Perception of the acquisition and English profi ciency in university professors: implications in the process of internationalization at home

Abstract

English Proficiency has added value in higher education since universities started incorporating internationalization processes at home, which has also encouraged teachers' acquisition of the English language. Therefore, we analyzed teachers' perception of English proficiency and its relationship with socio-academic factors, as well as the context of language acquisition. Responses were collected from 670 academic professionals from a public university in Mexico through an online questionnaire; data were analyzed using multiple linear regression to identify potential effects. The results indicate greater perceived competence in reading skills and some weaknesses in oral skills. Additionally, being part of STEM areas and learning the English language in non-academic environments can predict the perception of English proficiency. It is concluded that, despite the proficiency levels identified, the demands of certain activities, such as teaching subjects in English, point to the relevance of institutional planning and the definition of strategic teacher training scenarios oriented towards language acquisition.