Curricular changes and English language teaching: Validation of a teacher perception questionnaire
DOI:
https://doi.org/10.31391/S2007-7033(2020)0054-012Keywords:
English as a foreign language, teacher perception, curricular changes, Likert-scale questionnaireAbstract
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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