Didactic strategies for strengthening meaningful learning of English as a foreign language

Abstract

DOI: https://doi.org/10.46296/rc.v9i18.0453

ABSTRACT

This study aimed to analyze the contribution of didactic strategies to strengthening meaningful learning of English as a foreign language, considering the need to promote student-centered, participatory, and innovative teaching processes. The research employed a qualitative, documentary-based approach, grounded in the review and analysis of scientific publications, books, and academic documents regarding active methodologies for teaching English. The findings show that approximately 88% of the reviewed studies report improvements in content comprehension and retention when strategies such as cooperative learning, gamification, project-based learning, the use of digital tools, and problem-solving are employed, while nearly 84% highlight an increase in student motivation, participation, and autonomy during the learning process. Furthermore, 81% of the studies indicate that incorporating technological resources and contextualized activities fosters the balanced development of listening, speaking, reading, and writing skills, facilitating the practical application of the language in real-life situations. These results demonstrate that didactic strategies oriented toward meaningful learning strengthen knowledge construction, increase interest in learning English, and foster the development of communicative competencies. In conclusion, the systematic implementation of active and innovative methodologies is essential for improving the quality of the teaching-learning process for English as a foreign language, promoting lasting, functional, and relevant learning across diverse educational contexts.

Keywords: Strategies, strengthening, learning, quality.