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1 juin 2021
- handle: 10670/1.ln88lw
Ce document est lié à :
10.15446/profile.v23n1.85931
info:eu-repo/semantics/openAccess
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Estefanía Durán et al., « Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses », Profile Issues in Teachers' Professional Development, ID : 10670/1.ln88lw
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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.