Teaching-Learning Anglophone Cultures at the University of Pedagogical Sciences of Holguín and at the ELC of Shantou University: A Comparative Study

This paper presents a comparative study of the teaching-learning process of Anglophone cultures through the English as a foreign language programs of Shantou University, Guangdong, China, and Universidad de Ciencias Pedagógicas “José de la Luz y Caballero”, Holguín, Cuba. As criteria for the comparison, the authors have selected the objectives, teaching methods, and resources of the two institutions. The comparative analysis allowed for the determination of the main trends common to both universities: the teaching of language as a means to an end, the active participation of faculties in the elaboration of teaching materials and textbooks for the specific courses they teach, the validity of research work aimed at improving the teaching resources for the EFL courses offered at both universities, the use of the communicative approach as a general method for the teaching-learning process, and the development of co-curricular activities to enhance the teaching-learning of cultural elements. The analysis also allowed for a reflection on how the distinct departmental/institutional structures of the two schools may lead to some significant differences in terms of educational focus. Finally, the analysis provoked questions concerning the balance between culture teaching-learning and intercultural communication training

ENGLISH AS A FOREIGN LANGUAGE LEARNING ASSESSMENT: COMMON AND BEST PRACTICES IN SHANTOU UNIVERSITY

The paper discusses the most common practices of English as a Foreign Language learning assessment in Shantou University. It is based on the results of a quasi-experimental study carried out during the academic year 2016-2017, which involved a sample of 128 students enrolled in different majors in the aforementioned university. For its realization, the author utilized surveys, observation and critical analysis of documents as methods for data collection. As a result of his study, the author argues that assessing to measure learning and assessing to enhance learning are not necessarily antagonists. Similarly, the article explores the contradictions between teacher-centered and student-centered assessment. Thus, it provides an analysis of learning assessment functions and the involvement of teachers and students in this process. The study carried out suggests that the best practice of language learning assessment should include a combination of formative and summative assessment, as well as teacher and student-centered assessment