Analysis of teaching resources used in EFL classes in selected Ecuadorian universities (original) (raw)

Abstract

This study looks at how Communicative Language Teaching (CLT) is implemented in Ecuadorian universities through analysis of teaching resources that teachers use in classes. A survey was conducted through the administration of a questionnaire. A total of 65 teachers responded to the survey. The results indicated that in developing productive skills, group-oriented activities such as pair-and-share scheme and role-plays are frequently conducted, and the use of worksheets, translator applications and audio materials were often used in developing students" receptive skills. Teachers did not often use resources on pronunciation activities, direction-oriented tasks and translation using Spanish. Analysis of frequently used resources showed that teachers tried to develop students" communicative competence, one of the core principles of CLT, however, most of these resources were not teacher-made but support materials of textbooks produced by publishing houses abroad. Too much dependence on these resources influences teacher interaction with students and also diminishes the role of the teacher as the frontline source of language use especially in listening and speaking when audio materials and worksheets replace the teachers" voice. Indeed, the selection of a teaching resource is as crucial as the method employed in CLT implementation in EFL classroom.

Key takeaways

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1. The study surveyed 65 EFL teachers to analyze Communicative Language Teaching implementation in Ecuadorian universities.
2. Group-oriented activities for productive skills and worksheets for receptive skills are frequently employed by teachers.
3. Teachers rely heavily on imported textbooks and resources, limiting authentic language interaction.
4. Only 2% of teachers have an Ed.D., highlighting a potential gap in advanced qualifications in EFL.
5. Listening is perceived as the most difficult skill to teach, with 40% of teachers identifying it as such.

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References (11)

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FAQs

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What are the major challenges of implementing CLT in Ecuadorian universities?add

The study reveals that teachers struggle with prioritizing productive skills, particularly speaking, and often rely on grammar-oriented assessments instead of facilitating communicative practice.

How prevalent is the use of CEFR in Ecuador's language education?add

The research indicates that 82% of teachers in the sample reference the CEFR as essential for student assessment and curriculum development in English language teaching.

What teaching resources do Ecuadorian EFL teachers prefer for listening activities?add

The survey finds that 91% of teachers prioritize audio materials for listening activities, yet 67% frequently use worksheets, potentially limiting communicative interaction.

What skills do teachers find most difficult to develop in their students?add

According to the findings, 40% of surveyed teachers identify listening as the most challenging skill, followed by 33% for speaking, indicative of broader pedagogical issues.

How do teachers perceive the effectiveness of CLT in fostering language competence?add

The results suggest that while CLT is widely adopted, the lack of focus on pronunciation and grammar leads to insufficient communicative competence among students.