Language teaching research in Mexico is not wide known. This paper summarizes some of the efforts made in our country regarding this topic.

1. Other results:
The use of different cognitive learning
strategies and teaching techniques are
very limited.
Teachers most frequent error is the lack
of statistics knowledge (educational
background, problems, work conditions,
beliefs and expetations
TOPICS:
A) students,
B)teachers,
C)learning activities,
strategies and teaching
methods
D)educational
resources and
materials
As a need to reflect on the present, past and
therefore visualize the future on English language
teaching, Academies from Mexican universities
collected and reviewed research on foreign
language teaching and learning developed in
Mexico from 2000 to 2007. They
(Systematic
analysis and review generated around a field of
research during a determined period of time) from
2005-2008
Recommendations from Consejo Mexicano de
Investigación Educativa were taken into account
READING
COMPREHENSION
Reading strategy
positively affect student’s
language learning
The use of reading
strategies has a positive
influence on students’
attitude, satisfaction and
learning
The use of reading
strategies
Learning strategies with
games to improve
reading comprehension
Different factors that
influence the
development of reading
comprehension skills
WRITING IN L1
AND L2
STRATEGIES
A study on
academic writing
The use of L1
strategies
On the lexical
influence of
Spanish as a L1
and of English as
a L2 on university
students’ learning
French as a third
language
Writing strategies
for English
applied to writing
in Spanish
SPEAKING
Improvement in
oral production
fluency
Discourse
resources used
by teacher help
students in their
oral production
The classroom for
speaking practice
a good place to
interact but time
is not enough.
Use of textbooks
and traditional
teaching and
resistance of
teachers.
LISTENING
COMPREHENSION
Phonological factors that affect
students’ listening
comprehension.
The importance of considering
factors of reconstruction,
addition and guessing in
listening comprehension
Helping students to establish
relations between gramemes
and phonemes in a FL
Practicing sound discrimination
activities for the most
problematic sounds improves
listening perception
Native speakers of Mexican
Spanish identify lexical units
better when assimilation is not
present.
EDUCATIONAL RESOURCES AND
MATERIALS
The use of technology in English
language teaching
Interesting interactive activities using
multimedia programs to develop
different skills
The use of video to favour learning
Authentic listening material in English
to improve listening comprehension
skills
Limited use of technology due to a
lack of resources and materials
The use of text books with beginners
to favour memory type of learning
Resources and materials viewed as
tools to teach or expand what is in the
text book
CONCLUSIONS: Linguistic competence and learning of a foreign language by Mexican students are
complex processes influenced by multiple factors
Characteristic of the language teachers are far from certain, yet their working conditions and academic
preparation is not advantageous.
Further research in students' learning styles and strategies, their characteristics, beliefs, expectations,
attitudes, level of knowledge. More research is also needed on the teaching methods, strategies,
activities and resources that are most suitable for each topic, competence or objective.
Finding a way in which the use of all methods, instruments, techniques and knowledge may help to
create better instructional programs and policies in our country.
A deeper reflection on the socio-cultural characteristics and needs of Mexican Students and their
contexts is needed
Presented by:
Laura Gutierrez Quintanar and Claudia Karina López Nava
Information taken from:
Roux, R.et.Al.(2012). Reserach in English Language Teaching:
Mexican Perspectives.
.