Sustainable pedagogical models and their impact on the development of communicative skills in the English language.
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Abstract
English language proficiency is critical to students' academic and professional development. However, proficiency levels in Ecuador are low compared to other countries. By virtue of this, a study was carried out to determine the impact of sustainable pedagogical models on English language learning. The research was carried out on students of Basic General Education and Unified General Baccalaureate at Unidad Educativa Francisco, 144 students, 74 women and 70 men between the ages of 11 and 18 years were part of this study. To address this problem, the characteristics of effective pedagogical models for teaching English were analyzed, including the communicative approach, project-based learning, collaborative and cooperative method, experiential learning and use of sustainable and interactive teaching resources. In addition, a quantitative methodology with a correlational approach and an experimental research design were used. Additionally, a pre-test and post-test were applied. During each week, specific activities were carried out which had the objective of promoting the active practice of the language. The results revealed that the students had a significant improvement in speech skills. In addition, they corrected their pronunciation and increased their vocabulary in oral presentations and conversation activities and a higher level of motivation and commitment was observed on the part of the students. These findings highlight the effectiveness of sustainable pedagogical models to enhance English language learning in an educational environment, highlighting the importance of integrating practical and dynamic approaches.
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