EFL TEACHERS’ PERCEPTIONS ON USING PEDAGOGICAL MODULES IN ECUADOR: A FOCUS GROUP INTERVIEW

Autores/as

DOI:

https://doi.org/10.37135/chk.002.14.03

Palabras clave:

Public education, foreign language instruction, course content, educational publications

Resumen

English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules. 

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Biografía del autor/a

Carlos Lenin Alvarez Llerena, Eötvös Loránd University, Budapest, Hungría.

Language Pedagogy.

Citas

Abdelwahab, M. M. (2013). Developing an English language textbook evaluative checklist. IOSR Journal of Research & Method in Education, 1(3), 55-70. Retrieved from https://bit.ly/2IkFfPr

Ahmadi, A. & Derakhshan, A. (2016). EFL teachers' perceptions towards textbook evaluation. Theory and Practice in Language Studies, 6(2), 260-267. doi: http://dx.doi.org/10.17507/tpls.0602.06

Ahour, T., Towhidiyan, B. & Saeidi, M. (2014). The Evaluation of "English Textbook 2" Taught in Iranian High Schools from Teachers' Perspectives. English Language Teaching, 7(3), 150-158. doi:10.5539/elt.v7n3p150

Al Mamun, A. (2019). A content analysis of the English language development courses in Bangladeshi university English departments. Journal of Education and Learning, 8(6), 180-186. doi:10.5539/jel.v8n6p180

Ansary, H. & Babaii, E. (2002). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation. The Internet TESL Journal, 8(2), 1-9. Retrieved from https://www.researchgate.net/publication/285764417_Universal_characteristics_of_EFLESL_textbook_A_step_towards_systematic_textbook_evaluation

Azadsarv, M. & Tahriri, A. (2014). Iranian language teachers and students' perspectives on Top Notch series (2nd edition) at intermediate level. Advances in Language and Literary Studies, 5(6), 84-104. doi: 10.7575/aiac.alls.v.5n.6p.84

Beishuizen, J., Stoutjesdijk, E. & Van Putten, K. (1994). Studying textbooks: Effects of learning styles, study task, and instruction. Learning and Instruction, 4(2), 151-174. doi: 10.1016/0959-4752(94)90009-4

Bolderston, A. (2012). Conducting a research interview. Journal of Medical Imaging and Radiation Sciences, 43(1), 66-76. doi: 10.1016/j.jmir.2011.12.002

Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of cross-cultural psychology, 1(3), 185-216. doi:https://doi.org/10.1177/135910457000100301

Burns, A. (2012). Text based teaching. In A. Burns & J.C Richards (Eds.). The Cambridge Guide to Pedagogy and Practice in Second Language Teaching (pp. 140-147). New York, United States of America: Cambridge University Press.

Creswell, J. W. & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. United States of America: Sage publications.

Dahmardeh, M. (2009). Communicative textbooks: English language textbooks in Iranian secondary school. Linguistik Online, 40(4), 45-61. doi: 10.13092/lo.40.431

Ebrahimi, F. & Sahragard, R. (2017). Teachers' perceptions of the new English textbooks in Iranian junior high schools. Journal of Asia TEFL, 14(2), 355-363. doi: 10.18823/asiatefl.2017.14.2.12.355

Espinosa, L. & Soto, S. (2015). Curriculum development and its impact on EFL education in Ecuador. Machala, Ecuador: Ediciones UTMACH. Retrieved from https://www.researchgate.net/profile/Ligia_Espinosa_Cevallos/publication/312212659_Curriculum_Development_and_Its_Impact_on_EFL_Education_in_Ecuador/links/587667c108ae6eb871cf621a/Curriculum-Development-and-Its-Impact-on-EFL-Education-in-Ecuador.pdf

Fisne, F., Güngör, M., Guerra, L. & Gonçalves, O. (2018). A CEFR-Based Comparison of ELT Curriculum and Course Books Used in Turkish and Portuguese Primary Schools. Novitas-ROYAL (Research on Youth and Language), 12(2), 129-151. Retrieved from https://files.eric.ed.gov/fulltext/EJ1195279.pdf

González, P., Ochoa, C., Cabrera, P., Castillo, L., Quiñónez, A., Solano, …& Arias, M. (2015). EFL teaching in the amazon region of Ecuador: A focus on activities and resources for teaching listening and speaking skills. English Language Teaching, 8(8), 94-103. doi: 10.5539/elt.v8n8p94

Griffee, D. (2005). Research tips: Interview data collection. Journal of Developmental Education, 28(3), 36-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ718580.pdf

Hadley, G. (2018). Learning through textbooks. In A. Burns & J.C Richards (Eds.), The Cambridge Guide to Learning English as a Second Language (pp. 298-306). New York, United States of America: Cambridge University Press.

Jayakaran M. & Vahid N. (2012). Evaluative criteria of an English language textbook evaluation checklist. Journal of Language Teaching and Research, 3(6), 1128-1134. doi:10.4304/jltr.3.6.1128-1134

Kabir, S. (2016). Methods of Data Collection. In Basic Guidelines for Research: An Introductory Approach for All Disciplines (pp. 201-275). Chittagong, Bangladesh: Book Zone Publication.

Kelle, U. (2010). The development of categories: different approaches in grounded theory. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 191-213). doi: 10.4135/9781848607941

Kilickaya, F. (2019). Pre-service English teachers' views on course book evaluation and designing supplementary materials. Kastamonu Educational Journal, 27(2), 523-536. doi: 10.24106/kefdergi.2574

Legard, R., Keegan, J. & Ward, K. (2003). In-depth interviews. In Richie, J. & Lewis, J. (eds.), Qualitative research practice: A guide for social science students and researchers (pp.138-169). United States of América: SAGE publications.

López-Medina, B. (2016). Developing a CLIL textbook evaluation checklist. Latin American Journal of Content and Language Integrated Learning, 9(1), 159-173. doi: 10.5294/laclil.2016.9.1.7

Lozano, W. (2019). An analysis of the English textbooks and their connection with the curricular objectives in the Ecuadorian curriculum for sublevel superior to get an A2 level of English when finishing basic education (Master Thesis, Universidad Técnica de Ambato, Ambato, Ecuador). Retrieved from https://repositorio.uta.edu.ec/jspui/handle/123456789/29717

Mahmoud, M. (2013). Developing an English language textbook evaluative checklist. IOSR Journal of Research & Method in Education (IOSRJRME), 1(3), 55-70. doi: 10.9790/7388-0135570

Ministerio de Educación. (2016). English language curriculum. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL1.pdf

Ministerio de Educación. (2014). National curriculum guidelines. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf

Mili & Winch, C. (2019). Teaching through textbooks: Teachers as practitioners of a discipline? Theory and Research in Education, 17(2), 181-201. doi: 10.1177/1477878519862547

Morgan, D. & Hoffman, K. (2018). A system for coding the interaction in focus groups and dyadic interviews. The Qualitative Report, 23(3), 519-531. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2733&context=tqr

Mukundan, J. & Nimehchisalem, V. (2012). Evaluative Criteria of an English Language Textbook Evaluation Checklist. Journal of Language Teaching & Research, 3(6), 1128-1134. doi:10.4304/jltr.3.6.1128-1134

Naba'h, A., Samak, Z. & Massoud, H. (2016). Saudi EFL teachers' perceptions of the intermediate stage textbooks. Dirasat Educational Sciences, 43(2), 1103-1115. Retrieved from https://eis.hu.edu.jo/deanshipfiles/pub10089100710.pdf

Namaghi, S., Moghaddam, M. & Tajzad, M. (2014). Theorizing teachers' perspectives on an EFL textbook for public high schools of Iran: A grounded theory. English Language Teaching, 7(10), 123-129. doi:10.5539/elt.v7n10p123

Nikula, T. & Moate, J. (2018). Integrating everyday language with conceptual development across the CLIL pathway. Babylonia, The Swiss Journal of Language Teaching and Learning, 1(2), 21-25. Retrieved from http://babylonia.ch/fileadmin/user_upload/documents/2018-2/Nikula___Moate.pdf

Rahimpour, S. (2013). TEFL textbook evaluation. Proceeding of the Global Summit on Education, (11-12), 764-772.

Richards, J. C. (2001). The Role of Textbooks in a Language Program. Cambridge, UK: Cambridge University Press.

Rosyida, E. (2016). Teachers' perceptions toward the use of English textbook. English Education: Jurnal Tadris Bahasa, 9(1), 43-54. Retrieved from https://media.neliti.com/media/publications/60406-EN-teachers-perceptions-toward-the-use-of-e.pdf

Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative research journal, 11(2), 63. doi: 10.3316/QRJ1102063

Tomlinson, B. (2012). Materials development. In A. Burns & J.C. Richards (Eds.). The Cambridge Guide to Pedagogy and Practice in Second Language Teaching (pp. 269-278). New York, United States of America: Cambridge University Press.

Tomlinson, B. (2013). Second language acquisition and materials development. In B. Tomlinson (Ed.), Applied linguistics and materials development (pp. 61-74). New York, United States of America: Bloomsbury.

Ulla, M. (2019). Western-published ELT Textbooks: Teacher Perceptions and Use in Thai Classrooms. Journal of Asia TEFL, 16(3), 970-977. doi: 10.18823/asiatefl.2019.16.3.13.970

Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: How likely? The Electronic Journal for English as a Second Language, 8(2), 1-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1068091.pdf

Wen-Cheng, W., Chien-Hung, L. & Chung-Chieh, L. (2011). Thinking of the Textbook in the ESL/EFL Classroom. English Language Teaching, 4(2), 91-96. doi: 10.5539/elt.v4n2p91

Publicado

— Actualizado el 2021-08-01

Cómo citar

Alvarez Llerena, C. L., & Guevara Torres, P. V. (2021). EFL TEACHERS’ PERCEPTIONS ON USING PEDAGOGICAL MODULES IN ECUADOR: A FOCUS GROUP INTERVIEW . Chakiñan, Revista De Ciencias Sociales Y Humanidades, (14), 42–56. https://doi.org/10.37135/chk.002.14.03

Número

Sección

ARTÍCULOS DE INVESTIGACIÓN