Confianza académica y ansiedad lingüística como predictores de la preparación para intercambios internacionales
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.6Palabras clave:
movilidad académica, inglés académico (EAP), confianza académica, internacionalización de la educación superior, ansiedad lingüísticaResumen
Este estudio analiza la preparación lingüística de estudiantes de educación superior para participar en intercambios académicos internacionales e identifica barreras para la adquisición exitosa del idioma. Utilizando un diseño descriptivo-correlativo cuantitativo, la investigación encuestó a 220 estudiantes universitarios ucranianos involucrados en programas de movilidad académica. La preparación se evaluó mediante una prueba de competencia y escalas de autoevaluación. El análisis de datos incluyó estadística descriptiva, correlación de Pearson y regresión lineal múltiple. Los resultados indican que, si bien la mayoría de los estudiantes poseen una preparación promedio, sobresalen en lectura, pero tienen dificultades con la escritura y el habla académicas. Surgieron tres grupos de barreras: lingüísticas, psicoemocionales y organizacionales. El análisis de regresión reveló que la confianza académica (β = .45), la ansiedad lingüística (β = –.29) y la autoevaluación (β = .24) son predictores clave, y el modelo explica el 40% de la varianza en la preparación lingüística. El estudio destaca el papel crítico de los factores psicológicos y las estrategias de aprendizaje individuales sobre el apoyo institucional. Las recomendaciones incluyen la integración de cursos sistemáticos de Inglés para Fines Académicos (EAP) y estrategias de reducción de la ansiedad para preparar mejor a los futuros estudiantes de intercambio.
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Derechos de autor 2026 Olha Herasymenko, Ruslan Kravets, Alla Kondratiuk, Liliia Biretska, Oksana Raniuk
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