Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, grammar-translation audiolingual methods dominated lessons; textbook-oriented classes with an emphasis on listening writing characterized courses; teacher peer correction encouraged; classroom tasks evaluation mostly focused grammar vocabulary. Although teachers had practices, these influenced differently.