Oral Language Instructions: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University

  • Andrew Cohen Universidad de Antioquia
  • Lydia Fass Universidad de Antioquia
Keywords: teacher and learner beliefs, EFL learning and teaching, English oral language instruction, language assessment.

Abstract

A group of teacher-researchers took a bottom-up, in-depth look at instructional practices and beliefs about oral language and its assessment. Forty teachers and 63 students in beginning, intermediate, and advanced courses at a Colombian University's English program participated in the study. Instrumentation included questionnaires, follow-up questionnaires, interviews, and classroom observation. The pedagogical implications included a need for guidance both to teachers and students in how to make EFL teaching and learning truly communicative in nature, and more teacher training in how to conduct language assessment in the classroom.

How to reference this article:

Cohen D., C. & Fass, L. (2001). Oral Language Instructions: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University. Íkala. 6 (1-2), pp. 43 - 62 

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Author Biographies

Andrew Cohen, Universidad de Antioquia
is in the English as a Second Language, University of Minnesota, Minneapolis. Cohen also directs the National Language Resource Center at CARLA. Aside from articles on language learning, teaching and assessment, Cohen is author of assessing language ability in the classroom (Heinle & Heinle, 1994), co-editor with Lyle Bachman of Interfaces between second language acquisition and language testing research( CUP,1998), and co-editor with Elaine Tarone and Susan Gass of Research methodology in second-language acquisition (Lawrence Erlbaum,1994). He has also published books on language learning and use strategies (language learning: Insights for learners, teachers, and researchers. Mewbury House/HarperCollins, 1990; strategies in learning and using a second language. Longman, 1198
Lydia Fass, Universidad de Antioquia

formerly worked as an Associate Education Specialist at the Minnesota English Center, University of Minnesota, Minneapolis. She served as Coordinator of Research and Development at EAFIT University, Medellin, Colombia from August 1998 through September 1999. Lydia fass is currently studying for a Master’s in Landscape Architecture at California State Polytechnic University in Pomona, California.

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Published
2001-04-08
How to Cite
Cohen A., & Fass L. (2001). Oral Language Instructions: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University. Íkala, 6(1-2), 43-62. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/8562
Section
Articles