Abstract

The aim of this paper is to present the results of a research which explored the features of my teaching and the influence it had on my students ́ language learning. Nine students: five males and four females from an English Beginners Level 2 course in a public university and me as a teacher researcher participated in this autoethnographic case study. Observation was conducted during four weeks in six class sessions, a focus group interview with the students was applied and journals from both the students and the teacher were collected. Data sources were videotaped, recorded and transcribed; they were coded and analyzed using qualitative methods. Results showed emergent patterns related to my teaching features such as my proactive side, my informality and affection; in regards to my students ́ signs of learning there were elements such as learning from instruction, learning from co-construction and learning and performance. Findings indicated that between my teaching features and my students ́ learning there was a relation in terms of my attitude, the way activities were presented and the classroom environment.

Highlights

  • Because of an increase dissatisfaction with the methods proposed during the years there has arisen a new era of teachers, researchers and language teaching community in general in search of another way of doing things in class that relate to classroom contexts and realities

  • It is significant to say that I analyzed the data from the journals in terms of feelings and affection, activities developed in class and definitions about learning from students

  • I decided to interpret the results obtained from the descriptions in relation to the objectives of this research

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Summary

CHAPTER 2

THEORETICAL FRAMEWORK In this part of the research I decided to look into theory based on the teachinglearning components mentioned above. Because of an increase dissatisfaction with the methods proposed during the years there has arisen a new era of teachers, researchers and language teaching community in general in search of another way of doing things in class that relate to classroom contexts and realities. ―These interactions can occur in the context of whole class, group or one on one learning activities and are designed to help the child to build understanding, explore ideas and practice thinking through and expressing concepts During these interactions teachers deliberately model and explicitly teach strategies for reasoning, enquiry and negotiation, among others‖ The EFL teacher needs to be aware of all this and set a place for interaction and exchange between the student and the teacher and in between students and that in those language relations there could be some sort of understanding, understanding that becomes learning

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