Oral Language Instructions: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University
DOI:
https://doi.org/10.17533/udea.ikala.8562Keywords:
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.
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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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