Importance of active methodology strategies as a tool for teaching and learning english in university students

Abstract

This study analyzed the importance of active methodology strategies as a tool to strengthen the teaching and learning of English in Ecuadorian higher education, given the persistence of practices centered on grammar and memorization that limit communicative practice. A quantitative approach was used, with a descriptive scope and a non-experimental cross-sectional design, complemented by a documentary analysis of scientific literature published between 2021 and 2025. An eight-item Likert scale questionnaire was administered through an online form to a non-probabilistic convenience sample of 32 second-semester students from the National and Foreign Languages Pedagogy program. The results showed agreement levels above 84 % in all items: 94 % acknowledged the contribution of active methodologies to the development of communicative competence, 93 % positively valued an innovative pedagogical model, and 88 % perceived greater progress compared with traditional methods. Based on these findings, an action plan was formulated, and the Integrated Communicative-Active Model was proposed, structured in four phases. It was concluded that active methodologies constitute a relevant tool for raising the quality of English learning at the university level.