2020), leadership,
problem-solving, assertive communication, and networking skills enable students to engage in various
activities and connect with their peers actively. Soft
skills are essential for success in international mobility,
as their benefits heavily rely on one’s performance and
the ability to establish connections and engage in various academic, professional, and informal activities. In
addition, interpersonal deficiencies limit interaction in
meaningful discussions, networks, and learning opportunities in various academic and professional contexts.
Autonomous Learning
The relevance of autonomous English learning
and active practice also emerged from data analysis.
Here, we discuss the findings regarding the connection
between autonomous practices and language proficiency
perception, as well as the limited familiarity with
autonomous learning among some participants.
Connection Between Autonomous Learning and
English Level Improvement
Autonomous learning “involves attributes related
to understanding personal learning preferences, setting
goals, preparing study plans, and creating learning
opportunities” (Khotimah et al., 2019, p. 372). In the
digitalized environment we are immersed in, the creation
of learning opportunities is full of options. Participants
who expressed engagement in autonomous language
exposure and practice activities—such as listening to
podcasts, series, music, and videos of their interest and
learning through websites and apps—exhibited a more
positive perception of their language level improvement
than those who did not. Participant 6 mentioned the
importance of “autonomy for learning English. Search
for tools on the internet: videos, movies, apps, etc.” By
those means, participants were able to develop a deeper
understanding of idiomatic expressions, colloquialisms, and overall comprehension, which ultimately
led to an improved perception of their language skills
and confidence: “I was very self-taught doing the BBC
courses. I also watched movies. I started to listen to
English songs; that helped me a lot” (Participant 1).
The previous testimonies highlight the significance
of self-directed learning and the role of technology in
language learning and improvement. They are in tune
with Wang and Han (2020), who assert that learner
autonomy is the learner’s ability to take control of
his or her learning. Regardless of the advantages, not
all participants showed a strong inclination towards
autonomous learning tools and independent language
exposure. Few participants mentioned actively and prolongedly engaging in autonomous activities to improve
their skills. This indicates that while they acknowledged
the importance of formal education—such as courses
at school, university, or private institutes—they did
not mention autonomous tools or activities as part of
their learning journey. One of the reasons behind this
behavior is demotivation resulting from a perceived lack
of progress in language proficiency. The significance
of motivation was highlighted by Participant 29, who
mentioned that it is relevant to have “motivation to
want to learn, listen to music in English, watch movies in English without subtitles, listen to podcasts
in English.” This aligns with the findings of Barrero
(2021), who stated that not achieving good results in the
autonomous learning process results in demotivation
and low commitment.
Therefore, students actively seeking opportunities
to immerse themselves in the language demonstrate a
proactive approach to language learning, unlike those
who do not partake in these activities. This highlights
Profile: Issues Teach. Prof. Dev., Vol. 26 No. 1, Jan-Jun, 2024. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 149-165
159
Bello & Cárdenas
the importance of fostering motivation and providing
students with the necessary resources and support to
engage in autonomous learning, as it can significantly
impact their language proficiency and overall learning
outcomes.
Conclusions and Suggestions
for Further Action
This research focused on analyzing the experiences
of Colombian university students as English users during international mobility and the challenging areas of
improvement. The findings revealed three key elements
related to participants’ English proficiency and language
practice options before and during international mobility.
Before international mobility, students perceived
low levels of English proficiency from their previous
educational experiences. The lack of an appropriate
level represents challenges and barriers for students.
The academic English opportunities at the University
seem basic for the introductory courses, whereas elective
subjects, mainly intensive programs, are considered
great tools. Nonetheless, the latter are inaccessible to
all students and with limited spots.
The results also indicate that international mobility
students are underutilizing English practice spaces at
the University. However, this population highlights the
need for targeted spaces for international mobility to
respond to their specific needs in terms of language
and their future mobility experience. Besides, students
feel in need of enrolling in private courses to enhance
their level, although some reported not being able to
afford them.
During international mobility, the participants’
English skills were insufficient to perform satisfactorily
in the new formal and informal contexts. Low oral skills,
absence of informal and slang vocabulary, and lack of
previous practice with peers and native English speakers
pose significant challenges for students once in a foreign
country. Listening comprehension appears hindered by
little previous exposure to authentic language uses and
160
how it sounds outside of the EFL classrooms. On the
other hand, the practice of writing skills and technical
vocabulary appears to have considerable relevance for
the academic performance of international students.
Findings also portray the impact of insecurity as
an obstacle to good English performance. The lack of
interpersonal or soft skills among participants was
identified as a contributing factor to their insecurity
in international mobility. Thus, it is vital to have strong
interpersonal skills to develop a sense of security and
confidence when using English. Additionally, insufficient interpersonal skills can hinder leadership roles,
collaborative work, clear communication, and student
mobility benefits.
Likewise, results show that engagement in autonomous language exposure and practice activities—such
as listening to podcasts, watching movies, and using
online resources—produces a positive perception of
language proficiency. However, a lack of motivation
limits commitment to autonomous work.
The results also call for strategies that respond to
the students’ needs in terms of the English language
so that they can take more advantage of the mobility
experiences. Given this, Table 3 depicts a possible course
of action that can be useful for meeting the needs of
mobility students.
The suggested English practice sessions seek to
cover essential language skills required for international
experiences. Led by a proficient English speaker, sessions can emphasize speaking and listening through
conversations where pronunciation, accents, slang,
and formal/informal language usage are considered.
The cultural aspects of the destination country and
practical advice for living abroad are also expected
to be covered. Additionally, the sessions can enhance
(academic) writing, reading, and technical vocabulary
skills. Participants must also be encouraged and given
the tools to engage in autonomous learning outside of
the sessions to become aware of their options to keep
up with developing their language competence.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Targeted population
Students with approved international mobility
Instructor
Native English/High proficient C1 non-native speaker
Material
Authentic
Skill focus
Speaking/Listening
Schedule
Consulted with possible participants beforehand
Topic/Thematic
Improving speaking skill
Details
Maximized student speaking time, improvised
conversation among peers or with the teacher
Phonetics/Pronunciation
Exploring pronunciation, accents, slang, and register
Different accents/Variations of English
Slang, daily-life English, idiomatic expressions
Informal vs. formal English
Where am I going?
Enhancing writing, reading, and technical vocabulary skills
Teamwork and leadership activities must be fostered.
Student speaking time must be a key element.
Means
Peer and professor practice
Listening practice
Class practice
Cultural aspects of the destination country
Autonomous research by the
student
Useful tips for living abroad
Class practice
Academic writing/reading
Writing academic reports
Technical vocabulary
Reading academic papers
Colombian University Students’ Experiences as Users of the English Language During International Mobility
Profile: Issues Teach. Prof. Dev., Vol. 26 No. 1, Jan-Jun, 2024. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 149-165
Table 3. Proposal of an English-Practice Space for Mobility Students
161
Bello & Cárdenas
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About the Authors
Paula Vanessa Bello holds a BEd in Philology and Languages: English (Universidad Nacional de
Colombia). She works at the National Office of External Affairs of Universidad Nacional de Colombia.
Melba Libia Cárdenas holds an MA in TESOL-Teacher Education (University of Edinburgh) and a PhD
in Education (Universidad de Zaragoza, Spain). She belongs to the PROFILE and LEXI research groups and
is the editor of the Profile journal.
Acknowledgments
The first author wishes to thank professor Melba Libia Cárdenas, tutor of the monograph and coauthor
of this article, for her non-stop efforts, support, and shared knowledge in the process of this project.
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Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Colombian University Students’ Experiences as Users of the English Language During International Mobility
Appendix: Semi-Structured Interview Guide
Stage
Guide
Greetings and presentation of the researcher
Introduction
As you participated in international mobility, I will ask you some questions about it. I will
ask you some questions about your experiences learning and practicing English and its
relationship with your experiences in the country where you had your international mobility.
• Do you agree with the consent you have just read?
• Do you have any questions or comments before we begin?
•
•
•
•
Body
Closure
Are you an undergraduate or graduate student?
When did you do your mobility?
Which country did you go to?
Before that mobility, had you been in an English-speaking country?
In this section, I will ask some questions about your experience learning and practicing
English.
• How did you learn English? At school, at the university, through external courses...?
• Are you familiar with the English practice opportunities offered by UNAL? Which ones?
• At UNAL, did you have English classes? Did you participate in clubs, workshops, or
English sessions?
• During your experiences learning English, was there any aspect that you found particularly
challenging?
• Do you think your language proficiency was sufficient for your international mobility?
• Do you believe the University offered enough English practice spaces to prepare for
international mobility?
Further comments and doubts
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