Currently, the English language has both an important role in university studies and professional careers. With that in mind, the present study employed an exploratory research approach to determine university students’ perceptions with regard to learning course content on curriculum and education-related topics through the implementation of content-based lessons taught in the English language. A survey was administered to 171 students in different majors from one public university in Ecuador. The close-ended questions focused on learning about the respondents’ perceptions concerning varied statements, such as the importance and suitability of the use of English for the learning-teaching process of university subjects, the helpfulness and impact of learning content through the implementation of class sessions taught in English. Furthermore, an open-ended question was put forward to find out in what ways the learning of university subjects taught in English may help the study participants in the future. The findings showed that a large number of respondents had positive attitudes towards learning content-based lessons about the education-related subject matter in English, as they found this instructional process helpful in terms of class participation, motivation, critical thinking, and other aspects. It was concluded that students could better learn the English language in a more genuine manner by means of lessons directed by CLIL, as they complete essential undergraduate courses from their field of study at the university level.
The research study employed an explanatory sequential mixed-methods design, and it was aimed at determining and analyzing the essential factors that motivate university students’ English learning within the Ecuadorian higher education system. The quantitative study results, drawn from a questionnaire administered to 109 EFL university teachers, were further explained through a qualitative phase. The latter phase consisted of in-depth interviews with key stakeholders, namely university teachers, language center directors, Ecuadorian experts and international experts in English language education. The insights gained from the conducted 25 in-depth interviews were essential to explain in greater detail the motivational factors determined in the quantitative phase. The integration of quantitative and qualitative data sets helped to gain an in-depth understanding of motivation in student learning of English as a foreign language within the Ecuadorian university context. The results showed that factors associated with intrinsic and instrumental motivation are key toward student language learning. In this sense, English is seen as a tool for a more effective completion of different academic tasks required to university students. Also, motivation in English language learning is promoted when effective instructional practices and a positive classroom environment have a central role in the university classroom. In terms of extrinsic motivation, students are likely to become more motivated when their teachers employ meaningful strategies and techniques. Moreover, teaching materials and resources can help to foster learner motivation when students’ input and insights are carefully taken into account in a strategic manner.
Learning about curriculum in general and the essentials of curriculum development may facilitate teachers and future curriculum workers make informed decisions and take part in the field of school curriculum more meaningfully. Thus it is paramount to examine the educational philosophies; the social and educational forces that impact the curriculum; models, process and the major stages of curriculum development; and its levels of control. Through analyzing and better understanding the aforementioned topics readers will be likely to have a more complete picture of what curriculum development entails. Therefore, this paper may be regarded as a contribution for (novice) educators’ future work in the field of curriculum design, as well as it may be seen as an informative piece of work for those who are interested in taking leadership in this field by becoming curriculum specialistis. In the end, the information of this paper makes us reflect on the notion that curriculum making is not confined to school administrators and specialists only, but especially to teachers who are involved in curricular activities on daily basis, such as planning lessons, selecting materials for classroom use, utilizing a variety of teaching methodologies, and creating assessment practices.
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