Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

Autor/inn/en	Durán, Estefanía; García, Katherin
Titel	Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 23 (2021) 1, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Durán, Estefanía) ORCID (García, Katherin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Teacher Role; Teaching Methods; Learning Processes; Undergraduate Students; Public Colleges; Textbooks; Error Correction; Student Evaluation; Class Activities; Language Skills; Grammar; Language of Instruction; Spanish; Vocabulary Development; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Textbook; Text book; Schulbuch; Lehrbuch; Korrektur; Schulnote; Studentische Bewertung; Language skill; Sprachkompetenz; Grammatik; Teaching language; Unterrichtssprache; Spanisch; Wortschatzarbeit; Ausland; Kolumbien
Abstract	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. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01