Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks

Main Article Content

Eliphelet Rivera Cuayahuitl
Celso Pérez Carranza

Abstract

While much has been written about the use of instructional materials in the field of language education, very few studies have actually studied the impact of the context in the use of materials in teachers’ practices. This work shows the findings of a study about the contextual factors that a group of experienced Mexican teachers believe shaped their lessons. Drawing on qualitative data, the study shows that factors such as the length of courses and lessons, the school facilities, the institutional practices to select textbooks as well as the institutional procedures to supervise teachers’ practices and assessment, explicitly emerged as the most influential in the teachers’ lessons.

Article Details

How to Cite
Rivera Cuayahuitl, E., & Pérez Carranza, C. (2015). Influence of Contextual Factors on EFL Mexican Teachers’ Beliefs and the Use of Textbooks. HOW Journal, 22(2), 75-90. https://doi.org/10.19183/how.22.2.152
Section
Research Reports
Author Biographies

Eliphelet Rivera Cuayahuitl, Benemérita Universidad Autónoma de Puebla

Eliphelet Rivera Cuayahuitl holds an MA in Research Methods from the University of Warwick, and a PhD in Education from The University of Leeds, UK. He is a full time teacher-researcher at Benemérita Universidad Autónoma de Puebla. His research interests include teacher beliefs and development of ELT materials.

Celso Pérez Carranza, Benemérita Universidad Autónoma de Puebla

Celso Pérez Carranza holds a BA in ELT, an MA in higher education and a PhD in pedagogical sciences from Camaguey University in Cuba. At present, he is a full time professor-researcher at Benemérita Universidad Autónoma de Puebla. His research interests include teachers’ competences and teacher development.

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