Abstract

DURAN, Estefanía  and  GARCIA, Katherin. Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses. profile [online]. 2021, vol.23, n.1, pp.145-160.  Epub Feb 08, 2021. ISSN 1657-0790.  https://doi.org/10.15446/profile.v23n1.85931.

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.

Keywords : English as a foreign language; learning; teaching; undergraduate students.

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