Analysis of the low level of achievement in the english subject of the universidad tecnológica de Tecamachalco

This research involves vital aspects such as the teacher's dynamism, the application of specific learning theories for teaching a foreign language, and the application of communication strategies. The present research was developed to know the reason for the low English achievement level at the Universidad Tecnológica de Tecamachalco. It applied surveys to 993 students of different levels with an engineering profile. The surveys showed that communication and empathy are an essential part of the classroom, and especially when it comes to teaching a foreign language, the zone of proximity referred to by Vygotsky is significant because students refer to a need for accompaniment by the teacher. The results show that the teaching techniques teachers apply are suitable, and their methodology does not affect the teaching-learning process.


INTRODUCTION
The background of Technological Universities dates from 1970 to 1973, when the Ministry of Public Education (Known in Spanish as SEP ) carried out comparative studies of the educational systems of the major countries in the world; from this review, the educational modalities of high school plus two years of technical career were identified: in the United States, the Community Colleges and in France the Instituts Universitaires de Technologie (Known in French as IUT), among other industrialized countries; however, at that time there was no express need for these modalities in Mexico's productive sector (SEP, 2000, p. 8).
In the nineties, the opening of trade was unavoidable, and the knowledge economy posed new challenges to the labor market. Nowadays, it is essential to continue with this vital link and congruence between education and the labor market, to face the challenges posed by development, and as an essential element to maximizing the range of possibilities for the benefit of the population. In 1991 the modality of Higher University Technician (known in Spanish as TSU) was born at level 5 of ISCED (UNESCO's International Standard Classification of Education). "The impact for the educational sector was translated into demands on productivity, flexibility and technological adaptation capacity of the workforce, especially in the middle and high levels of formal qualification" (Silva, 2006, p. 45). In September 2009, the continuity of studies with engineering (ISCED level 6) was opened.
The first encounter with developing English as a foreign language is within the classroom.
Various activities are carried out in this place, and it is the only place where he is exposed to limited contact that prevents him from communicating in this language since it is the only practice they have (Beltrán M., 2017). Using the theory of input and output, it is understandable that the student needs to process the information given by a source, which is reflected in the four skills: listening, writing, speaking, and reading.
Teachers are an essential part of the process, mainly because they belong to all the strategies in the process (Dowoska, 2018, p. 3). Balduzzi, E. (2021) pointed out that the "constitutive" effects are fundamental for constructing our identity. These effects show the anthropological and educational value of interpersonal relationships. In his concept of the proximal development zone, Vygotsky refers to the existing distance between the current psychic development of a person and his or her maximum development. This concept is vital in the didactic postulates, and its use is detailed in forming values using information and communication technologies (ICTs) (González, A. 2011). Therefore, the teacher's management is essential since it must be based on expanding the learner's zone of proximal development.
Technology has brought many people closer despite the distance; this has also happened in the field of education, and adaptation to the use of technological tools requires good communication. According to Carlota Pérez (2002), humanity is currently at the "turning point" of an unprecedented technological transformation. Communication in any form (face-to-face or online) is essential to develop activities correctly. Communication is possible to the extent of common knowledge among community members. These members boast of being competent social actors; that is, they can understand the actions of others and their own. Communication can be understood as a process that requires mutual knowledge. Busts, J.C. (2011).
Students must know the knowledge they will acquire as part of the scaffolding to achieve communication. Vygotsky, quoted by Ojalvo, asserts that: "the development of communication and the development of generalization go hand in hand." The word introduces the generalized mode of reflection of reality in consciousness-which into the activity of the brain-another aspect of the fact that man's consciousness is a social consciousness formed in communication (Vygotsky,pág.196).
Education should be configured around four essential learning that will be useful for each person throughout his or her life and are the four pillars of knowledge: learning to know, learning to do, learning to live together, and learning to be (Delors, J. 1994). Moreover, some of the advantages of these are: providing communication between the participants in the learning process, realizing an objective based on the selection of resources, methods, and experiences necessary to facilitate learning, and carrying out the evaluation of this objective with the students and the curriculum (Glazman y de Ibarrola, 1983). Ricardo & C et al. (2021) affirm that it is a commitment to contribute to scientific and academic knowledge since only through science, research, and collaboration is it possible to win the battle without forgetting the human part.
There is a curricular proposal by Arnaz (1981), who proposes stages for the development of the curriculum: to realize objectives considering the essential needs of the student, to elaborate the content and the design of evaluation; all the elements mentioned above According to Mercedes Charles, communication in the classroom is defined as "a process of production-reception of complex effects of meaning. Auccapuri et al. (2021) conclude that it is crucial not only for the theory regarding curricular planning with its respective objectives and evaluation of learning but also to put them into practice to strengthen the abilities, capacities, and skills of the students. At the Universidad Tecnológica de Tecamachalco, 993 online questionnaires were applied to the student community (women and men) to know what aspects they consider important when acquiring new English language knowledge. The researchers observed that the teacher must maintain communication with the group according to the answers obtained. This observation tells us that the teacher must explain at the beginning of each unit and period what topics will be taught and evaluated.

Operationalization matrix.
The following table shows three columns. The First column contains the variables, the second column contains the indicators, and the third column contains the items. According to the Brian Tracy Method, a group of experts selected these questions using brainstorming.
Validation of the questionnaire.
The questionnaire validation was developed through Dr. Manuel González Pérez's methodology, which has already been applied in several research articles. This methodology is based on applying a pilot test. Two multifactorial statistical models are applied to the raw data.

1) Pearson's correlation for linear relationships and
2) chi-squared for nonlinear associations. 5. Items were correlated by their very nature. Yes, only items 8 and 9.
The questionnaire is validated, and the only correlation between items 8 and 9 is natural.

Hypothesis validation by chi-square.
The hypotheses were not validated with Pearson's multiple correlations. They are presented and validated by chi-square in Table 3.
The nonlinear hypotheses were validated, and the Likert scale was dichotomized at its statistical mean. The chi-squared function for one degree of freedom and two options has 3.84 as the upper bound.
Therefore, if the two-variable chi-square value is less than 3.84, the bivariate hypothesis fails the test. If the chi-square value exceeds 3.84, the bivariate hypothesis passes the association test.