Teaching Spoken English in Spain: Classroom Practices and Teachers´' Perceptions

Abstract

Aim. This article presents the results obtained in a qualitative research related to classroom practices and perceptions of teachers of English as a foreign language in Spain. The aim of this study is to present examples of good teaching practices, including the types of resources, materials and assessment used in spoken English teaching. Methods. A qualitative investigation that used ethnographic (non-participant) observation in primary and secondary English classes was implemented in thirty-two schools. Additionally, twenty semi-structured interviews with primary and secondary teachers were conducted. Results and conclusion. The results show significant differences between both applied methods Non-participant observation indicates that spoken communication in English is not practised sufficiently. However, based on interview results, teachers do apply appropriate language learning strategies that could allow them to successfully teach speaking skills in their students. The results imply that in Spain, there are still many teachers and educational institutions that follow the Grammar Translation Method and other traditional methodologies, which still focus primarily on writing skills. However, several examples of good practices and inspiring methodological and motivational strategies have been found throughout this research, which might be considered as a precedent for those that focus on writing approaches. Cognitive value. This article displays an original research supported by University of Oviedo, through which, the reader can approach to the teaching of spoken English in Spain by means of some teachers´ perceptions and examples of good practices.

Research Trends in Education in the Context of COVID-19 in Spain: A Systematic Literature Review

“…In the process of searching for more sophisticated and resilient educational systems, the Acquisition and Development of Skills and Competences is essential (9.49%). It is not only necessary to have well-trained teachers, but students must also be well prepared to participate in their own learning process [9,17,28,29]. The encouragement of educational administrations is crucial in order to promote this, since educational policies play a key role for achieving these improvements.…”

“…[15]. Both teachers and students preferred face-to-face teaching, as the lockdown caused great tension as a result of work requests-principally because of the need for adaptation to new methodologies, an increase in working hours, the economic costs, and/or the weak participation of students [13,16,17]. Some teachers, however, highlighted positive aspects, such as the achieved professionalisation, or the rethinking of educational practice prior to the pandemic, leading to new practices through online teaching from sustainable perspectives, in which active and collaborative learning were the core [16].…”

“…Furthermore, in all topics, the number of published articles is very reduced in 2020 and 2022. According to the theoretical framework, several studies have shared testimonies of teachers that affirm they felt overwhelmed by pandemic circumstances, especially because of professional duties, along with the urgency of adapting to new methodologies as soon as possible [17]. This could justify the increasing number of articles that, on the one side, share reflections about how this issue has increasingly become a common and generalised concern and, on the other side, demonstrate that teachers consider their training as a real, growing demand.…”