What Are Some Practices and Outcomes Beyond the English Class? A Narrative Inquiry About the English Teaching/Learning Process

• Published in: Kronos – The Language Teaching Journal Vol. 5; no. 1; pp. 37 - 51
• Main Author: Alarcón Duy, Alex Fernando
• Format: Journal Article
• Language: English
• Published: 31.05.2024
• ISSN: 2631-2840; 2631-2859
• DOI: 10.29166/kronos.v5i1.5645

The teaching of English as a Foreign Language in the Ecuadorian educational system faces several challeng es, among them, deficient teacher preparation for teaching the subject and the passive role of students in the learning process in the classroom. Through the LEARN Project (Leadership in English and Research Network), English teach ers from different parts of the country received training on activities and methodological strategies that can be applied in the classroom. The present study is aimed to explain the challenges that both students and teachers experience in the teaching/learning process of English as a Foreign Language and which strategies are favorable and functional in a school in the province of Cañar, Ecuador. The teacher researcher explained the context in which the teaching/learning process of her students takes place. Most of the students coming from rural areas and experiencing social phenomena such as migration, teenage pregnancy and drug addiction shaped students’ conception of the importance of learning and partic ipation. Strategies learned in the training were instrumental in motivating students, as well as creating a safe learning environment where students feel good. Students explained that their previous experiences learning English were unfa vorable due to having monotonous classes, study of basic topics, and lack of motivation. Conclusively, students stated that classes with their current teacher represent a marked improvement due to the implementation of activities, prac tice opportunities, and having a favorable classroom environment.