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The present study explored the Ecuadorian secondary school teachers' beliefs about teaching EFL in the context of national curriculum reform. The data comprised in-depth interviews with 16 teachers from 14 public secondary schools in Ecuador. The interviews were semi-structured, and they were guided by a set of questions probing into the teachers" beliefs about instructional design, assessment, teaching materials, and learning activities. Qualitative analysis of the interview transcriptsdoi:10.52547/lrr.13.5.5 fatcat:bp2ooldtonfprefigfktli47ke