Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-1-2020



This study describes the relationship between students’ attitudes, beliefs and perceptions about the foreign language curriculum at Pontificia Universidad Católica del Ecuador for the A2.2 (elementary advanced) level class and the students’ learning outcomes. It explores the factors that influence the attitudes and perceptions of undergraduate EFL students toward a curriculum as well as what happens when they are involved in the classroom curriculum development. The study took place in the spring of 2019, confirming its usefulness in the changing of students’ attitudes towards the English language learning process. At the same time it provided effective information to the EFL pedagogy. As the researcher, I studied the English language teaching and learning process. My class was composed of 18 students, through whom, I started by analyzing their attitudes, beliefs and perceptions toward the institution’s language curriculum. Based on this information, I planned, implemented and then evaluated students’ attitudes towards their language learning. The study allowed me to gain insights into the influence of a classroom curriculum that includes students’ input based on their beliefs, attitudes and perceptions about the process of learning English and their language outcomes. This research follows a case study approach collecting data through questionnaires, observations, interviews and students’ artifacts.


Perceptions, beliefs, attitudes, curriculum, students’ input, perspectives

Document Type




Degree Name

Educational Linguistics

Level of Degree


Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Holbrook Mahn, Chair

Second Committee Member

Dr. Pisarn Chamcharatsri

Third Committee Member

Dr. Todd Ruecker

Fourth Committee Member

Dr. Carlos López Leiva