Teachers’ Perceptions Regarding the Implementation of the National English Program (PRONI) in EFL Classes in Mexico

Abstract

This paper examines the thoughts and beliefs of three English language teachers regarding the National English Program’s implementation in their individual teaching settings. The study was achieved in public schools in the Mexican state of Guanajuato’s region of Irapuato. A qualitative approach was utilized, and questionnaires served as the primary data collection tool. Results thus far indicate that all teachers generally have poor perceptions about the implementation of the National English Program. In order to improve the English language program, it was concluded that the government and school authorities need to act forthwith.