Variables impacting English language learning at the University of Panama:

recommendations for internationalization

Abstract

This research sought to understand the deficiencies in the English proficiency of the university student population. External variables to the learning process were studied and grouped into institutional, pedagogical, and socioeconomic categories. Although these variables are beyond the control of individual learning, they are related to educational policies and the context of higher education. The main objective was to define the impact of these barriers, based on their classification as limitations of lesser or greater influence, as external variables to the English learning process. The research design was mixed, using quantitative data from a semi-structured survey administered to a sample of one hundred students (n=100), representing 10% of the student population of the English Department 987 (N=987), during the second semester of 2025. Meanwhile, 10 faculty members, 20 students, and 5 administrative staff members, all from the English School at the main campus, were interviewed, constituting the qualitative component. The results reveal a lack of essential spaces such as laboratories, limited access to technological resources, pedagogical shortcomings, restricted access to resources, and insufficient time availability. In conclusion, an institutional policy is urgently needed to certify English proficiency levels, streamline processes, and eliminate barriers through an internationalization strategy that does not view English merely as another requirement.