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Exit Survey
 
 
Thank you for taking the time to complete this survey. This survey is conducted in order to get to know you as a teacher.

Please understand your participation is entirely on a voluntary basis and you have the right to withdraw your consent or discontinue participation at any time without penalty. At no instance will you be asked to reveal any personal information. The survey is not directly beneficial to the participants; however, it will be of value for my research project.

Individual privacy and confidentiality of the information you provide will be maintained in all published and written data analysis resulting from the survey. It is strictly anonymous. This survey is divided in 3 sections: (1) Teaching methods, attitudes and beliefs (2) Course General Information (3) Course methodology and content. It should take no more than 20 minutes of your time. You are asked to fill it as accurately as possible.

If you require any further information, please do not hesitate to contact me, Ginneth Viviana Hernández Galvis, on e-mail: [email protected], or cellphone: 3102070945.
 
 
 
 
* 1. How do you describe yourself as a teacher?
   
 
2. Mark the degree in which the following statements suit best your perceptions on language learning?
Strongly agree Agree Undecided Disagree Strongly disagree
* Language is a system of rule-governed structures hierarchically arranged
* The essence of language is meaning. Vocabulary, not grammar, is the heart of language
* Language is more than a communication system. It involves personal, cultural, educational, and developmental processes
* Language is a system for the expression of meaning. Its primary functions are interaction and communication
* Learning a language is to learn the basics and foundations of it, i.e. its structures
 
 
 
* 3. This course is addressed to _____ students. Use CEFR levels (A1, A2, B1, B2, C1, C2)
   
 
 
* 4. What Type of syllabus does the course follow?
 
Topics or themes form the organizing principle of my syllabus. These are sequenced by the likelihood the students encounter them.
 
Conceptual categories such as duration, quantity, or location are the basis of organization of my syllabus.
 
Strategic skills –such as listening for the gist, listening for details, inferences, scanning and skimming – serve as the basis for organization of my syllabus
 
Grammatical and phonological structures are the organizing principles of my syllabus. They are sequenced from easy to difficult or from frequent to less frequent
 
My syllabus is based on common situations such as at the bank, at a party, at the beach, among others.
 
My syllabus is organized around different types of tasks that the students might be required to perform in the language. Such tasks include making appointments, filling out a job application, among others.
 
Functions such as giving instructions, introducing ourselves, making requests, etc are the basis of organization in my syllabus
 
 
* 5. What is the general goal of the course?
   
 
 
* 6. What are the specific objectives you are going to address in order to achieve that goal?
   
 
 
7.  Please rate each of the statements according to the following key:

1. Virtual non – use. This principle or activity forms little or no part of my teaching methodology.Trivial incidental use.
2. This principle or activity forms a limited part of what I do, but I tend to reject its use more than I favor it.
3. Neutral.
4. Important supplementary use. This principle or activity forms an important supplementary part of my teaching.
5. Essential use. This is essential to what I do, and it forms an essential part of my practice.
1 2 3 4 5
* Drills involving manipulation of formal aspects of the language, such as filling the blanks, are used
* Learner errors are corrected
* Activities focus on whole-task rather than part-skill practice
* The development of fluency is more important than accuracy
* Grammar is explicitly taught
* Comprehension activities precede activities requiring production
* Activities are selected because they are interesting/enjoyable rather than because they relate to course objectives
* Activities are developed which require the learner to simulate, in class, behaviors needed to communicate outside the class
* Activities are derived in consultation with the learner
 
8. Indicate the degree to which the materials in class fulfill the following criteria:

Use the scale below
0. No at all
1. No, it does not stand out for it.
2. Yes , but indirectly
3. Yes, to some degree.
4. Yes , in a significant degree
5. Yes , it does stands out for it

In the book “American English File”:
0 1 2 3 4 5
* The knowledge and experience of the student concerning the direct surrounding environment (space, people, society, institutions, etc.) are brought into play
* The knowledge and experiences regarding student sociocultural issues (everyday life, living conditions, personal relationships, body language, social conventions...) are put into play.
* Issues such as intercultural misunderstandings, conflictive situations, and stereotyped relationships, among others are addressed.
* The Knowledge, perceptions and understanding of the relationships between the cultures of the L1 and L2 (and other languages) are put into play.
* Issues related to student attitudes are addressed: will to have new experiences, interest in the target language and culture, will to distance themselves from attitudes too conventional.
* Issues related to student motivation are addressed: driven to learn the language; difficulties encountered; how to address the tasks proposed, etc.
* Issues related to the values and beliefs of students are addressed: ethical or moral aspects, religious beliefs, social and political points of view, etc.
* Issues related to the learning styles of students are addressed: convergent / divergent; holistic / analytic / synthetic; visual / auditory, etc.
* Issues related to the character of the students and their influence on learning: talkativeness, entrepreneurship, optimism, active attitude, flexibility, Open-minded, meticulousness, etc.
* Issues related to the competence "learning to learn" are addressed: reflection on the use of language; study skills; ways of adaptation to situations of language deficits, etc.
 
9. Please rate the degree to which the book “American English File” provides the following criteria:

Use the scale below
0. No at all
1. No, it does not stand out for it.
2. Yes , but indirectly
3. Yes, to some degree.
4. Yes , in a significant degree
5. Yes , it does stands out for it
0 1 2 3 4 5
* As a starting point, activities intended for students to activate their prior knowledge, to share past experiences, to upgrade their intercultural skills, etc. are presented.
* The activities and tasks presented in the book provide a way for students to consider the objectives of them before tackling them.
* The activities and tasks presented in the book are accompanied by instructions, examples, explanations... that allow students to get a clear picture of the type of task or activity that they are requested to do.
* Contextualizing elements such as pictures, "realia", tables, diagrams, explanations are provided. They allow students to activate the appropriate schemes and invite to plan how to address the tasks.
* Students have instruments that guide and facilitate the development of the task or activity (Tables to collect their responses, consultation notes ...).
* The tasks or activities presented in the book are structured in different stages so that students can go adjusting their time according to the needs that arise.
* The tasks or activities presented in the book are structured in different stages so that it is feasible for students to handle systematically problems of form or content that may arise.
* Concrete ways of providing feedback to students (collating samples of different students, control or evaluation grills, error correction...) are provided
* The tasks or activities presented in the book include elements that can potentially impact positively on students’ motivation
* The task or activities emphasize the benefits that can potentially get the student after performing them.
* It is foreseen that students have a stage where they have the opportunity to "Rehearse" the task or activity before final implementation (small group discussion, preparation a draft project, work on models ...).
* The tasks or activities presented in the book are sufficiently predictable in the way they are conducted and the type of result that is expected.
* The activity or task is open; this means that does not require a single result, specific or intended for all students.
* Criteria to assess the success of the task or activity and the competence shown by the students is provided
 
 
 
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