Teachers’ professional development: active approach and meaningful learning in the instruction in english as a foreign language

Abstract

This study aims to contribute to the professional teacher’s development proposing the use of active and meaningful learning to improve English Language instruction. The research team used qualitative and quantitative educational research approaches to collect information. The participants were 76 people among high school students, trainee teachers, and teachers in service in Manta, Ecuador. The Likert scale questionnaire, survey, and open-ended interview questions were used to gather information. Results allowed the research team to determine that the traditional methodology used for the instruction limits the students’ engagement and motivation for learning English as a foreign language. It concluded that an active approach and meaningful learning could improve student-teacher feedback creating a positive synergy and better educational environments. EFL classes should be more active and exciting for students to answer according to their local context and interests. In the same way, lessons should be supported with the scaffolding process for building more meaningful lessons to remember.