The Impact of EFL Teachers' Pedagogical Beliefs and Practices: Communicative Language Teaching in a Saudi University Context

Autor/in	Alghamdi, Ahmed
Titel	The Impact of EFL Teachers' Pedagogical Beliefs and Practices: Communicative Language Teaching in a Saudi University Context
Quelle	In: English Language Teaching, 14 (2021) 12, S.171-182 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; College Faculty; Teacher Attitudes; Communicative Competence (Languages); Teaching Methods; Theory Practice Relationship; Educational Principles; Congruence (Psychology); Teacher Role; Grammar; Error Correction; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Bildungsprinzip; Congruence; Psychology; Kongruenz; Psychologie; Lehrerrolle; Grammatik; Korrektur; Ausland; Saudi-Arabien
Abstract	This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers' beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01