Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

Universidad Nacional: Una nueva mirada en la mediación pedagógica al 156 Key Words: technology use, students’ performance, grade factors, topic relevance, English for Specific Purposes (ESP). Problem Statement The world’s vertiginous speed demands higher educational institutions to prepare future professionals with abilities and continual improvement for succeeding in their fields. From the perspective of National University, their graduates are expected to lead society to effectively face the growing difficulties that the globalized world comprises. Phenomenon of interest First, the present work outlines relevant history as well as a distinction between General English Language and English for Specific Purposes, heading what Lamri states “Initially, ESP has become one of the most active branches of Applied Linguistics in general since the 1960’s” (2016, n.p.). Secondly, the author remarks that General English Language is intended to have a general progress in the language, whereas ESP aims to speed learners and guide to specific objectives. Lamri (2016) emphasizes that despite the disagreement between the linguists concerning ESP branches or the categorization of its subjects of practice, the theorists Hutchinson and Waters’ subdivided it into three categories: a) English for Science and Technology (EST), b) English for Business and Economics (EBE), and c) English for Social Studies (ESS) (1987). Purpose of the study The present study aims to explore the factors involved in students getting acceptable scores in the course Inglés Integrado IV para Turismo in the II semester, 2017. The responses for the inquiries in the present study emanate from the results found in other studies, as well as from information not related directly to the exploration of factors involved in the students’ performance in English courses. To study the factors involved in the students’ performance in English courses, this review seeks to answer what do students do to reach acceptable and high standard scores in English courses?, what benefits do the teachers think knowing the factors high standard performance have for teaching and learning English?, how do teachers think knowing the factors could help them improve their classes?, and how has the application of the knowledge of the factors involved helped students improve their English? The answers to these questions will guide the researcher to retrieve information about teacher’s insights about how the factors for high standard scores could improve the classroom experience and recognize teacher’s opinion about how those factors contribute to improve their English classes and students learning, as well as to observe students’ reactions and classes in their corresponding levels. The researcher answers the questions by searching what other studies have been conducted, what results have been found and what have not been found related to the assessment of methodologies or evaluation systems by teacher’s points of view.