Scientific article: a humanistic approach-based didactic strategy to improve rural students’ English language learning
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
PUCE - Esmeraldas
Abstract
In order to design a Humanistic Approach-Based Didactic Strategy to improve rural students’ English language learning, a qualitative investigation of an exploratory scope was carried out in some rural areas of Esmeraldas-Ecuador with a population of 30 rural English language teachers and a sample of 10 of them, who were selected intentionally. The methods of investigation used were the analytic-synthetic, inductive-deductive, and hermeneutics with the technique of the survey. The results revealed that teachers of rural areas mostly used cooperative, direct, and traditional teaching strategies. It was also shown that the teaching-learning process was mainly teacher-centered because most of the activities were developed around the teachers’ interests. Some humanistic elements such as collaborative learning and freedom at choosing the topic that students want to learn were occasionally applied in the English language teaching-learning process and finally, actions and procedures rooted in the principles of the humanistic approach were implemented in the proposed didactic strategy which consisted of five stages: preplanning, activation of previous knowledge, learning immersion, feedback and community’s involvement. To sum up, even though some rural teachers’ teaching practices may be focused on certain humanistic principles, it did not imply that they had a broad knowledge about the humanistic approach that enable them to create humanistic based didactic guidelines to be followed in the rural students’ English language learning.
In order to design a Humanistic Approach-Based Didactic Strategy to improve rural students’ English language learning, a qualitative investigation of an exploratory scope was carried out in some rural areas of Esmeraldas-Ecuador with a population of 30 rural English language teachers and a sample of 10 of them, who were selected intentionally. The methods of investigation used were the analytic-synthetic, inductive-deductive, and hermeneutics with the technique of the survey. The results revealed that teachers of rural areas mostly used cooperative, direct, and traditional teaching strategies. It was also shown that the teaching-learning process was mainly teacher-centered because most of the activities were developed around the teachers’ interests. Some humanistic elements such as collaborative learning and freedom at choosing the topic that students want to learn were occasionally applied in the English language teaching-learning process and finally, actions and procedures rooted in the principles of the humanistic approach were implemented in the proposed didactic strategy which consisted of five stages: preplanning, activation of previous knowledge, learning immersion, feedback and community’s involvement. To sum up, even though some rural teachers’ teaching practices may be focused on certain humanistic principles, it did not imply that they had a broad knowledge about the humanistic approach that enable them to create humanistic based didactic guidelines to be followed in the rural students’ English language learning.
In order to design a Humanistic Approach-Based Didactic Strategy to improve rural students’ English language learning, a qualitative investigation of an exploratory scope was carried out in some rural areas of Esmeraldas-Ecuador with a population of 30 rural English language teachers and a sample of 10 of them, who were selected intentionally. The methods of investigation used were the analytic-synthetic, inductive-deductive, and hermeneutics with the technique of the survey. The results revealed that teachers of rural areas mostly used cooperative, direct, and traditional teaching strategies. It was also shown that the teaching-learning process was mainly teacher-centered because most of the activities were developed around the teachers’ interests. Some humanistic elements such as collaborative learning and freedom at choosing the topic that students want to learn were occasionally applied in the English language teaching-learning process and finally, actions and procedures rooted in the principles of the humanistic approach were implemented in the proposed didactic strategy which consisted of five stages: preplanning, activation of previous knowledge, learning immersion, feedback and community’s involvement. To sum up, even though some rural teachers’ teaching practices may be focused on certain humanistic principles, it did not imply that they had a broad knowledge about the humanistic approach that enable them to create humanistic based didactic guidelines to be followed in the rural students’ English language learning.
Description
Tesis previa obtención del título de Magister en Pedagogía del Inglés como Lengua Extranjera
Keywords
English language learning, Humanistic approach, Rural areas, Didactic strategies