Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

• Autores: Estefanía Durán, Katherin García
• Localización: Profile: Issues in Teachers' Professional Development, ISSN 1657-0790, ISSN-e 2256-5760, Vol. 23, Nº. 1, 2021, págs. 145-160
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.