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Exploring Learners and Teachers’ Beliefs towards English Teaching and Learning in the Local Context.

dc.contributor.advisorGómez, José Orlando
dc.contributor.authorMarín L., Maria Isabel
dc.contributor.authorLemos M., Edin Enrique
dc.coverage.spatialSeccional Medellín. Universidad Pontificia Bolivariana. Escuela de Educación y Pedagogía. Maestría en procesos de Aprendizaje y Enseñanza de Segundas Lenguases_CO
dc.description116 p.es_CO
dc.description.abstractThere is a contradiction between learners and teachers’ perceptions of what happens in the classroom; the reason is that teachers and learners do not see classroom events in the same way. This paper aimed at raising awareness about students and teachers’ beliefs about English learning and teaching in a public university. The main objectives were, first, to identify the beliefs teachers and learners hold towards English teaching and learning and second to explore how these beliefs influence the learning outcomes of classes, and to identify if teachers’ intention and students’ perception produce gaps in the teaching and learning process. The mismatches between teachers and students’ beliefs point to the need for English teachers to discover their students’ perspectives and explore how those beliefs influence the learning outcomes of classes.es_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.sourceinstname:Universidad Pontificia Bolivarianaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad Pontificia Bolivarianaes_CO
dc.subjectBeliefs; Intentions; Perceptions; Gaps; Teachers; Learneres_CO
dc.titleExploring Learners and Teachers’ Beliefs towards English Teaching and Learning in the Local Context.es_CO

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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International