Language immersion and active learning strategies to improve English in students of the Education Degree

Abstract

This research analyzed the most effective language immersion strategies for learning English in students of the Education Degree, addressing the difficulties they faced due to traditional methods that limited their fluency and confidence. The study was integrated into the research project Improving Pedagogical Practices in Educational Institutions in the Southern Zone of Manabí and the linking project Directed Tasks and Psychopedagogical Support to Strengthen Student Learning in Public Basic Education in Jipijapa. Phase II 2024. The main objective was to analyze the most effective language immersion strategies for learning the English language. A qualitative and descriptive methodology was adopted, which included an exhaustive review of the academic literature and the analysis of relevant cases. This approach allowed us to understand the various strategies that favored the learning of English, highlighting language immersion and active learning as promising methods. Language immersion was defined as an educational context where students were intensively exposed to the language, which not only improved their communication skills but also enriched their cognitive and sociocultural growth. On the other hand, active learning, based on the Dynamic Model of Active Learning, promoted student participation and engagement through techniques that required analysis and evaluation of information. The results revealed that the combination of language immersion and active learning offered an enriching pedagogical approach, improving language proficiency and motivating students. Significant benefits were identified, such as the development of communication skills and better preparation for the labor market. In conclusion, the integration of these methodologies transformed the educational experience into a dynamic and participatory process, preparing students to use English effectively in various academic and professional situations. This research not only contributed to the improvement of pedagogical practices in the region, but also provided concrete strategies for strengthening learning in public basic education, aligning with the objectives of the aforementioned institutional projects.