Arigita-García Amaya, Sánchez-Cabrero Roberto, Estrada-Chichón José Luis
Alfonso X El Sabio University, Spain.
Cádiz University, Spain.
Data Brief. 2021 Mar 27;36:107015. doi: 10.1016/j.dib.2021.107015. eCollection 2021 Jun.
Developing an accurate second language competence different from the mother tongue has become an essential skill in today's globalized world, and therefore it is a highly valued and demanded learning among the main educational institutions and models. However, it is a complex process that is influenced by numerous and, in many cases, unknown factors, which are not usually taken into consideration when designing second language learning processes, which tend to lead to inadequate teaching and may lead to school failure that could have been avoided. 216 in-service teachers from all non-university educational stages of the Community of Madrid, Spain, evaluate the significance of 44 factors traditionally associated with second language learning, which are grouped into four general categories (factors linked to students; factors linked to teachers; learning structure and organisation; and learning environment) through a five-point Likert scale. The data were collected using a questionnaire through the research described in Arigita-García et al. (2021) [1]. The sample is heterogeneous concerning different attribute variables such as age, teaching experience, gender, school ownership, and the language in which classes are taught. The sample was obtained through social networks and teacher forums. The data collection offers essential information to better understand the process of second language learning, as it gathers the experience and learning accumulated by the teachers who took part in this work, which implies direct information from the educational reality that they are intended to improve.
在当今全球化的世界中，培养一种不同于母语的准确的第二语言能力已成为一项必不可少的技能，因此它是主要教育机构和教育模式中备受重视且需求很高的学习内容。然而，这是一个复杂的过程，受到众多且在许多情况下未知的因素影响，而在设计第二语言学习过程时，这些因素通常未被考虑在内，这往往会导致教学不足，并可能导致本可避免的学业失败。来自西班牙马德里自治区所有非大学教育阶段的216名在职教师，通过五点李克特量表评估了传统上与第二语言学习相关的44个因素的重要性，这些因素被分为四个一般类别（与学生相关的因素；与教师相关的因素；学习结构与组织；以及学习环境）。数据是通过Arigita-García等人（2021年）[1]所描述的研究使用问卷收集的。该样本在年龄、教学经验、性别、学校所有权以及授课语言等不同属性变量方面具有异质性。样本是通过社交网络和教师论坛获得的。数据收集提供了重要信息，以更好地理解第二语言学习过程，因为它收集了参与这项工作的教师积累的经验和学习情况，这意味着来自他们旨在改善的教育现实的直接信息。
