Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador

Abstract

<p style="text-align: justify;">Cooperative learning is a highly motivating strategy to achieve the learning of another language. Under this notion, this article is presented whose objective is to propose cooperative learning activities for teachers working in the Ecuadorian Public Schools in order to motivate students to learn English. For this, a mixed qualitative-quantitative approach was used. The population was constituted by the students of the eighth year of basic education of the Ecuadorian public schools of the province of Tungurahua and whose sample was of 32 students and 3 English teachers. The applied instrument was a survey of 10 questions, whose alternatives of answers were Yes / No and multiple choice, the analysis of the obtained information allowed to conclude that the English teachers of the Ecuadorian Public Schools investigated did not apply cooperative learning activities in their classes They preferred individual work to facilitate evaluation and make individual comments on the structure of grammar and the use of vocabulary.</p>

Translanguaging: strengthening english teaching in ecuador through linguistic connections and bridging techniques

“…But as time passed, there were noticeable improvements in this circumstance. In 1992, the pedagogical environment for English instruction in Ecuador saw significant improvement, particularly as a result of the Ministry of Education's implementation of the CRADLE project (Cifuentes-Rojas, et al, 2019).…”

El uso de estrategias de humor para motivar a los estudiantes de inglés B1 de la Universidad Católica de Cuenca

“…English as a Foreign Language (EFL) classrooms often face the challenge of motivating students at different proficiency levels. This challenge is exacerbated by the fact that many students hold the belief that learning another language is a waste of time (Cifuentes, Contreras, & Beltrán, 2019). Among these, Level B1 students represent a critical stage where learners strive to consolidate their language skills and gain confidence in using English for communication purposes.…”

The attitude of teachers of English as a foreign language towards educational inclusion

“…Although positive progress has been made, challenges remain, such as a shortage of English teachers and historical limitations on teaching hours. Continuous evaluation and adaptation of teaching methods to meet the real needs of students is essential (Cifuentes-Rojas et al, 2019).…”