Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/

Y

16

English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Teacher Role; Teaching Methods; Learning Processes; Undergraduate Students; Public Colleges; Textbooks; Error Correction; Student Evaluation; Class Activities; Language Skills; Grammar; Language of Instruction; Spanish; Vocabulary Development; Foreign Countries

1657-0790

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.

As Provided

2021

EJ1284188