Impact of the comprehensive perception of English on linguistic competence and academic performance at the university level

Abstract

The comprehensive perception of the English language constitutes a determining factor in the development of linguistic competence and the consolidation of academic performance among university students. From a socio-critical perspective, understanding and transforming such perception through innovative pedagogical strategies makes it possible to demonstrate the direct relationship between the appreciation of the language and the significant improvement in learning processes and academic achievement. The main objective of this study was to analyze the impact of university students' comprehensive perception of the English language on their linguistic competence and academic performance in English class. Through a socio-critical paradigm and supported by action research, an educational intervention was carried out focusing on pedagogical strategies such as informational forums, extracurricular classes, and collaborative activities like the duo journal, with the aim of positively influencing the dependent variables. The methodology followed a quantitative approach, using a quasi-experimental design. Two groups were involved: an experimental group that received the intervention and a comparison group that did not. Data were collected through questionnaires, language proficiency tests, and official academic performance records. The results showed that the experimental group (A) significantly improved their perception of English, reaching a highly favorable view. They also demonstrated progress in their linguistic competence, with consistent and notable improvement across all CEFR levels. This had a positive effect on their academic performance, as reflected in a significantly higher percentage of students in the "Excellent" category and a lower proportion in "Insufficient." In contrast, the control group (B) showed more limited progress. The conclusions suggest that a positive perception of English, reinforced by a structured educational intervention, can enhance motivation, strengthen self-discipline, and significantly improve both linguistic competence and academic performance.