Enhancing EFL teaching: Pre-service teachers' beliefs and attitudes about didactic resources

Mª Paz Azparren-Legarre; Nekane Celayeta-Gil

doi:10.31637/epsir-2024-384

Autores/as

Mª Paz Azparren-Legarre Universidad de Navarra https://orcid.org/0000-0001-9064-9820
Nekane Celayeta-Gil Universidad de Navarra https://orcid.org/0000-0003-2056-1238

DOI:

https://doi.org/10.31637/epsir-2024-384

Palabras clave:

EFL pre-service teachers, EFL pre-service teacher beliefs, EFL teaching materials, Effective EFL instruction, Successful EFL learning, EFL teaching materials selection, EFL teaching materials design, EFL learning motivation

Resumen

Introduction: Teaching materials lay at the core of both effective instruction and successful learning of foreign languages (FL). This study investigates pre-service EFL teachers' beliefs about the effectiveness of teaching resources. Methodology: The participants were 84 students of teaching degrees enrolled in an English programme at a university in Spain. To collect the data, a survey was passed that inquired participants about their previous EFL learning experience, and both about their beliefs about teaching resources and how they would use them in the future. A mixed methods approach was used to analyse the data. Results: The participants had found the teaching resources of EFL inappropriate for the successful learning of this language, and were unanimous at the necessity of having criteria to select materials that meet the needs of students and teachers. Discussion: The participants had undergone a frustrating EFL learning experience both due to the resources that had been used, and to the way those resources had been implemented by their teachers. Conclusions: The design of innovative resources seems to be the way to make EFL learning accessible to everyone.

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Biografía del autor/a

Mª Paz Azparren-Legarre, Universidad de Navarra

Licenciada en Filología Inglesa, Máster en Formación del Profesorado de Educación Secundaria y Doctora Internacional en Artes y Humanidades, es profesora-investigadora en el Departamento de Ciencias Humanas y de la Educación de la Universidad Pública de Navarra, y en el I-Communitas: Instituto de Investigación Social Avanzada. Su investigación se centra en la lingüística aplicada y la educación bilingüe. Es autora de publicaciones sobre las creencias de los profesores de AICLE y sobre los efectos que tiene en ellos la formación del profesorado en esta metodología educativa. Ha participado como ponente en más de veinte conferencias sobre educación bilingüe a nivel nacional e internacional, y ha sido Visiting Scholar en la Universidad de Aberdeen y en la Universidad de Edimburgo.

Nekane Celayeta-Gil, Universidad de Navarra

Licenciada en Filología Hispánica (2008), Máster Universitario en Profesorado y Máster en Español e Inglés como Lenguas Extranjeras y Nuevas Lenguas (2011) y doctora en Lingüística Hispánica por la Universidad de Navarra (2016). Ha trabajado como profesora de ELE en King´s College London (UK). En 2015 fue Visiting Researcher en la Universidad de Georgetown. Ha participado en más de una veintena de congresos nacionales e internacionales y ha publicado diversos trabajos en los ámbitos de la didáctica de la lengua materna y extranjeras. Combina la investigación con la docencia en Secundaria y Bachillerato y es profesora invitada en la Universidad de Navarra y en la Universidad Europea de Madrid y profesora asociada en la Universidad Pública de Navarra.

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