The role of the active learning approach in teaching English as a foreign language

Authors

DOI:

https://doi.org/10.23925/2318-7115.2019v40i2a10

Keywords:

Active Learning, Autonomy, EFL teaching.

Abstract

This study aimed at elucidating what the Active Learning Approach (AL) is and determining its role in the teaching and learning of English as a foreign language, proposing, therefore, some activities that follow this perspective of knowledge construction.  In order to reach the proposed objective, an extensive review of the literature was conducted. Overall, the proposed activities following AL have the potential to regain students’ interest in learning, because it is a student-centered approach and its main objective is to promote autonomy and engagement in the learning process. Moreover, the AL Approach has proved to be a powerful tool when teaching and learning English as a foreign language. This is due to its capability of promoting a more independent learning, and consequently, helping the student to develop more efficiently the abilities needed to communicate in a new language. Having that in mind, we proposed seven activities, using active learning techniques, such as portfolios, discussion in class, projects, visual-based instruction, flipping the lesson, debate as a learning activity, and think-pair-share. Such activities were designed for A2 (basic) and B1 (intermediate) learners according to the Common European Framework of Reference for Languages.

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Author Biographies

Heloísa Pedroso de Moraes Feltes, Universidade de Caxias do Sul

Heloísa Pedroso de Moraes Feltes, PhD in Applied Linguistics, Professor from Universidade de Caxias do Sul, where she works in the Postgraduate Program in Letters and Culture and in the PhD Program in Letters. She was Coordinator of this same program for the period of 3 years. She works as well in the Lato sensu Program of Applied Neuroscience to Language and Learning. Her research interests are: categorization and conceptualization processes, cultural values, abstract concepts and emotion concepts, cultural models, construction grammar, functional grammar, in areas such as Cognitive Linguistics, Applied Neuroscience, Cognitive Science, and Cognitive Anthropology. She is in the Editorial and Peer Review Board to several journals in the field of Linguistics and publishes regularly in qualified journals. Email: helocogn@terra.com.br.

Luciane Alves de Oliveira, Universidade de Caxias do Sul

Luciane Alves de Oliveira, graduated in Letters – English Language, she collaborates in the research project Cultural Models, language, cognition, and culture, support by CNPq. She is the owner and language teacher in a school registered as Lu’s & Up English Teaching. Her work as a language teacher aims at promoting Active Learning in a one to one class design. Her research interests are: English learning and teaching, cultural values, cultural models, construction grammar, functional grammar, in areas such as Cognitive Linguistics, and Applied Linguistics.  Email: lucollege@hotmail.com.  

References

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Published

2019-12-10

How to Cite

Feltes, H. P. de M., & Oliveira, L. A. de. (2019). The role of the active learning approach in teaching English as a foreign language. The ESPecialist, 40(2). https://doi.org/10.23925/2318-7115.2019v40i2a10

Issue

Vol. 40 No. 2 (2019)

Section

Papers

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