Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

Durán, Estefanía; García, Katherin

doi:10.15446/profile.v23n1.85931

Cited by 3 publications

(8 citation statements)

References 19 publications

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“…However, not all teachers possess the capacity to inspire students. The controller role is evident during specific instances such as making announcements, clarifying concepts, or leading question-and-answer sessions, particularly in language learning contexts (Durán & García, 2021). Additionally, there is acknowledgment that certain situations, like taking attendance or providing instructions, necessitate a controller's role.…”

Section: Teacher As Controllermentioning

confidence: 99%

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

2024

ijte

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Both students' language learning and teachers' language teaching are interconnected components of the language-learning process, and they rely on each other to create an effective language-learning environment. This research article investigates the teachers’ roles in language teaching to promote the students’ learner-centered language learning. The method applied in this paper was a library research study where theories were summarized and synthesized from academic sources to provide the answers to the research problems. The instruments used in this study were journal articles, conference proceedings, books, and book sections in the field of language teaching and learning. The results indicated that English teachers, assuming diverse roles including controllers, assessors, managers, and facilitators, collectively contribute to shaping a dynamic and student-focused language learning environment, fostering autonomy, motivation, and self-directed learning throughout students' language acquisition journey. The findings can enhance the quality of teachers’ teaching process by prioritizing students’ needs, interests, and life-long learning.

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Section: Teacher As Controllermentioning

confidence: 99%

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

2024

ijte

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“…Different universities use and practice different teaching methodologies in EFL that are practical and effective teaching approaches (Durán & García, 2021). As some studies deal with teaching methodologies and practices in the EFL field, including substantial teaching factors and error correction approaches.…”

Section: Teaching Methods and Practices In Efl Education At Internati...mentioning

confidence: 99%

“…As some studies deal with teaching methodologies and practices in the EFL field, including substantial teaching factors and error correction approaches. In Colombia, Durán & García (2021) have found that in some universities, English language teaching is dominated by some methodologies which are focused mainly on grammar instruction. Except for Universidad Del Valle, the EFL teaching methodology was based on cooperative learning and the communicative approach.…”

Section: Teaching Methods and Practices In Efl Education At Internati...mentioning

confidence: 99%

“…Studies on EFL challenges in English learning have been undertaken in other contexts in Africa and beyond (Makino, 1980;Sajavaara, 1981;Pavesi, 1986;Fathman, 1978;Ellis, 1989), and several modern studies such as those (Solak & Bayar, 2015;Hashmi, 2016;Akbari, 2016, Seefa, 2017Vyomakesisri, 2017;Uddin, 2017;Hossain, 2019;Sheerah, 2020;Elverici, 2020;Muhamad & Rahmat, 2020;Aslıtürk & Ekşioğlu' 2020;and Durán & García, 2021) also mention that various researchers have studied the challenges faced by learners while learning English in different perspectives and among different age groups. Makino (1980) in his study used a picture stimulus to explore EFL challenges in a Japanese high school (grades 8-9).…”

Section: Previous Studies On Efl Challenges Abroadmentioning

confidence: 99%

“…A case study by Durán & García (2021) explored the impact of English teachers' methodological practices on undergraduate students' learning processes in English learning as foreign language compulsory courses for several fields at Universidad de Pamplona, Colombia. They found that teacher-centred, grammar-translation, and audio-lingual methods ruled the lessons; textbookoriented classes emphasised listening and writing designated the courses; teacher and peer correction were encouraged, and classroom tasks and evaluation mainly focused on grammar and vocabulary.…”

Section: Previous Studies On Efl Challenges Abroadmentioning

confidence: 99%

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Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

Aljoundi

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This study sought to identify the challenges that lecturers and students faced in developing English language communicative competence for academic purposes at a university within the College of Humanities situated in Zliten city in the north of Libya. This research canvassed students’ and lecturers’ experiences and perceptions in the teaching and learning of academic English in a foreign language context. Within a case study approach, a convergent mixed methods research design was used. Data was collected through qualitative and quantitative methods in an interpretative paradigm. The study employed three data generation methods, a semi-structured interview, focus group discussion, and questionnaires. The findings suggest that the qualitative and quantitative findings in this study can be classified into four categories of EFL Libyan learning challenges namely: linguistic, cultural, institutional, and structural challenges. Linguistic challenges are those related to language issues confronted by both lecturers and students. Most participants (lecturers and students) agreed that Arabic and English are linguistically dissimilar. They are unable to comprehend academic literature in the English language because of the phonological differences between Arabic and English. It is considered the most common linguistic challenge with respect to student anxiety and inadequacy regarding the attainment of academic English proficiency. The cultural challenge manifests as a dissonance between students’ cultural predilections and the decoding required for meaning making in English as a foreign language. A cultural insistence and expectation for Arabic hegemonic communication exacerbates the development of communicative competence in the target language. Institutional challenges are described as the general position of higher education in Libya, and the problems students encounter when joining this education system. The effect of insular politics also negatively impacts effective institutional operations. Finally, structural challenges were related to the overall teaching program coherence. This included the lack of appropriate curriculum design standards and poorly designed policies of English language teaching and learning. The study concludes by making suggestions to improve communicative competence in the target language at the research site.

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The effects of different Chinese high school English textbooks on vocabulary acquisition

Shen

2023

Preprint

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Textbooks are the main source of learning English for EFL students. Many studies have been carried out on different aspects of textbooks in various countries. In China, there is also some research on the content, vocabulary, and other aspects of textbooks. Since there are many editions of Chinese textbooks that are widely used by students, they are of interest to research. Also, vocabulary as a fundamental element in language learning can affect other language skills. This study investigated the design of vocabulary in three Chinese high school English textbooks from different publishers to evaluate the effect of these textbooks. This study found that the most frequently used 3000 words can cover most words in the textbooks, but the majority of the vocabulary was from the first 1000 words. Besides, vocabulary in textbooks showed poor repetition. Thirdly, textbooks contain many different vocabulary activities which are mainly encouraged by the cognitive strategy. The study concluded that the vocabulary level used in the textbooks is appropriate for the target students but that the vocabulary design is not conducive to students' vocabulary acquisition. Therefore, the study made some suggestions for improving and using the textbooks to address the shortcomings in the textbooks.

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Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

Cited by 3 publications

References 19 publications

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

The effects of different Chinese high school English textbooks on vocabulary acquisition

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