The development of meta-cognitive learning strategies during an intensive English course for English as Foreign Language (EFL) teachers. A Description of English Learning during the course.

Abstract

This paper describes the English learned based on the results of a quantitative study of English learning during an intensive (90 hours) ten week English course aimed at helping public school English teachers reach high elementary proficiency level according to the Common European Framework of Reference (CEFR Level A2). The course was offered by the Universidad Casa Grande (UCG) in Guayaquil, Ecuador from July-September 2012. The quantitative data collected included pre and post test results for English proficiency measured by the Secondary Level English Proficiency (SLEP) test a norm referenced test, and post results of the Cambridge “English Unlimited” program achievement test, a criterion referenced test, based on course content. The post results of the two instruments were compared. Also the language items of the achievement test and the public school English book Our World through English (OWTE) were analyzed and compared since there was not a pre achievement test and the book was identified as primary source of prior English knowledge for the learners-teachers. The SLEP results did not help to describe learning because they did not show a significant variation between pre and post results. Even though the general goal of the course, to achieve CEF A2 level was not achieved, the English learned on the other hand was identified by the analysis of achievement test language items in contrast with the analysis of OWTE.