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.

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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.

Figures (8)

they may just resort to letting students listen to audio materials included in their textbooks. Interaction between teachers and students during listening activities may be influenced as teachers lose the opportunity to engage students through eye contact, prodding, and feedback. The majority of teachers (91%) consider the availability of audio materials as very important in developing students’ skills in listening, and 51% of the surveyed teachers see class size as equally important to consider. The preference for audio materials, which is usually part of textbook packages, could be attributed to teachers’ lack of confidence to demonstrate pronunciation of words. Using prepared audio CDs provide teachers assurance and confidence that students listen to standard pronunciation. This somehow implies that inside the classroom, teachers may not always employ teacher-made materials for listening activities as

they may just resort to letting students listen to audio materials included in their textbooks. Interaction between teachers and students during listening activities may be influenced as teachers lose the opportunity to engage students through eye contact, prodding, and feedback. The majority of teachers (91%) consider the availability of audio materials as very important in developing students’ skills in listening, and 51% of the surveyed teachers see class size as equally important to consider. The preference for audio materials, which is usually part of textbook packages, could be attributed to teachers’ lack of confidence to demonstrate pronunciation of words. Using prepared audio CDs provide teachers assurance and confidence that students listen to standard pronunciation. This somehow implies that inside the classroom, teachers may not always employ teacher-made materials for listening activities as

to by producing evidence through the completion of the tasks assigned to them. WOr. exer WOr. More than half of the teachers or 67% use ksheets and ask students to answer gap-filling cises (67%) during listening activities. These ksheets are often part of the teacher support materials in imported books that language centres use in teac teac hing English. Having prepared worksheets allow hers to maximise their time as they do not need to construct their own _ resources. With prepared WOT. ksheets, students get familiar with the text they isten to since it is often based from the readings highlighted in every unit of the textbook; thus, by using the same content, students develop their comprehension in the process. However, frequent use of these resources becomes uncommunicative when routine learning takes places as students are directed to answer worksheets on a daily basis and without meaningful interaction between the text they have listened to and its function with other skills. basic to an independent user of the language. In most cases, the classroom teacher is the only medium for communication and practice. In cases where teachers often use prepared audios, students’ interaction with the language maybe limited and they may not strategically develop communicative competence, or it may take a longer period of time. Table 2 shows the teaching aids that teachers often use in their class. information they have listened to. In CLT, students are encouraged to engage in activities that allow them to learn by familiarising themselves to the sound, stress and intonation of the English language through their interaction with the speakers of the language. Using recorders can be effective for students to record their voices and assess how they fare. Audio recorders also allow students to note their progress from being a pre-

to by producing evidence through the completion of the tasks assigned to them. WOr. exer WOr. More than half of the teachers or 67% use ksheets and ask students to answer gap-filling cises (67%) during listening activities. These ksheets are often part of the teacher support materials in imported books that language centres use in teac teac hing English. Having prepared worksheets allow hers to maximise their time as they do not need to construct their own _ resources. With prepared WOT. ksheets, students get familiar with the text they isten to since it is often based from the readings highlighted in every unit of the textbook; thus, by using the same content, students develop their comprehension in the process. However, frequent use of these resources becomes uncommunicative when routine learning takes places as students are directed to answer worksheets on a daily basis and without meaningful interaction between the text they have listened to and its function with other skills. basic to an independent user of the language. In most cases, the classroom teacher is the only medium for communication and practice. In cases where teachers often use prepared audios, students’ interaction with the language maybe limited and they may not strategically develop communicative competence, or it may take a longer period of time. Table 2 shows the teaching aids that teachers often use in their class. information they have listened to. In CLT, students are encouraged to engage in activities that allow them to learn by familiarising themselves to the sound, stress and intonation of the English language through their interaction with the speakers of the language. Using recorders can be effective for students to record their voices and assess how they fare. Audio recorders also allow students to note their progress from being a pre-

Among activities that develop _ students’ vocabulary, teachers frequently used guess meaning from context (65%), use of body gestures and actions in teaching (62%) and games and competitions in remembering words (43%). Asking students to guess a meaning from context develops their ability to connect the pragmatic meaning of words and how these words function in a sentence without resorting to the use of translators and dictionaries. sociolinguistic competence. Vocabulary development is Strategically attained when students are asked to develop skills that allow them to understand the semantic and pragmatic meaning of words or their combinations. While students may eventually get familiar with the usage of phrasal verbs based on observations and guess-meaning, they may not understand as much as they can if they are not taught to read and infer the meaning and connotation of phrasal verbs in a sentence. As Wilkins asserts (1972 as cited by Li 1998: 678), ‘notional and functional categories’ and their associated meaning must be developed so students have the ‘linguistic means to perform different kinds of functions’, and this is specifically relevant when reading skills are being developed. Table 3 presents the resources that teachers use in developing vocabulary of students. Exposure to language users of the English language is limited in Ecuadorian universities. Being in class, watching movies in English, listening to music in their mobile phones or engaging in conversations with

Among activities that develop _ students’ vocabulary, teachers frequently used guess meaning from context (65%), use of body gestures and actions in teaching (62%) and games and competitions in remembering words (43%). Asking students to guess a meaning from context develops their ability to connect the pragmatic meaning of words and how these words function in a sentence without resorting to the use of translators and dictionaries. sociolinguistic competence. Vocabulary development is Strategically attained when students are asked to develop skills that allow them to understand the semantic and pragmatic meaning of words or their combinations. While students may eventually get familiar with the usage of phrasal verbs based on observations and guess-meaning, they may not understand as much as they can if they are not taught to read and infer the meaning and connotation of phrasal verbs in a sentence. As Wilkins asserts (1972 as cited by Li 1998: 678), ‘notional and functional categories’ and their associated meaning must be developed so students have the ‘linguistic means to perform different kinds of functions’, and this is specifically relevant when reading skills are being developed. Table 3 presents the resources that teachers use in developing vocabulary of students. Exposure to language users of the English language is limited in Ecuadorian universities. Being in class, watching movies in English, listening to music in their mobile phones or engaging in conversations with

Most teachers conduct pair-and-share technique (38%) and the giving of exercises (33%), which are often accompanying resources of textbooks. Activities like Pair-and-Share encourage students to produce language right after a topic is introduced in an environment that allows them to feel comfortable (Richards 2005 as cited by Al Asmari, 2015, p. 976). Students who are not confident to talk in class can practice with their partners to develop language without fear of being subjected to public assessment, and this reinforces interaction with one another in small groups (Finocchiaro & Brumfit 1983 as cited by Li, 1998, p. 679). However, pair-and-share technique are susceptible to meaningless interaction especially when tasks are not clearly communicated or in big classes where teachers cannot oversee everybody during exercises; although. Holliday (1994) believes that monitoring is not necessary because students are expected to be immersed in a problem-based context in language instead of just communicating with each other.

Most teachers conduct pair-and-share technique (38%) and the giving of exercises (33%), which are often accompanying resources of textbooks. Activities like Pair-and-Share encourage students to produce language right after a topic is introduced in an environment that allows them to feel comfortable (Richards 2005 as cited by Al Asmari, 2015, p. 976). Students who are not confident to talk in class can practice with their partners to develop language without fear of being subjected to public assessment, and this reinforces interaction with one another in small groups (Finocchiaro & Brumfit 1983 as cited by Li, 1998, p. 679). However, pair-and-share technique are susceptible to meaningless interaction especially when tasks are not clearly communicated or in big classes where teachers cannot oversee everybody during exercises; although. Holliday (1994) believes that monitoring is not necessary because students are expected to be immersed in a problem-based context in language instead of just communicating with each other.

In understanding meaning, students often use translator applications (76%), the dictionary (49%) and the computer/internet (48%). The availability of today’s globalising era provides students the technology that does the job faster than classic resources such as the dictionary. Online translation websites can easily translate long paragraphs in Spanish into English within seconds and this has proven to be very helpful in understanding meaning; but, reading skills are not maximised when students do not bother to review the translated text or when they do not analyse whether the translation is almost the same or not as its original meaning, and this is difficult to do because translation skills is needed. With students who have a low level of English, using online translators may eventually delay their capacity to understand meaning due to dependence on automatic generation of words and sentences without consideration of their semantic and pragmatic use. The dictionary (49%) is often the second resort when there is no access to the Internet. The use of English books is the least used resource. Looking for meanings in English books may take time as not all have a glossary. On the contrary, this also implies that the understanding and construction of meaning is developed in a more direct manner since students merely resort to online trans instead of looking at meaning and ation applications constructing their understanding based on the meaning conveyed by different words in a sentence. Eng survey are not limited to textbooks they also refer to all types of re ish books in the used in class but ferences such as grammar books, literary works, story information books. books and general

In understanding meaning, students often use translator applications (76%), the dictionary (49%) and the computer/internet (48%). The availability of today’s globalising era provides students the technology that does the job faster than classic resources such as the dictionary. Online translation websites can easily translate long paragraphs in Spanish into English within seconds and this has proven to be very helpful in understanding meaning; but, reading skills are not maximised when students do not bother to review the translated text or when they do not analyse whether the translation is almost the same or not as its original meaning, and this is difficult to do because translation skills is needed. With students who have a low level of English, using online translators may eventually delay their capacity to understand meaning due to dependence on automatic generation of words and sentences without consideration of their semantic and pragmatic use. The dictionary (49%) is often the second resort when there is no access to the Internet. The use of English books is the least used resource. Looking for meanings in English books may take time as not all have a glossary. On the contrary, this also implies that the understanding and construction of meaning is developed in a more direct manner since students merely resort to online trans instead of looking at meaning and ation applications constructing their understanding based on the meaning conveyed by different words in a sentence. Eng survey are not limited to textbooks they also refer to all types of re ish books in the used in class but ferences such as grammar books, literary works, story information books. books and general

showing the connections between ideas and the related function of different word categories. Table 7 shows that teachers in universities frequently ask students to write reports (51%), use mind maps for students to write about (38%), and conduct narration of events like retelling a news report (37%). Activities that are not frequently conducted consist of expressions-based (14%) exercises, writing captions of pictures (17%) and describing objects in class (17%).

showing the connections between ideas and the related function of different word categories. Table 7 shows that teachers in universities frequently ask students to write reports (51%), use mind maps for students to write about (38%), and conduct narration of events like retelling a news report (37%). Activities that are not frequently conducted consist of expressions-based (14%) exercises, writing captions of pictures (17%) and describing objects in class (17%).

like in the case of immigrants in the 1970s in England. This is one of the faulty views of CLT in EFL contexts and Jenkins (2006 as cited by Lochland, 2013, p. 264) was one of the firsts to assert that the va modelling ‘language competence on native ideologies’ hardly is actualised when learners with fellow learners who may not exert e idity of anguage interact fforts in speaking English during group work. Further, activities in CLT or communicative approach are ‘often carried in small groups’ (Larsen-Freeman 1986 as cited by Li, 1998, p. 679). In Ecuador, however, class universities typically ranges from 30-40 although it varies among private institutions. size in students In developing reasoning and spontaneity in speaking, most teachers use group discussion to exemplify, generalise or analyses texts (63%), and some provide situations (60%) for students to agree, disagree, persuade or convince. Activities that are least employed consists of the use of visual aids such as cartoon strips (14%) and speech related activities where students can recite poems or oratorical piece (16%). these teacher-driven activities lead to learning environments where students end up interacting with the material and not with the teacher who is in the frontline of contact in a CLT driven classroom. To further develop speaking skills, it is imperative to develop students’ reasoning capability and spontaneity in oral expressions. The activities that most teachers use to develop these are presented in Table 6. prepared worksheets with defined activities and the use of speaking activities outlined in the book at 5% turnout. The teaching of pronunciation and stress in English is not often taught in most EFL classrooms because teachers rely on prepared audios to do the job. Some teachers feel insecure and uncomfortable in demonstrating and modelling pronunciation because they are not native speakers of the language. Not doing

like in the case of immigrants in the 1970s in England. This is one of the faulty views of CLT in EFL contexts and Jenkins (2006 as cited by Lochland, 2013, p. 264) was one of the firsts to assert that the va modelling ‘language competence on native ideologies’ hardly is actualised when learners with fellow learners who may not exert e idity of anguage interact fforts in speaking English during group work. Further, activities in CLT or communicative approach are ‘often carried in small groups’ (Larsen-Freeman 1986 as cited by Li, 1998, p. 679). In Ecuador, however, class universities typically ranges from 30-40 although it varies among private institutions. size in students In developing reasoning and spontaneity in speaking, most teachers use group discussion to exemplify, generalise or analyses texts (63%), and some provide situations (60%) for students to agree, disagree, persuade or convince. Activities that are least employed consists of the use of visual aids such as cartoon strips (14%) and speech related activities where students can recite poems or oratorical piece (16%). these teacher-driven activities lead to learning environments where students end up interacting with the material and not with the teacher who is in the frontline of contact in a CLT driven classroom. To further develop speaking skills, it is imperative to develop students’ reasoning capability and spontaneity in oral expressions. The activities that most teachers use to develop these are presented in Table 6. prepared worksheets with defined activities and the use of speaking activities outlined in the book at 5% turnout. The teaching of pronunciation and stress in English is not often taught in most EFL classrooms because teachers rely on prepared audios to do the job. Some teachers feel insecure and uncomfortable in demonstrating and modelling pronunciation because they are not native speakers of the language. Not doing

activities and genuine production of language that are essential characteristics of CLT. FALLOT SS UNS TEU UO LESVUULLd, HII Uldil half or 62% of the surveyed teachers use textbooks and its accompanying resources such as CD and student’s workbooks. While the use of textbooks and_ its accompanying resources save teachers a considerable amount of time dedicated towards preparation, it also provides teachers a certain degree of confidence that everything they teach is correct and proper. Too much dependence on textbooks, however, may deprive teachers the ability to fulfil the very core principles of CLT. By relying on one aid, teachers lose the Opportunity to use authentic materials and other resources (Al Asmari , 2015, p. 977). Further, the sole use of imported textbooks in classes may render the teaching-learning process insensitive to the context of students. Lochland (2013) cited various authors such as Brooks (1997) who ‘have raised concerns about the insensitivity of ELT methods to the linguistic, sociocultural, and political background of learners in EFL settings’ (p. 261) and insinuate the use of ‘one method-fits all approach’ (Lochland, 2013, p. 262). This insensitivity is reflected through the use of imported textbooks without adjusting its contents and strategies to the needs and contexts of students and depriving teachers to employ their own materials. While it is appropriate to use textbooks, teaching should be more constructed by teachers through well-informed plan that manifests sound consideration of students’ situations and teacher preparation.

activities and genuine production of language that are essential characteristics of CLT. FALLOT SS UNS TEU UO LESVUULLd, HII Uldil half or 62% of the surveyed teachers use textbooks and its accompanying resources such as CD and student’s workbooks. While the use of textbooks and_ its accompanying resources save teachers a considerable amount of time dedicated towards preparation, it also provides teachers a certain degree of confidence that everything they teach is correct and proper. Too much dependence on textbooks, however, may deprive teachers the ability to fulfil the very core principles of CLT. By relying on one aid, teachers lose the Opportunity to use authentic materials and other resources (Al Asmari , 2015, p. 977). Further, the sole use of imported textbooks in classes may render the teaching-learning process insensitive to the context of students. Lochland (2013) cited various authors such as Brooks (1997) who ‘have raised concerns about the insensitivity of ELT methods to the linguistic, sociocultural, and political background of learners in EFL settings’ (p. 261) and insinuate the use of ‘one method-fits all approach’ (Lochland, 2013, p. 262). This insensitivity is reflected through the use of imported textbooks without adjusting its contents and strategies to the needs and contexts of students and depriving teachers to employ their own materials. While it is appropriate to use textbooks, teaching should be more constructed by teachers through well-informed plan that manifests sound consideration of students’ situations and teacher preparation.

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References (11)

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