Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks

Cuayahuitl, Eliphelet Rivera; Carranza, Celso Pérez

doi:10.19183/how.22.2.152

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…Therefore, an in-depth understanding of the role of teaching materials in a beginners' level classroom is necessary, as suggested in the present study and in other recent studies that have explored the same topic (Aguirre Sánchez, 2004;Benavides, Murcia, & Niño, 2009;Bonilla Medina, 2008, Jánica, Rey, & Rosado, 2006Morales & Beltrán, 2006;Núñez Pardo & Téllez Téllez, 2015;Ramos Holguín & Aguirre Morales, 2014;Rivera Cuayahuitl & Pérez Carranza, 2015).…”

Section: Pedagogical Implicationsmentioning

confidence: 74%

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

Rondón

Vera

2016

PROFILE

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Learning a foreign language may be a challenge for most people due to differences in the form and structure between one's mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners' level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.Key words: Alternative material, beginners, course book, English as a foreign language, teaching materials.El aprendizaje de una nueva lengua puede ser un reto para la mayoría de la gente debido a las diferencias en la forma y en la estructura entre la lengua materna y la nueva; sin embargo, hay algunas herramientas que facilitan la enseñanza y el aprendizaje de una lengua extranjera. Este estudio de caso tiene por objetivo comprender el papel de los materiales de enseñanza y su contribución a los aprendices de nivel elemental del inglés. Por medio de cinco observaciones de clase no participante y nueve entrevistas semi-estructuradas, se encontró que el profesor integró las cuatro habilidades lingüísticas, los recursos en línea promovieron un aprendizaje interactivo, y el libro de texto lideró un proceso integral de enseñanza y aprendizaje del inglés.Palabras clave: inglés como lengua extranjera, libro de texto, material alternativo, materiales de enseñanza, principiantes.*

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Section: Pedagogical Implicationsmentioning

confidence: 74%

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

Rondón

Vera

2016

PROFILE

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“…The study revealed that with years of teaching non-communicative textbooks, these teachers' oral fluency level was low, which resulted in their frequent switch from English to Arabic in teaching. Cuayahuitl and Carranza (2015) observed and interviewed language teachers about the contextual factors influencing their materials use. They found that teachers' past pedagogical experiences influenced their perceptions of teaching, contributing to their varying practices related to materials use.…”

Section: Language Teachers As Materials Usersmentioning

confidence: 99%

Language Teachers as Materials Developers

Gao

Cui

2021

RELC Journal

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This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development – that is, materials use, materials analysis, and materials design – intersect with one another, and that language teachers play a critical role in all three. Therefore, this review concludes with a research agenda that centres on language teachers as materials developers to expand our understanding of their roles in materials development.

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“…In the field of foreign language teaching, cognitive approach to English as a foreign language (EFL) classroom research often concentrate on the beliefs of the teachers as central causes to events in classrooms (Borg, 2006;Davis, 2003;Donohue, 2003;Mohamed, 2006). Meanwhile, contextual approach mainly examined how students' expectations, learning styles, or physical condition of the classroom, or cultural expectation affect teachers' ways of teaching in class (Faour, 2003;Phillips, 2009;Five and Buehl, 2012;Cuayahuitl and Carranza, 2015;Sun, 2017;Mai, 2017). However, the shift towards outcome-based education (OBE) recently in Vietnam is more strongly influenced by stakeholder expectations that higher education must provide locally and globally competitive graduates to contribute to local, national and global development.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Outcome-Based Philosophy and Practice on a Group of Efl Teachers’ Beliefs and Actions

TRUONG¹

2022

jst-iuh

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This case study aims at identifying the beliefs and actions held by a group of teacher teaching English in a context with particular outcome-based philosophy and practices, high demands from stakeholders and standardized procedures of quality assurance. Questionnaire, semi-structured and stimulated recall interviews were employed to collect data from a group of 35 lecturers teaching different courses in a Bachelor of English language program accredited by AUN-QA. Microsoft Excel was employed to analyze the quantitative data; Semantic content analysis and the NVIVO software were used to transcribe, code, and segment the qualitative data to then establish categories depicted what participants believed and performed regarding teaching and learning. Different form previous studies, two groups of beliefs were generated namely beliefs about contextual factors that formulate the teaching and beliefs about contextual factors that affect the teaching. The results showed that the strongest factors that shaped the teachers’ beliefs and action in a course were the teaching philosophy of the institution and the expected learning outcomes of the course they taught. Meanwhile, the contextual factors that previously-believed to significantly affect teachers actions were much less influential. Moreover, a teacher in an outcome-based teaching context also performed the role of a quality assurance manager at course level and acting actively to contribute to the achievement of the organizational objectives and missions.

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Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks

Cited by 4 publications

References 20 publications

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

Language Teachers as Materials Developers

The Impact of Outcome-Based Philosophy and Practice on a Group of Efl Teachers’ Beliefs and Actions

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