Analysis of teaching resources used in EFL classes in selected Ecuadorian universities (original) (raw)
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Factors Affecting English Language Teaching in Public Schools in Ecuador
International Journal of Learning, Teaching and Educational Research, 2020
The 2016 Ecuadorian curriculum mandates students must graduate high school with an intermediate or B1 in English. However, it has been found there are factors that aid and/or impede EFL and ELT in the Ecuadorian context. For this reason, the researchers conducted exploratory qualitative research practices such as observations in public schools and round table discussions with EFL public school teachers. For this research, the authors asked the following research question: what are the factors that affect ELT and EFL in the country of Ecuador? To answer this question, the overall aim of this paper is to identify the factors that impede and aid EFL teaching and learning in the country of Ecuador. The round table discussions were transcribed and put through maxQDA qualitative analysis software to retrieve various codes and revealed the factors impeding and aiding ELT in Ecuador. They were then grouped into 5 categories, which are pedagogy related factors, use of Spanish, perceptions and status of ELT, infrastructure and educational policies. These show the various positive and negative factors, which affect language learning and teaching in the country. The above factors are the findings from the first phase of a two year research project that were found that can aid and impede EFL in the country based on the participants of the focus group and classroom observations in public schools and these findings will play a role in shaping EFL/ELT education in the future.
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Zona Próxima, 2015
The present article is intended to report on a study carried out with students of level three at Cursos Libres. The research focused mainly on describing how the materials and the methodology implemented by the teacher contributed to the development of the students’ Communicative Competence. To reach that research objective, an ethnographic case study design was used. Observations, interviews to students and teacher were employed as data collection instruments. The results are expected to contribute to the issue of the development of Communicative Competence in classroom contexts.
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In 2013 the Chilean Ministry of Education presented a document outling a number of modifications to the current English Language Teaching policy. The educational authorities have clearly set out the proficiency levels expected of students as well as the role of teachers in the attainment of such standards. A strong emphasis is given to communicative language teaching as a framework for developing students’ competence in English. The purpose of this study is to find out the difficulties perceived by public and semi-private school teachers when introducing communicative language teaching in their respective contexts, as well as to explore the reasons behind such difficulties. In order to answer these questions, eighty-two teachers were asked to complete a questionnaire which collected their opinions regarding issues associated with the communicative approach. Four of the teachers then participated in a semi-structured interview which served to complement the information gathered through the questionnaires. The results showed that their difficulties fell into three broad categories: those associated with the presentation of policies, those related to the implementation of the communicative approach and those associated with teachers’ own background knowledge of communicative language teaching. The study suggests that successfully implementing the communicative approach in Chile will require considerable changes to the broader educational system.
RAEL: Revista Electrónica de Lingüística Aplicada , 2018
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2013
I dedicate this study to my husband Javier, my love and my forever friend, who has been my support in reaching my dream of becoming a professional. To my children Mary and Javi, who have shared my long studying afternoons, encouraging me step by step during this time; and to my parents Leonardo and Ruth, because I know they will be proud of their daughter, and through me, their dream too. María Dolores To my father Gualberto and to my whole family, who have always supported and encouraged me to achieve my dream of becoming a professional. I love you dear dad. With all my love to my dear husband Christian, who in spite of the distance, has been my support to continue and to finish my studies.
2018
The application of EFL Communicative Strategies represents a significant approach to overcome problems connected with speaking level. For this reason, the objective of this work was to design and apply a program based on EFL Communicative Strategies in order to improve the level of Speaking of the students of the 6 th cycle of Education-English major at National University of Cajamarca. The initial stage of research used exploratory and bibliographic methods for the construction of a survey concerning perceptions about the use of EFL Communicative strategies in the classroom; it was then administered to 20 EFL students. After that, a pre-test (questionnaire) was conducted in order to examine and ascertain the level of speaking of our students. Then, there was an application of 8 lesson plans with the intention of providing our students with EFL Communicative Strategies to reinforce and improve their English level. The final stage of the research involved a post-test to find out if the use of EFL Communicative Strategies was a good means to meet the intended purpose of this descriptive and quasi-experimental research. It is of paramount importance to point out the following conclusion; that after applying the proposal, 74% of students displayed a satisfactory level of improvement in speaking while 26% are still in process of improvement.
Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution
GiST Education and Learning Research Journal
This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the resul...