OJPR Home

2024 - Volume 8 - Number 2

A Comparative Analysis of English Teachers’ Perceptions of English Teaching and Learning in Guanajuato’s Private and Public Secondary Schools

Ilse Saraí Ulloa Piñón *  ORCID: 0009-0000-1970-1788
University of Guanajuato, Language Department, Guanajuato, MEXICO

Open Journal for Psychological Research, 2024, 8(2), 19-32 * https://doi.org/10.32591/coas.ojpr.0802.01019u
Received: 13 November 2023 ▪ Revised: 10 April 2024 ▪ Accepted: 22 April 2024

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
This paper presents a case study about the perceptions that English teachers have about language learning in both public and private secondary schools in the state of Guanajuato, Mexico. The purpose of this research is to understand how and why the different social contexts involved in the public and private sectors influence English language learning and what English teachers perceive in their workplace. It also aims to analyze and compare the potential differences in English teaching in both educational sectors. This study provides an overview of the perceptions of different teachers regarding their challenges, students’ motivation, and the influence of social factors in English teaching and learning. The results of the analysis of the data show that teachers face similar issues regarding their work environment. Students’ motivation to learn the language is influenced by the social context in which they develop, and the economic problems affect their interest in the language.

KEY WORDS: private sector, public sector, perceptions, English teachers, Mexico.

CORRESPONDING AUTHOR:
Ilse Saraí Ulloa Piñón, University of Guanajuato, Language Department, Guanajuato, MEXICO.

REFERENCES:

Bowen, A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027

Basurto, N. (2010). Transition in EFL from secondary to preparatory in Mexican state schools, participant perspectives. Biblioteca Digital de Humanidades Universidad Veracruzana. Retrieve from https://www.uv.mx/bdh/files/2012/10/english-as-a-foreign-language-escuelas-estatales.pdf.

Brown, J. D. (2009). Open-response items in questionnaires. In J. Heingham & R. Crocker (Eds.), Qualitative research in applied linguistics (pp. 200-219). Palgrave Macmillan.

H. Congreso del Estado de Guanajuato (n.d.). Ley de Educación para el Estado de Guanajuato. Retrieved from https://idea.guanajuato.gob.mx/wp-content/uploads/2022/01/Ley-de-Educación-para-el-Estado-de-Guanajuato.pdf.

Creswell, J. (2012). Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed method approaches (4th ed). Los Angeles,CA: SAGE.

Davies, P. (2007). La enseñanza del inglés en las escuelas públicas secundarias y primarias en México [The English teaching in secondary and primary schools in Mexico]. MEXTESOL Journal, 31(2), 13-21.

Davies, P. (2009). Strategic management of ELT in public educational systems: Trying to reduce failure, increase success. TESL-EJ, 13(3).

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitive, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Hernández Hernández, M., & Izquierdo, J. (2023). Teachers’ perceptions and appropriation of EFL educational reforms: Insights from generalist teachers teaching English in Mexican rural Schools. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050482

IMCO (2015). Inglés es posible, Propuesta de una Agenda Nacional. Retrieved from https://imco.org.mx/wp-content/uploads/2015/04/2015_Documento_completo_Ingles_es_posible.pdf.

Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26

Longhurst, R. (2009). Interviews: In-depth, semi-structured. In R. Kitchin & N. Thrift (Eds.), International Encyclopedia of Human Geography. (pp. 580-584). https://doi.org/10.1016/B978-008044910-4.00458-2

Padilla Gonzalez, L., & Espinoza Calderón, L. (2015). La práctica docente del profesor de inglés en secundaria: Un estudio de casos en escuelas públicas. [The English teacher practice in secondary schools: A case study in public schools]. Sinéctica, 44, 1-18. Retrieved from http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-109X2015000100015&lng=es&tlng=es.

Plan y Programa de Estudio 2022 (2023, September 22). Planes Y Programas de Estudio. https://educacionbasica.sep.gob.mx/wp-content/uploads/2022/12/Plan-de-Estudios-para-la-Educacion-Preescolar-Primaria-y-Secundaria.pdf.

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. https://doi.org/10.1177/1098214005283748