Cómo mejorar la enseñanza de inglés como lengua extranjera: creencias y actitudes de los profesores en formación sobre los materiales didácticos

Mª Paz Azparren-Legarre; Nekane Celayeta-Gil

doi:10.31637/epsir-2024-384

Authors

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

DOI:

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

Keywords:

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

Abstract

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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Author Biographies

Mª Paz Azparren-Legarre, University of Navarra

With a degree in English Philology, a Master's Degree in Secondary Education Teacher Training, and an International Doctorate in Arts and Humanities, she is a professor-researcher in the Department of Human Sciences and Education at the Public University of Navarra, and at the I-Communitas: Institute for Advanced Social Research. Her research focuses on applied linguistics and bilingual education. She is the author of publications on the beliefs of CLIL teachers and on the effects that teacher training in this educational methodology has on them. She has been a speaker at more than twenty conferences on bilingual education at national and international level, and has been a Visiting Scholar at the University of Aberdeen and the University of Edinburgh.

Nekane Celayeta-Gil, University of Navarra

Graduate in Hispanic Philology (2008), Master's Degree in Teaching and Master's Degree in Spanish and English as Foreign Languages and New Languages (2011) and PhD in Hispanic Linguistics from the University of Navarra (2016). She has worked as an ELE teacher at King's College London (UK). In 2015 she was a Visiting Researcher at Georgetown University. She has participated in more than twenty national and international conferences and has published various works in the fields of teaching mother tongue and foreign languages. She combines research with teaching in secondary and high school and is a visiting professor at the University of Navarra and the European University of Madrid and an associate professor at the Public University of Navarra.

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