Educational diagnosis of the level of linguistic competence in A2 grammar according to the Common European Framework of Reference (CEFR) in English students at UNAN-Managua/CUR-Estelí, Nicaragua

Abstract

ABSTRACT

The purpose of the study was to diagnose the level of linguistic competence in A2 grammar, according to the descriptors of the Common European Framework of Reference (CEFR), in first-year English students at UNAN-Managua, CUR-Estelí. The research responded to the need to identify the gap between the level expected by the university curriculum and the level achieved by students at the beginning of their teacher training. Methodologically, a mixed (qualitative-quantitative) approach was used with a descriptive and cross-sectional design. A non-probability convenience sample was applied, with a study universe of 60 students and 5 teachers, from which a sample of 30 students and 2 teachers was selected. Data collection was carried out using a test aligned with the CEFR, a checklist to assess the practical use of grammatical structures, and semi-structured interviews with teachers regarding grammar learning. Qualitative analysis revealed that teaching continues to focus on memorization practices and structured exercises, with little use of active methodologies and communicative activities. The quantitative results, processed using descriptive statistics and an inferential hypothesis test, yielded a value of p≤0.05, confirming a significant statistical gap between the expected and observed levels. Among the limitations of the study were the small sample size and the focus on a single academic setting. In conclusion, the findings offer relevant insights for suggesting improvements in teaching processes, especially in the functional use of grammar and strengthening the coherence between curriculum, teaching practices, and student performance.