Abstract
This study examined the impact of active learning on English language comprehension as a foreign language. The research employed a quantitative methodology with an explanatory scope. A sample of 43 students was surveyed using a questionnaire designed to assess student performance in active learning and its effect on English proficiency, taking into account prior knowledge and collaborative work. The results indicated a positive relationship between active learning and English language comprehension, with the effect being more significant when collaborative learning was implemented. These findings suggest that integrating active learning techniques into English educational programs can significantly enhance student outcomes in the teaching-learning process.
References
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[11] S. Moslemi, A. Zarei, and A. Sarani, “Problem-based language learning: Why Aren’t teachers using it?,” Social Sciences & Humanities Open, vol. 8, no. 1, p. 100668, 2023, doi: 10.1016/j.ssaho.2023.100668.
[12] D. Jiang and S. Kalyuga, “Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective,” Front Psychol, vol. 13, Jun. 2022, doi: 10.3389/fpsyg.2022.932291.
[13] K. Ahmed, N. Cuba, M. Zuta, and S. Bayat, “Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety,” Language Testing in Asia, vol. 13, no. 1, p. 16, Mar. 2023, doi: 10.1186/s40468-023-00229-1.
[14] K. Torralba and L. Doo, “Active Learning Strategies to Improve Progression from Knowledge to Action,” Rheumatic Disease Clinics of North America, vol. 46, no. 1, pp. 1–19, Feb. 2020, doi: 10.1016/j.rdc.2019.09.001.
[15] S. Leksuwankun et al., “Students’ Attitude Toward Active Learning in Health Science Education: The Good, the Challenges, and the Educational Field Differences,” Front Educ (Lausanne), vol. 7, pp. 1–8, Apr. 2022, doi: 10.3389/feduc.2022.748939.
[2] K. Guayasamín and E. Inga, “Aprendizaje invertido como herramienta educativa potenciadora para mejorar la lengua inglesa,” Alteridad, vol. 19, no. 1, pp. 97–115, Dec. 2024, doi: 10.17163/alt.v19n1.2024.08.
[3] Índice de dominio del inglés (EPI), “Índice EF de nivel de inglés ,” 2023.
[4] C. Silva and F. Figueiredo, “Active learning methodologies in English classes: interaction in a virtual environment,” Alfa: Revista de Linguística (São José do Rio Preto), vol. 67, 2023, doi: 10.1590/1981-5794-e17221t.
[5] A. Philominraj, R. Ranjan, R. A. Saavedra, and C. A. Cerón Urzúa, “Family’s role and their Challenging Commitment to English Language Learning: A systematic Review,” Journal of Language and Education, vol. 8, no. 1, pp. 216–230, Mar. 2022, doi: 10.17323/jle.2022.12680.
[6] D. Indahsari, “Using podcast for EFL students in language learning,” JEES (Journal of English Educators Society), vol. 5, no. 2, pp. 103–108, Sep. 2020, doi: 10.21070/jees.v5i2.767.
[7] B. Chaves-Yuste and C. de-la Peña, “Podcasts’ effects on the EFL classroom: a socially relevant intervention,” Smart Learning Environments, vol. 10, no. 1, p. 20, Mar. 2023, doi: 10.1186/s40561-023-00241-1.
[8] M. Sandoval and C. Díaz, “Podcast-based lessons: a useful tool to improve university students’ descriptive oral skills,” Revista Comunicación, vol. 29, no. 1–2020, pp. 52–68, Jun. 2020, doi: 10.18845/rc.v29i1-2020.5260.
[9] N. Chica-Esquivia, “Estrategias activas y participativas como herramientas potenciadoras del proceso de enseñanza-aprendizaje del inglés,” CIENCIAMATRIA, vol. 9, no. 17, pp. 71–85, Jul. 2023, doi: 10.35381/cm.v9i17.1124.
[10] L. Guillermo, “El efecto del aula invertida en el aprendizaje de inglés: Revisión sistemática,” Horizontes. Revista de Investigación en Ciencias de la Educación, vol. 8, no. 32, pp. 544–559, Jan. 2024, doi: 10.33996/revistahorizontes.v8i32.743.
[11] S. Moslemi, A. Zarei, and A. Sarani, “Problem-based language learning: Why Aren’t teachers using it?,” Social Sciences & Humanities Open, vol. 8, no. 1, p. 100668, 2023, doi: 10.1016/j.ssaho.2023.100668.
[12] D. Jiang and S. Kalyuga, “Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective,” Front Psychol, vol. 13, Jun. 2022, doi: 10.3389/fpsyg.2022.932291.
[13] K. Ahmed, N. Cuba, M. Zuta, and S. Bayat, “Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety,” Language Testing in Asia, vol. 13, no. 1, p. 16, Mar. 2023, doi: 10.1186/s40468-023-00229-1.
[14] K. Torralba and L. Doo, “Active Learning Strategies to Improve Progression from Knowledge to Action,” Rheumatic Disease Clinics of North America, vol. 46, no. 1, pp. 1–19, Feb. 2020, doi: 10.1016/j.rdc.2019.09.001.
[15] S. Leksuwankun et al., “Students’ Attitude Toward Active Learning in Health Science Education: The Good, the Challenges, and the Educational Field Differences,” Front Educ (Lausanne), vol. 7, pp. 1–8, Apr. 2022, doi: 10.3389/feduc.2022.748939.
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