Applying principles from the companion volume: self-perceived language teaching abilities in light of new instructional challenges
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2024-06-03
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Jaén: Universidad de Jaén
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Este estudio tuvo como objetivo investigar las percepciones de los profesores sobre las seis competencias específicas de acuerdo al CEFR y la Ley Educativa, LOMLOE. La investigación se llevó a cabo con 53 participantes que son profesores de primaria o secundaria en diferentes escuelas españolas (n=53). El propósito principal fue analizar si los profesores de idiomas están preparados para implementar las seis competencias en el aula de inglés. Para esta investigación, se utilizó una herramienta de medición: una encuesta en línea a través de Google Forms con preguntas cerradas y abiertas sobre las seis competencias. Los resultados indican que los profesores de idiomas están enseñando efectivamente estas competencias en la clase de inglés; no obstante, los mismos resultados resaltan la necesidad de mejoras enfocadas en áreas específicas, dado que algunas se utilizan rara u ocasionalmente, como las herramientas de evaluación, la interacción en línea y oral, o las actividades de mediación.
This study aimed to investigate language teacher’s insights on the six specific competences outlined by CEFR and LOMLOE. These competences are highly pivotal in the English class since they strengthen learners to develop a wide array of abilities as well as knowledge for successful communication in a globalized society. This research was conducted with 53 participants who are primary or secondary teachers in different Spanish schools (n=53). The primary purpose was to analyse if language teachers are prepared to implement the six competences in the English classroom. For this research, one measuring tool was employed, an online survey through Google Forms with close-ended and open-ended questions about the six competences. Findings indicate that language teachers are indeed teaching these competences in the English class; notwithstanding, these same results underline the need for focused enhancements in certain areas owing to the fact that some are employed rarely or occasionally, including assessment tools, online and oral interaction, or mediation activities.
This study aimed to investigate language teacher’s insights on the six specific competences outlined by CEFR and LOMLOE. These competences are highly pivotal in the English class since they strengthen learners to develop a wide array of abilities as well as knowledge for successful communication in a globalized society. This research was conducted with 53 participants who are primary or secondary teachers in different Spanish schools (n=53). The primary purpose was to analyse if language teachers are prepared to implement the six competences in the English classroom. For this research, one measuring tool was employed, an online survey through Google Forms with close-ended and open-ended questions about the six competences. Findings indicate that language teachers are indeed teaching these competences in the English class; notwithstanding, these same results underline the need for focused enhancements in certain areas owing to the fact that some are employed rarely or occasionally, including assessment tools, online and oral interaction, or mediation activities.