A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills
This research project aims to gain a better understanding of the perceptions of English as a Foreign Language (EFL) teachers regarding the efficacy of textbooks provided by the Ministry of Education to support the development of macro skills among students from public high schools in the Los Lagos...
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| Format: | Article |
| Language: | English |
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Universidad ORT Uruguay
2024-12-01
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| Series: | Cuadernos de Investigación Educativa |
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| Online Access: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3837 |
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| author | Roger Martin Ramirez Draughn Tamara Anastasia Saldivia Cárcamo Nicolas Ignacio Cárdenas Tamburini |
| author_facet | Roger Martin Ramirez Draughn Tamara Anastasia Saldivia Cárcamo Nicolas Ignacio Cárdenas Tamburini |
| author_sort | Roger Martin Ramirez Draughn |
| collection | DOAJ |
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This research project aims to gain a better understanding of the perceptions of English as a Foreign Language (EFL) teachers regarding the efficacy of textbooks provided by the Ministry of Education to support the development of macro skills among students from public high schools in the Los Lagos region of Chile. This study was carried out by implementing a mixed qualitative and quantitative survey-based approach, including both close-ended and open-ended questions. The survey encouraged participants to focus on effective English language pedagogical practices they believed to be either integrated or missing in the textbooks. Findings from this research indicate that participants perceive the textbooks as effective overall for teaching receptive skills (reading and listening) and highly ineffective for supporting students in developing speaking skills. More specifically, the perceived weakness of the materials is the lack of meaningful speaking activities contextualized to the reality of the target student population. Another result reveals that respondents find the textbooks to include level-appropriate activities and ample exercises to guide students in practising vocabulary and grammar. A key conclusion suggests that the presentation and drilling of linguistic structures and lexicon is heavily favored over oral practice grounded in real-life scenarios and relevant use of the language, which seems to contradict contemporary pedagogical theories that emphasize communication.
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| format | Article |
| id | doaj-art-bdcb24a14c464c0598589df2f05b331c |
| institution | DOAJ |
| issn | 1510-2432 1688-9304 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universidad ORT Uruguay |
| record_format | Article |
| series | Cuadernos de Investigación Educativa |
| spelling | doaj-art-bdcb24a14c464c0598589df2f05b331c2025-08-20T02:43:23ZengUniversidad ORT UruguayCuadernos de Investigación Educativa1510-24321688-93042024-12-0116110.18861/cied.2025.16.1.3837A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skillsRoger Martin Ramirez Draughn0https://orcid.org/0000-0003-3806-8564Tamara Anastasia Saldivia Cárcamo1https://orcid.org/0009-0002-2009-9549Nicolas Ignacio Cárdenas Tamburini2Universidad San SebastiánInvestigadora independienteWorld Learning This research project aims to gain a better understanding of the perceptions of English as a Foreign Language (EFL) teachers regarding the efficacy of textbooks provided by the Ministry of Education to support the development of macro skills among students from public high schools in the Los Lagos region of Chile. This study was carried out by implementing a mixed qualitative and quantitative survey-based approach, including both close-ended and open-ended questions. The survey encouraged participants to focus on effective English language pedagogical practices they believed to be either integrated or missing in the textbooks. Findings from this research indicate that participants perceive the textbooks as effective overall for teaching receptive skills (reading and listening) and highly ineffective for supporting students in developing speaking skills. More specifically, the perceived weakness of the materials is the lack of meaningful speaking activities contextualized to the reality of the target student population. Another result reveals that respondents find the textbooks to include level-appropriate activities and ample exercises to guide students in practising vocabulary and grammar. A key conclusion suggests that the presentation and drilling of linguistic structures and lexicon is heavily favored over oral practice grounded in real-life scenarios and relevant use of the language, which seems to contradict contemporary pedagogical theories that emphasize communication. https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3837teacher perceptionsEFL textbooksmacro skillslanguage developmentpedagogical practices |
| spellingShingle | Roger Martin Ramirez Draughn Tamara Anastasia Saldivia Cárcamo Nicolas Ignacio Cárdenas Tamburini A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills Cuadernos de Investigación Educativa teacher perceptions EFL textbooks macro skills language development pedagogical practices |
| title | A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills |
| title_full | A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills |
| title_fullStr | A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills |
| title_full_unstemmed | A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills |
| title_short | A study case in southern Chile: perceptions of EFL teachers towards textbooks to develop macro-skills |
| title_sort | study case in southern chile perceptions of efl teachers towards textbooks to develop macro skills |
| topic | teacher perceptions EFL textbooks macro skills language development pedagogical practices |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3837 |
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