Analysis of the implementation of the English teaching approaches established in the English as a Foreign Language (EFL) Curriculum in a public high school in Loja

Abstract

Abstract:The present study aims at analyzing if teachers use the English teaching approaches established in the Ecuadorian EFL curriculum. Furthermore, to know how they implement them and which approach is mostly used when teaching English. Four English teachers from a public high school in the city of Loja participated in this research. The data was gathered by applying a questionnaire addressed to the teachers. Beforehand, to corroborate the information provided, classroom observations and a checklist were implemented. The approaches used were quantitative and qualitative, and the results obtained were described, analyzed, and interpreted based on the proposed research questions. The findings revealed that teachers employed the English as a foreign language curriculum; likewise, the approach mainly used was CLIL; nevertheless, they did not do it correctly. For example, teachers and students mainly talked in Spanish and not in English; besides, most of the activities were only about reading aloud; moreover, the four language skills were not taught and integrated into the tasks. Lastly, students did not participate throughout the lessons as stated in the EFL curriculum.