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:

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 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 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 or 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 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.

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 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 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.

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 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.