Impact of an Adults' Language Learning Program at a Colombian Language Center
Bibliographic record
Abstract
This qualitative study examines adults' perceptions about the impact of an English learning program from a language center of a public university on the Caribbean coast of Colombia regarding their educational experiences, career paths, and personal development. The Grown Ups English Learning Program (GUELP) fostered a supportive environment with valued communicative methodologies and teachers acting as mentors. Many learners credited the program for their professional advancement and improved results in national standardized exams. More broadly, former students consider English as a bridge to personal growth and global participation. English was consistently perceived as a tool for employability, academic advancement, and international interaction. In this study, “impact” was conceptualized as participants’ perceived linguistic progress, professional use of English, and socioemotional development, as reported in questionnaires and interviews. The findings suggest that GUELP advances Colombia’s National Bilingualism Policy and aligns with Sustainable Development Goal (SDG) 4 by promoting equitable lifelong learning opportunities in non-formal educational contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".