Impact of the English Program Materials in a Public University in Colombia

Impacto de los materiales del programa de inglés en una universidad pública de Colombia

Main Article Content



This is the report of a research proposal that had as its main purpose the identification of the impact of the materials used for teaching an English language course in the institutional English program of a Colombian university. To this end, we made use of the descriptive research parameters to analyze the materials that were being implemented in the program, and of a pre-experimental research to determine the impact of various and new types of materials in the development of oral skills into two groups of students of
the fourth level of English. The information was collected through class observation, field
notes, surveys, and semi-structured interviews for both students and teachers. Findings
show that the course book and non-authentic materials are prevalent in classes, and that
through the new materials designed by the research group, students’ communicative com-
petence was greatly developed.



Download data is not yet available.

Article Details

Author Biographies (SEE)

MARÍA FERNANDA JAIME OSORIO, Universidad Surcolombiana

Magíster en Enseñanza del Inglés como Lengua Extranjera. Docente titular de la Licenciatura en Inglés, Universidad Surcolombiana, Colombia.


Licenciada en Educación Básica con Énfasis en Humanidades, Lengua Extranjera-Inglés, Universidad Surcolombiana, Colombia

References (SEE)

Aciega, D. (2007). Los libros de texto para la enseñanza de inglés: una mirada crítica, memoria académica. Puertas Abiertas 3(3), 99-102. Recuperado de

Bacon, S., & Finneman, M. (1990). A Study of Attitudes, Motives, and Strategies of University Foreign Language Students and their Disposition to Authentic Oral and Written Input. Modern Language Journal, 74(4), 459-73.

Cabalceta, I. (2007). Manual de diseño y diagramación de documentos. Ministerio de Educación Pública de Costa Rica. Unidad de Material Impreso. Recuperado de

Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. In J. C. Richards & R. W. Schmidt (eds), Language and communication (pp. 2-14). London: Longman.

Castillo, C.A., Insuasty, E.A., & Jaime, M.F. (2017). The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School. Profile Issues in Teachers’ Professional Development, 19(1), 809-104.

Consejo de Europa. (2002). Marco Común Europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: MECD y Anaya. Recuperado de

Fajardo, J.A. (2013). What Makes a Teacher: Identity and Classroom Talk. Cuadernos de Lingüística Hispánica, (22), 127-146. Retrieved from

Fúnquen, A. & Jiménez, P.K. (2013). Implementing Tasks that Stimulate Critical Thinking in EFL Classrooms. Cuadernos de Lingüística Hispánica, (21), 143 – 158.

Gilmore, A. (2004). A Comparison of Textbook and Authentic Interactions. ELT Journal, 58(4), 363-374.

Guzmán, N. & Salazar, S. A. (2009). Análisis de las prácticas pedagógicas de los docentes de inglés del programa interlingua. Estudio diagnóstico. Manuscrito no publicado. Facultad de Educación, Universidad Surcolombiana, Neiva, Colombia.

Hughes, R. (2010). Materials to Develop the Speaking Skill. In N. Harwood (ed.), English Language Teaching Materials: Theory and

Practice (pp. 207-224). Cambridge: University Cambridge Press.

Jaime, M. F. & Insuasty, E. A. (2015). Analysis of the Teaching Practices at a Colombian Foreign Language Institute and their Effects on Students’ Communicative Competence. How, 22(1), 45-64.

Jiménez, P. (2014). Exploring Students' Reactions when Working Teaching Materials Designed on their Own Interests. Cuadernos de Lingüística Hispánica, (25) 201-222. Retrieved from

Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL Classrooms. The Internet TESL Journal, 10(7).

McDonough, J. & Shaw, C. (2003). Materials and Methods in ELT, Teacher’s Guide, (2nd ed.), Hoboken, NJ: Blackwell.

McNeil, A. (1994). What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television. In Papers presented at the Annual International Language in Education Conference, Hong Kong.

Ogalde, I. & Bardavid, E. (2003). Los materiales didácticos. Medios y recursos de apoyo a la docencia. (2.ª ed.). México: Trillas.

Ortega, F.J. & Vargas, B.V. (2017). Aproximación sociopragmática a las estrategias conversacionales de los adolescentes. Cuadernos de Lingüística Hispánica, (29), 83-103.

Otte, J. (2006). Real Language to Real People: A Descriptive and Exploratory Case Study of the Outcomes of Aural Authentic Texts on the Listening Comprehension of Adult ESL Students Enrolled in an Advanced ESL Listening Course. Dissertation Abstracts International, 67(4), 1246B.

Peacock, M. (1997). Choosing the Right Book for Your Class. Retrieved from PDFs/PEACOCK1.pdf

Pinzón, R.J. (2013). English Teaching through Project Based Learning Method, in Rural Area. Cuadernos de Lingüística Hispánica, (23), 151-170. Retrieved from

Ramos, B. & Aguirre J. (2014). Materials Development in the Colombian Context: Some Considerations about its Benefits and Challenges. How, 21(2), 134-150.

Ramos, B. & Aguirre, J. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, (27), 209-222.

Squires, D. & McDougall, A. (1997). Cómo elegir y utilizar software educativo. Madrid: Morata.

Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Vanegas, L. E. & Zambrano, L. (2007). Cómo enseñar inglés en primaria: una propuesta metodológica. Neiva, Colombia: Corpus Litografía.

Weyers, J. (1999). The Effect of Authentic Video on Communicative Competence. The Modern Language Journal, 83(3), 339-349.

Zúñiga, G., Insuasty, E. A., Macías, D. F., Zambrano, L. C. & Guzmán, N. (2009). Análisis de las prácticas pedagógicas de los docentes de inglés del programa interlingua de la Universidad Surcolombiana. Revista Entornos, 22, 11-20.

Citado por: