<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322017000200203</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v22n02a03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias sobre el aprendizaje de una lengua extranjera en el contexto universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs about foreign language learning at the university level]]></article-title>
<article-title xml:lang="fr"><![CDATA[Croyances sur l'apprentissage d'une langue étrangère en contexte universitaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Paniagua]]></surname>
<given-names><![CDATA[Juan Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Universitaria Salazar y Herrera  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>203</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322017000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322017000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322017000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio se analizaron las creencias de los estudiantes del Tecnológico de Antioquia - Institución Universitaria, con respecto al aprendizaje del inglés como lengua extranjera. El objetivo fue identificar dichas creencias con el propósito de mejorar la propuesta curricular del área de idiomas en la institución. La muestra representativa fue de 237 estudiantes que cursan inglés en los niveles del 1 al 6 (160 mujeres y 77 hombres). Esta cantidad se determinó con una matriz de tamaños muestrales. Esta investigación estuvo enmarcada en un diseño transversal-descriptivo; los datos, obtenidos mediante el cuestionario "Inventario de creencias sobre el aprendizaje de una lengua" (BALLI), propuesto por Horwitz (1987), fueron analizados mediante estadística descriptiva. Los resultados permitieron establecer que la mayoría de los participantes del estudio tienen una fuerte motivación instrumental e integrativa hacia el aprendizaje del inglés. De igual forma, se encontró que, para ellos, algunas creencias relacionadas con las dimensiones de la naturaleza del aprendizaje de un idioma y las estrategias de aprendizaje representan grandes desafíos. Se concluyó que los participantes encuestados tienen algunas creencias erróneas frente al aprendizaje del inglés, que generan barreras para lograr un buen desempeño comunicativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Beliefs about learning English as a foreign language were analyzed among students from Tecnológico de Antioquia College. The aim of the current research was to identify those beliefs in order to improve Tecnológico de Antioquia's language department's proposed curriculum. The representative sample of this study was comprised of 237 English students, ranging between levels 1-6 (160 women and 77 men). This number was determined by a matrix of sample sizes. A descriptive cross-sectional design was selected to conduct this research; data were collected through BALLI (Beliefs About Language Learning Inventory) instrument, as proposed by Horwitz (1987). The data were then analyzed using descriptive statistics. The results allowed to establish that most of the participants in this study showed a strong instrumental and integrative motivation towards learning English. Similarly, it was found that some beliefs related to the nature of language learning and learning strategies represent major hindrances. In conclusion, the participants hold misconceptions on English learning that create barriers for them to achieve a successful communicative performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans cette étude, nous avons analysé les croyances des étudiants de l'institution universitaire Tecnológico de Antioquia en ce qui concerne l'apprentissage de l'anglais langue étrangère. L'objectif était d'identifier ces croyances afin d'améliorer le programme institutionnel d'enseignement de langues. L'échantillon représentatif composé de 237 étudiants d'anglais des niveaux 1 à 6 (160 femmes et 77 hommes) a été défini à l'aide d'un calculateur de la taille de l'échantillon. Cette recherche s'inscrit dans une approche transversal-descriptive ; les données obtenues au moyen du questionnaire " l'Inventaire de croyances sur l'apprentissage d'une langue " (BALLI), proposé par Horwitz (1987), ont été analysées avec la statistique descriptive. Les résultats obtenus ont permis d'établir que la plupart de participants de cette étude ont une forte motivation instrumentale et intégrative vers l'apprentissage de l'anglais. Nous avons découvert également que les facteurs de la nature de la langue et les stratégies d'apprentissage représentent un grand défi pour eux. Nous avons finalement conclu que le participants interrogés ont des croyances, qui créent des barrières pour atteindre de bonnes compétences communicatives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias sobre aprendizaje de lenguas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje del inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés en la universidad]]></kwd>
<kwd lng="es"><![CDATA[Beliefs About Language Learning Inventory (BALLI)]]></kwd>
<kwd lng="en"><![CDATA[beliefs on language learning]]></kwd>
<kwd lng="en"><![CDATA[teacher-learning English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[teaching English in higher education]]></kwd>
<kwd lng="en"><![CDATA[Beliefs About Language Learning Inventory (BALLI)]]></kwd>
<kwd lng="fr"><![CDATA[croyances sur l'apprentissage d'une langue]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage et enseignement d'anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[enseignement d'anglais à l'université]]></kwd>
<kwd lng="fr"><![CDATA[Beliefs About Language Learning Inventory (BALLI)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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