Some Teachers and Students’ Perceptions about Pedagogical Strategies in the English Classes
DOI:
https://doi.org/10.17533/udea.lyl.n78a06Keywords:
pedagogical strategies, teaching and learning English, materials, activities, students and teachers’ perceptionsAbstract
This study analyzed the perceptions about the strategies applied in 8th and 9th grades at a private high school during the first semester of 2019. Data were gathered through a semi-structured interview and a survey. The findings show that the school uses a guide book as the main academic material; however, students and teachers would like to use other materials that foster communication. The research evidences the importance of listening to teachers and students in order to find out aspects that help to improve EFL teaching and learning.
Downloads
References
Ahmad, S. & Roa, C. (2013). Applying Communicative Approach in Teaching English as a Foreign Language: A Case Study of Pakistan. Porta Linguarum, (187-203). Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero20/12%20%20Saeed.pdf
Ahmad, S. (2016). Importance of English Communication Skills. International Journal of Applied Research. 2(3), 478–480. Retrieved from http://www.allresearchjournal.com/archives/2016/vol2issue3/PartH/2-3-47.pdf
Ahmadi, M. (2018). The use of Technology in English Language Learning. A Literature Review. International Journal Research in English Education (IJREE). Guilan University, Guilan, Iran. DOI: 10.29252/IJREE.3.2.115. Retrieved from http://ijreeonline.com/article-1-120-en.pdf
Alesina, A. & La Ferrara, E. (2005). Ethnic Diversity and Economic Performance. Retrieved from: https://dash.harvard.edu/bitstream/handle/1/4553005/alesinassrn_ethnicdiversity.p|d|f?sequence=2
Apriyandini, D. (2016). An Analysis of English Teaching Strategies at Vocational High School of Art. A Case Study at AMN Negeri 8/SMKI Surakarte in the Academic Year 2015/2016. Retrieved from https://pdfs.semanticscholar.org/358c/7ea74c58d36800f248056e32ae3af52afe50.pdf
Aristizabal, C. (2008). Metodología de Investigación. Colombia: Fundación Universitaria Luis Amigo. Retrieved from: http://www.funlam.edu.co/administracion.modulo/NIVEL-
Baškarada, S. (2013). Qualitative Case Study Guidelines. DSTO Defence Science and Technology Organisation. Retrieved from http://dspace.dsto.defence.gov.au/dspace/
Brown, D. (2007). Principles of Language Learning and Teaching. (5th Edition). USA, San Francisco State University: Pearson Longman.
Brown, D. (2002). English Language Teaching in the «Post-Method» Era: Toward Better Diagnosis, Treatment, and Assessment. In Richards, J. C. &. Renanyda, W. A (Eds.), Methodology in Language Teaching. USA, New York: Cambridge.
Buendía, X. & Macías, D. (2019). The Professional Development of English Language Teachers in Colombia: A Review of the Literature. Colombian Applied Linguistics Journal, 21(1), 89–102. Retrieved from https://revistas.udistrital.edu.co/index.php/calj/article/view/12966/14729
Corbetta, P. (2010). Metodología y técnicas de investigación social. España: McGraw- Hill/interamericana. Retrieved from http://diversidadlocal.files.wordpress.com/2012/09/metodologc3ada-y-tc3a9cnica
Council of Europe (2001). Common European Framework of Reference for Languages: Learning teaching Assessment. Cambridge: Cambridge University Press. Retrieved from https://www.coe.int/t/dg4/linguistic/Source/Framework_E
Cronquist, K. & Fiszbein, A. (2017). English Language Learning in Latin America. The Dialogue Leadership for the Americas. Retrieved from https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf
Charpentier, W. (2014). The Use of ICTs in the B.A. in English Teaching. Actualidades Investigativas en Educación, 14(1). Instituto de Investigación en Educación, San José/San Pedro de Montes de Oca. Retrieved from https://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S1409-47032014000100006
Donkoh, K., Eshun, E., & Acquaye, V. (2015). Learning Styles and Factors Affecting Learning: Perception of 2013/2014 Final Year Post-Diploma Sandwich Students of the Department of Basic Education. University of Education, Winneba (UEW).
EF English Proficiency Index (EF EPI). (2014). Esta quarta edição do Índice de Proficiência em Inglês (EF EPI) classifica 63 países e territórios no total. Retrieved from: https://www.ef.com/cl/about-us/highlights/2014/ef-epi/
Gedamu, A. (2019). English Language Teachers’ and Students’ Perceptions of Teachers Communication Behavior in Selected Secondary Schools in Ethiopia. International Journal of Foreign Language Teaching & Research, 7(25). Arba Minch University, Department of English, Ethiopia. Retrieved from http://jfl.iaun.ac.ir/article_615575.html
Gilakjani, A. (2012). Visual, Auditory, Kinesthetic Learning Styles and Their Impact on English Language Teaching. Journal of Studies in Education, 2(1), 104–111. English Language Department, Islamic Azad University. Macrothinking Institute. Retrieved from: http://www.macrothink.org/journal/index.php/jse/article/view/1007
Glaser, B. & Strauss, A. (2006). The Discovery of Grounded Theory. Strategies for Qualitative Research. New Brunswick (U.S.A.) and London (U.K.). Retrieved from http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Glaser_1967.pdf
Hubbard, P. (2017). Technology and Professional Development. The TESOL Encyclopedia of English Language Teaching. . DOI: 10.1002/9781118784235.eelt0426
Kárpáti, L. (2017). The Use of Communication Strategies in English Language Education. International Journal of Humanities and Social Development Research. Eszterházy Károly University, Eger, Hungary. Retrieved from http://ijhsdr.com/files/Archive/2017_value1_number2/Laszlo.pdf
Katsos, N. (2011). Education First EF EPI. Índice de Nivel de Inglés. Cambridge University. Retrieved from http://www.ef.com/sitecore//~/media/efcom/epi/pdf/EF-EPI-2011 Spanish.pdf
Lawler, E. Chen, M., & Venso, E. (2007). Student Perspectives on Teaching Techniquesand Outstanding Teachers. Journal of the Scholarship of Teaching and Learning, 7(2), 32-48. Retrieved from https://files.eric.ed.gov/fulltext/EJ854939.pdf
Li, G. & Ni, X. (2012). Use of Technology to Support the Learning and Teaching of English in China. In Perspectives on Teaching and Learning English Literacy in China, (pp. 145-160). DOI: 10.1007/978-94-007-4994-8_10
Makarova, E. (2014). Role of Individual Learning Pathways in Non-Threatening Teaching and learning Environment Development. Universal Journal of Educational Research, 2(5): 406–413. DOI:
13189/ujer.2014.020502. Retrieved from http://files.eric.ed.gov/fulltext/EJ1053916.pdf
Mantiri, O. (2013). The Influence of Culture on Learning Styles. SSRN Electronic Journal. DOI: 10.2139/ssrn.2566117
Merrian, S. (1998).Qualitative Research and Case Study: Applications in Education. San Francisco: Jossey-Bass Publishers. Retrieved from http://www.appstate.edu/~jacksonay/rcoe/merriam.pdf
Ministerio de Educación Nacional República de Colombia (2016). Políticas educativas para la enseñanza del inglés. Retrieved from http://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf
Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Bogotá: Imprenta Nacional. Retrieved from https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf
Ngoc, T. & Samad, S. (2019). A Qualitative Case Study into Exploring the Learning Styles and Learning Strategies of Non English Major Vietnamese College Students. Universal Journal of Educational Research, 8(1A), 76-86, 2020. Retrieved from http://www.hrpub.org/10.13189/ujer.2020.081311
Talak-Kiryk, A. (2010). Using Games in a Foreign Language Classroom. SIT Graduate Institute. M.A. TESOL Collection. Retrieved from http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1488&context=ipp_collection.
Talley, P. (2014). Students’ Responses to Learn Autonomy in Taiwan: An investigation into Learners’ Beliefs. International Journal of Humanities and Social Science, 4(4), 25-34. Taiwan: I-Shou University. Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_4_Special_Issue_February_201
Velazco, M. & Mosquera, F. (2012). Estrategias didácticas para el aprendizaje colaborativo. PAIEP. Retrieved from http://acreditacion.udistrital.edu.co/flexibilidad/estrategias_didacticas_aprendizaje
Vodopija-Krstanoviæ, I. & Brala-Vukanoviæ, M. (2012). EFL Students' Perspectives on English: The (Widening) Gap Between Ideals and Practices. Revista Brasileira de Linguística Aplicada, 12(2), 285-309. Retrieved from https://doi.org/10.1590/S1984-|63982012000200004
Yeasmin, S. & Rahman, K. (2012). Triangulation Research Method as the Tool of Social Science Research. BupJournal, 1(1), 154-163. Retrieved from https://www.academia.edu/7019439/Triangulation_Research_Method_as_the_Tool_of_Social_Science_Research
Zhou, M. (2011). Learning Styles and Teaching Styles in College English Teaching. School of Foreign Languages, Zhejiang Gongshang University, 4(1) 73-77. Retrieved from http://files.eric.ed.gov/fulltext/EJ1066395.pdf
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Lingüística y Literatura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Creative Commons by-nc-sa
Those authors who have publications with this journal, accept the following terms:
1. The journal is the owner of the copyright of the articles, which will be simultaneously subject to the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. that allows third parties to share the work provided its author is indicated and its first publication in this journal.
2. The authors may adopt other agreements of non-exclusive license of distribution of the version of the published work (e.g., deposit it in an institutional telematic file or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
3. Authors are allowed and recommended to disseminate their work via the Internet (e.g. in institutional telematic files or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work.
