Abstract
The objective of this paper is to share the author’s points of view concerning the teaching and learning process of English as a foreign language in Cuba. The author does not claim to speak on behalf of the Cuban EFL teaching community, and the views expressed in this paper are the result of his personal practice only, and not necessarily those of the Cuban educational institutions. The writer wishes to thank all those who have contributed to his professional formation- whose list would be too long. The author remarks that all shortcomings, errors, and inaccuracies found in this paper are his fault only.
Highlights
I began to learn English in my Senior High School years
Even if the head of an English Language Department or a University Language Centre knows full well that it would take a student somewhere from 350 to 400 hours to reach B1 level, and even if they are fully aware of all the resources they have at hand to reach that goal, they have to make do with time constraints, and abridge their programs to fit the insufficient teaching hours allotted to English in the schools schedules
There seems to be a lack of intrinsic motivation everywhere you look, and the majority of the students taking English are doing so pushed or even forced by their parents or the educational institutions
Summary
English Language Teaching and Linguistics Studies ISSN 2640-9836 (Print) ISSN 2640-9844 (Online). Received: December 10, 2021 Accepted: December 26, 2021 Online Published: January 4, 2022 doi:10.22158/eltls.v4n1p12
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