Management strategies in the English as a Foreign Language (EFL) teaching-learning process: A comparative analysis of Ecuadorian Public and Private institutions
Estrategias de gestión en el proceso de enseñanza-aprendizaje del inglés como lengua extranjera (EFL): Un análisis comparativo de instituciones ecuatorianas públicas y privadas
DOI:
https://doi.org/10.56712/latam.v4i2.1037Palabras clave:
management, routines, strategiesResumen
This research investigation delves into the classroom management routines and protocols implemented by English educators within two educational institutions, one public and the other private, over the course of a senior academic year. The primary objective of this inquiry is to dissect the commonalities and disparities between these institutions concerning their methodologies for classroom management. The researchers strive to identify the challenges encountered by instructors when implementing classroom management routines and protocols, alongside assessing students' comprehension of and adherence to these established procedures. The research employs a blend of three data collection methodologies: observation checklists, surveys, and interviews, which collectively employ triangulation to offer comprehensive insights. The findings divulge substantial disparities and limitations in the application of routines and procedures between the public and private institutions, notably concerning behavioral control and the diversity of pedagogical activities integrated into lessons. The public institution demonstrates a heightened degree of instructor authority in overseeing student behavior, while the private institution incorporates a more intricate range of activities during instructional sessions. Drawing from the conclusions derived from this research, the authors proffer tailored recommendations to English instructors in both educational settings. These recommendations are meticulously formulated to address the identified challenges and proffer potential resolutions for augmenting classroom management, thereby ultimately facilitating the pedagogical trajectory of teaching and learning.
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