Curricular changes and English language teaching: Validation of a teacher perception questionnaire

Authors

DOI:

https://doi.org/10.31391/S2007-7033(2020)0054-012

Keywords:

English as a foreign language, teacher perception, curricular changes, Likert-scale questionnaire

Abstract

Considering that educational reforms sanction curricular changes that favor the learning of English as a Foreign/Second Language in public education, this study presents the creation and validation of a Likert scale questionnaire that explores teacher perceptions about curricular changes among instructors who teach this language without disciplinary language teaching training. Building upon second language theoretical and empirical research, four dimensions of teacher perception were considered: Opinions, beliefs, pedagogical practice and emotions. The questionnaire included 28 items that were subject to validity and reliability analyses. The questionnaire was administered to four second language educational researchers and 82 secondary school teachers in the Southeast of Mexico. The qualitative and quantitative analysis results indicate that the questionnaire satisfactorily complies with content validity, ecological validity and reliability.

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Author Biographies

Miguel Hernández Hernández, Universidad Juárez Autónoma de Tabasco

Estudiante del doctorado en Educación de la Universidad Juárez Autónoma de Tabasco, Villahermosa, Tabasco, México. Profesor-investigador de esta misma universidad. Líneas de investigación: ciencias sociales y humanidades.

Jesús Izquierdo, Universidad Juárez Autónoma de Tabasco

Doctor en Educación en Segundas Lenguas por la McGill University, Canadá. Profesor de la Universidad Juárez Autónoma de Tabasco, Integrante del Sistema Nacional de Investigadores (Conacyt). Líneas de investigación y docencia: procesos de enseñanza y aprendizaje de segundas lenguas en contextos educativos.

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Published

2020-06-12