<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2024000200402</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2024)0063-014</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pre-service English teachers&#8217; learning traits]]></article-title>
<article-title xml:lang="es"><![CDATA[Rasgos de aprendizaje de los profesores de inglés en formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Narváez Trejo]]></surname>
<given-names><![CDATA[Óscar Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz Martínez]]></surname>
<given-names><![CDATA[Cliserio Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Galindo]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Veracruz School of Languages ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Veracruz School of Languages ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,caroreyes@uv.mx  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2024000200402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2024000200402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2024000200402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The present study aimed to characterize a comprehensive learning profile of preservice teachers at an English teacher education programme of a public university in Southeast Mexico. The learning attributes comprise their English entry level, learning strategies and styles, learning approaches, and learning preferences. The research design was non-experimental, descriptive transectional, with a single data collection procedure during the August 2023 term. Four learning scales and two placement tests were used to identify the predominant learning traits of the cohort studied. The results show a preference to use cognitive learning strategies more than any other type. In terms of learning styles, the findings show that most participants are primarily aural, but some students are biand even tri-oriented. In terms of their learning preferences, most students identified as analytical. Regarding learning approaches, most students typically employ a deep approach, which could be quite inadequate because they depend more on surface strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. La investigación reportada tuvo como objetivo identificar los rasgos de aprendizaje de una cohorte de profesores de inglés en formación de una universidad pública en el sureste de México. Este estudio fue no-experimental, transeccional descriptivo. Los datos se recolectaron mediante cuatro escalas de aprendizaje y dos exámenes de colocación, lo que permitió identificar su nivel de inglés, las estrategias de aprendizaje que usan y los estilos de aprendizaje que poseen, así como sus enfoques y preferencias para aprender inglés. Los hallazgos de la investigación sugieren que existe una toral inclinación por el uso de estrategias de aprendizaje cognitivas. En relación con los estilos de aprendizaje, los resultados apuntan a una población con características de aprendizaje auditivas, aunque también emergieron participantes con dos o tres estilos de aprender distintos, como el analítico. En cuanto a sus enfoques de aprendizaje, los datos muestran que los estudiantes se decantan por un enfoque profundo, lo cual podría implicar una desarticulación entre sus enfoques y estrategias de aprendizaje del inglés en el contexto particular de la investigación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[learning traits]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[EFL teaching]]></kwd>
<kwd lng="es"><![CDATA[rasgos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[maestros de inglés en formación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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