摘要：A group of teacher-researchers took a bottom-up, in-depth look at instructional practices and beliefs about oral language and its assessment. Forty teachers and 63 students in beginning, intermediate, and advanced courses at a Colombian University's English program participated in the study. Instrumentation included questionnaires, follow-up questionnaires, interviews, and classroom observation. The pedagogical implications included a need for guidance both to teachers and students in how to make EFL teaching and learning truly communicative in nature, and more teacher training in how to conduct language assessment in the classroom. How to reference this article: Cohen D., C. & Fass, L. (2001). Oral Language Instructions: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University. Íkala. 6 (1-2), pp. 43 - 62
关键词：teacher and learner beliefs, EFL learning and teaching, English oral language instruction, language assessment.;creencias de los actores del aprendizaje;EFL;instrucciones de la práctica ora! en inglés;seguimiento;croyances des acteurs de l'apprentissage, EFL, instructions de la pratique orale en anglais, évaluation suivie.
