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The objective of this research is to identify the attitudes of a group of English students at the Centro Regional Universitario de Coclé towards academic tutoring, highlighting how these perceptions influence their learning process. A quantitative approach was employed using the Scale of Attitudes of University Students towards Academic Tutoring by Solaguren-Beascoa & Moreno (2016). Data was collected from a representative sample of students in an English major program. The findings reveal a generally positive evaluation of tutoring sessions, with students identifying these sessions as crucial for enhancing their language skills and academic understanding. A notable preference for personalized tutoring was observed, with an emphasis on tailoring content to the individual needs and proficiency levels of each student. Furthermore, the results demonstrate a significant appreciation for opportunities for interaction and oral practice in tutoring sessions, underscoring the importance of incorporating activities that promote effective communication in English. Students also expressed their preference for a variety of teaching methods, including interactive and engaging activities. A notable aspect is the need for greater flexibility and accessibility in tutoring scheduling, with a demand for options that better accommodate diverse student schedules and the possibility of online sessions. Finally, the study highlights the positive impact of tutoring on students' confidence and motivation to learn English, reaffirming the value of these sessions beyond the purely academic realm. In summary, this research provides valuable insights into how students' attitudes towards academic tutoring can inform more effective and personalized teaching strategies in tutoring programs that strengthen the training of future English majors.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
