METHODOLOGICAL STRATEGIES TO EXTEND
THE ATTENTION OF THE STUDENTS OF THE SIXTH
YEAR EGB OF THE EDUCATIONAL CENTER "5 DE
MAYO" IN THE TEACHING-LEARNING PROCESS OF
THE ENGLISH LANGUAGE
ESTRATEGIAS METODOLÓGICAS PARA AMPLIAR LA
ATENCIÓN DE LOS ESTUDIANTES DEL SEXTO AÑO EGB
DEL CENTRO EDUCATIVO “5 DE MAYO” EN EL PROCESO
DE ENSEÑANZA-APRENDIZAJE DEL IDIOMA INGLÉS
Stéfany Salomé Molina Andrade
Universidad Laica Eloy Alfaro de Manabí Extensión Chone – Ecuador
Mariellis Zambrano Ocampo
Universidad Laica Eloy Alfaro de Manabí Extensión Chone – Ecuador
Victor Efrén Alcivar Calderón
Universidad Laica Eloy Alfaro de Manabí Extensión Chone - Ecuador
pág. 8525
DOI: https://doi.org/10.37811/cl_rcm.v8i4.13014
Methodological strategies to extend the attention of the students of the sixth
year EGB of the Educational Center "5 de mayo" in the teaching-learning
process of the English language
Stéfany Salomé Molina Andrade
1
e1314559517@live.uleam.edu.ec
https://orcid.org/0009-0007-6568-6428
Universidad Laica Eloy Alfaro de Manabí
Extensión Chone
Ecuador
Mariellis Zambrano Ocampo
e1313673129@live.uleam.edu.ec
https://orcid.org/0009-0006-3490-2549
Universidad Laica Eloy Alfaro de Manabí
Extensión Chone
Ecuador
Victor Efrén Alcivar Calderón
efren.alcivar@uleam.edu.ec
https://orcid.org/0000-0003-1814-5657
Universidad Laica Eloy Alfaro de Manabí
Extensión Chone
Ecuador
ABSTRACT
This investigation delves into the efficacy of various methodological strategies in sustaining student
attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining
student engagement presents a significant challenge. To address this, the study employed a bibliometric
analysis to inform the research framework. A convenience sample of five English teachers with varying
levels of experience was selected for in-depth interviews. Additionally, classroom observations were
conducted to gather comprehensive data. The research findings illuminate the correlation between
specific methodological approaches and their impact on student attention levels. By examining the
perspectives of experienced educators and observing classroom dynamics, this study offers valuable
insights into effective strategies for optimizing student engagement in large-scale classroom settings.
The study also explores the role of interactive and participatory teaching methods, such as group
discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning
environment. By integrating these approaches, teachers can create a more dynamic and stimulating
classroom atmosphere that caters to diverse learning styles and keeps students actively involved.
Furthermore, the research highlights the importance of continuous professional development for
teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing
learning process empowers educators to implement innovative strategies that can effectively capture
and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive
understanding of the factors that contribute to student engagement and offer practical recommendations
for educators seeking to enhance the learning experience in large classroom settings.
Keywords: methodological strategies, learning-teaching process, attention, english learning
1
Autor Principal
Correspondencia: e1314559517@live.uleam.edu.ec
pág. 8526
Estrategias metodológicas para ampliar la atención de los estudiantes del
sexto año EGB del Centro Educativo “5 de mayo” en el proceso de
enseñanza-aprendizaje del idioma inglés
REUMEN
Esta investigación profundiza en la eficacia de diversas estrategias metodológicas para mantener la
atención de los estudiantes dentro de un aula de inglés de sexto grado en la ciudad de Chone. Con una
clase de 62 alumnos, mantener la participación de los estudiantes presenta un desafío importante. Para
abordar esto, el estudio empleó un análisis bibliométrico para informar el marco de la investigación. Se
seleccionó una muestra de conveniencia de cinco profesores de inglés con distintos niveles de
experiencia para realizar entrevistas en profundidad. Además, se realizaron observaciones en el aula
para recopilar datos completos. Los hallazgos de la investigación iluminan la correlación entre enfoques
metodológicos específicos y su impacto en los niveles de atención de los estudiantes. Al examinar las
perspectivas de educadores experimentados y observar la dinámica del aula, este estudio ofrece
información valiosa sobre estrategias efectivas para optimizar la participación de los estudiantes en
entornos de aula a gran escala. El estudio también explora el papel de los métodos de enseñanza
interactivos y participativos, como discusiones grupales, presentaciones multimedia y actividades
prácticas, para fomentar un entorno de aprendizaje más atractivo. Al integrar estos enfoques, los
profesores pueden crear una atmósfera de aula más dinámica y estimulante que atienda diversos estilos
de aprendizaje y mantenga a los estudiantes activamente involucrados. Además, la investigación destaca
la importancia del desarrollo profesional continuo de los docentes, permitiéndoles mantenerse
actualizados con las últimas tendencias y técnicas educativas. Este proceso de aprendizaje continuo
permite a los educadores implementar estrategias innovadoras que puedan captar y mantener
eficazmente el interés de los estudiantes. En última instancia, los hallazgos de este estudio tienen como
objetivo proporcionar una comprensión integral de los factores que contribuyen a la participación de
los estudiantes y ofrecer recomendaciones prácticas para los educadores que buscan mejorar la
experiencia de aprendizaje en aulas grandes.
Palabras clave: estrategias metodológicas, proceso de enseñanza-aprendizaje, atención, aprendizaje del
inglés
Artículo recibido 11 julio 2024
Aceptado para publicación: 13 agosto 2024
pág. 8527
INTRODUCTION
Strategies methodological
According to the Merriam–Webster Dictionary method is “a systematic procedure, technique, or mode
of inquiry employed by or proper to a particular discipline or art.”, at the same time, the University at
Buffalo defines the method as “the broader techniques used to help students achieve learning outcomes,
using different ways to implement methods knowing as activities.”, so the method can be considered as
the way to achieve a goal, in education, the teacher uses different methods to teach different topics to
his students, but it is important to consider an effective method to improve the attention of his students,
specifically in a second language lesson.
Conversely, Brown (2000) makes a comparison between method and methodology, defining the first
one as “specific, identifiable clusters of theoretically compatible classroom techniques” (p. 15), and the
second one as “pedagogical practices in general… Whatever considerations engage in `how to teach´
are methodological.” The last concept is like Richard and Rogers’ (1985:16) who define methodology
as the procedure that concerns the techniques and practices employed in the classroom […] Taking this
division into account we can center this draft into the second concept, looking for the best methodology
to improve students’ attention.
When we talk about academic language, we can share opinions with Liu & Shi, (2007) who imagine
that a method is characterized by a set of principles, procedures, or strategies to be implemented by
teachers to achieve desired learning in students. The teacher chooses these methods, according to the
subject and the needs of each group of students.
In education also exists dynamics, which can also be categorized as “a tool useful to keep the rhythm
and the attention of the class avoiding falling in the students’ learning” In fact, teaching through
dynamics can make the learning funnier and smoother for children. At this point is necessary to quote
Berger (1999) who recommends the use of humor and low comedy in classes. Scientific studies proved
that pupils not only learn better when the teacher uses humor but also, they can remember the
information for a longer time. An illustration of that is when readers can remember a funny day better
than a stressful moment in their lives.
pág. 8528
Referring to dynamics in pedagogy we refer to “a teaching method based on structured activities, which
purposes can vary in function of class objectives.” Dynamics are used principally to achieve skills
through experimental experiences. It is common the use dynamics to teach topics that the syllabus does
not consider. Commonly, dynamics are developed in groups, providing social skills to children, and
teaching cooperation, communication, and promoting a better learning environment.
Another factor that influences the learning-teaching process is the classroom or the learning
environment.
Abad (2013) suggests that the enemies of learning are the distractor factors, as well as that, Tellos
(2015) classifies these factors into two main groups, external factors, and internal factors, In the first
group we can find some as light, temperature, monotony, noisy, and space. Instead, the second group
content anxiety, familiar troubles, mental hardships, lack of motivation, and more psychological
aspects.
On one hand, we have Robert and Sampson (2011) researched that some students who participate
actively in the learning procedure are seen to have higher grades than those students who do not
participate, despite shy learners are not considered in the second group, even if they talk only the
necessary does not mean that they do not follow the learning in an industrious way. In addition, Noble
(2006), found that the academic activities of scholars, perceptions of their adapting strategies, and
background qualities were indirectly connected to their compound scores, during academic achievement
in secondary school. It should be noted in academic centers concurred by ungraduated from low increase
and dysfunctional families, that their grades are lower than those students who belong to families with
strong relationships and confidence between its members.
Similarly, a good relationship between lecturer-pupils influences the teaching-learning process,
Adeyele and Yusuf (2012) declared that the ability of the academic staff matters the most for collegians'
satisfactory performance. An important apport for this field was Miambo (2011) who ascertained that
there is a positive impact on the performance of students in higher education and the docent’s teaching
style, which is hardly related to methodology and its influence on academic development, being this
factor “which motivates the student to attend classes in the way of teaching of the content using active
learning approaches by the lecturer even if the topic under discussion is not interesting” (Clay and
pág. 8529
Breslow 2006) This idea is similar to Zanín and Bortolí (2005) who adding the lesson’s monotony and
the excess of homework as a distracting internal factor at the moment of teaching.
On the other hand, Raya (2010) shares her thinking line with Tellos about the external factors and highly
recommends arranging classrooms with neutral tones, a good illumination system, a temperature under
20º and above 17º, and avoiding noisy sounds to make a quiet and comfortable environment for all
students. Another factor important for this author is that she suggests individual learning because she
considers that classmates are also a distractor factor.
Conversely to Raya, Syed Manzoor (2015) indicates that an attended object must have at least one of
the following characteristics: intensity of the stimulus, size, novelty, contrast, strangeness, change,
movement, repetition, freshness, and interest. The first characteristic sustains that a higher voice can
get a better reception by students, the objects must be big and colorful, and the methodology should be
a novelty because new things obtain the attention of everyone.
Additionally, the term competence is used to refer to the skills and dexterity of each individual or a
classroom talking in general ways. The term competence first appeared at the end of the XVII century,
at Harvard and Chicago Universities making parts of McClelland and Bloom's works, the same which
being origin fundaments in competencies:
• Learning is an individual process.
• Pupils are oriented by their goals.
• Learners require time to develop and domain the learning.
Cejas and Pérez (2003), convey the term as the “capability”, the “skill” or the “aptitude” to carry up a
task, nevertheless, exist many more conceptualizations of the term depending on the authors. Besides,
another group of writers associate the term with learning acquisition, dexterity development, and skills
proficiency in professional ambits.
Similarly, authors such as Mertens (2000), Brum, and Samarcos (2001), have limited the term to “the
group of knowledge, skills, dexter and attitudes in conjunction with experiences, mental skills, reasons
apply in the successful professional and academic development.
pág. 8530
Students’ attention
Significant Learning
Significant learning is an internal cognitive activity that can be stimulated by external stimuli. Its goal
is to "learn to learn." This is achieved when the student applies cognitive learning strategies (Lopez,
2010) This learning can be taken as a strategy because if the student can identify their learning style, it
will be easier for them to focus their attention.
As stated by (Aceituno, 1998) significant learning is that in which the pupil acquires information as
knowledge, and it is in this part when strategies make their apparition conforming to (Lejter de
Balcones, 2000) the shared content must be ordered, logical, and schematic besides the main function
it has in learners’ sensitive and motivational side.
"Significant learning seeks to activate short-term and long-term memory, where students build their
knowledge.” In other words, they connect the important parts of new knowledge with what they already
know. This is how the same author indicates that significant learning will depend on the student's
willingness to conduct this connection.
Learning strategies
Learning strategies are the integrated sequences of procedures or activities that are specially chosen by
the professor to facilitate the acquisition, storage, and use of information or knowledge (Nisbet and
Shucksmith, 1986). They help to delimit the content to given to the collegians, in addition to helping to
motivate and focus the attention of the undergraduates.
By the terms of Díaz Barriga y Hernández Rojas (2010:179), Learning Strategies have many
characteristics like flexible procedures that might include techniques or specific operations, they must
be used in an adaptative way, not only in conditions, but also in contexts, and require the application of
metacognitive knowledge, contrary they could be confused with simple techniques.
Román y Gallgo, 1997 according to Learning Strategies are tools which contain “Action Plans” in which
the reader can find metacognition, searching Strategies, acquisition Strategies, personalization of
information, remembering Strategies, and even support strategies. The last group can name support
Strategies about motivation, self-control, context control, organization techniques, and answer makers.
pág. 8531
Perception
Perception is an additional important focus in the teaching-learning process, this includes the way that
people get the information, this perception can distinguish three methods: visual, auditive, and
kinesthetic, terms (Marina 1998: 132) Perception refers to “the capability to obtain information through
senses and their subsequent procedure to give it a meaning”
Perception is defined as “the psychological and cognitive process that makes it possible to integrate and
interpret the sensorial information, giving it a meaning and elaborating a significance” (Science and
Humanities Institute, 2012, p. 244) In other words, attention is close to perception, so it is correct to say
that without perception is impossible to get attention. Concisely, the cognitive process is progressive,
so if the pupil does not perceive, he will not get attention, and therefore he cannot store the information.
According to Goldstein (2006) “Once the attention is focused in an area, through the senses as sensorial
receptors, it can detect the stimulus or the stimulus setting that begins the perceptive process” Besides,
perception is the mental representation of every fillip receptive by the senses, hence it is necessary to
motivate to the learners by the use of strategies for each kind of perception, could them be visual,
auditive, or kinesthetic.
Learning Styles
A particularly crucial step in the teaching-learning process is recognizing students’ learning styles, for
instance, auditive students have a facility with words, they can learn what their heard, like dialogues,
can remember the things they listened and even could think by sounds. (Meza and Gómez 2008), if the
chosen activities are not adequate, they Will lose their attention faster than with the correct ones.
In line with Meza y Gómez (2008), visual learners are the owners of an organized, ordered, calm, and
more observant behavior; their learning is based on everything they see, e.g. photos, images, videos, or
whatever docent writes in the board, that is conforming to Oxford, Hollaway y Horton-Murillo (1992)
who stated that activities as conferences, conversations or even oral instructions could stress this kind
of students.
Likewise, kinesthetic pupils can learn through their hands, what they touch and craft with their
sensations. Their memories are general, but store information through muscular memory. (Meza y
Gómez 2008), that implies learning by experience. Oxford, Hollaway, and Horton-Murillo (1992)
pág. 8532
sustain that activities such as writing or listening for a long time could be uncomfortable for this sort of
pupils, they need little pauses to rest, or in contrast, to develop activities.
Prolongation of attention
“Capacity Theory” (Banyard, 1995: 29) refers to the quantity of attention that a person can pay in
determinate periods and how this can change according to the motivation or the fillip of the individual.
In short, this theory alludes to the human capacity to focus attention on themes considered important
by the subject, this process is known as “selective attention.”
Roeders 1997 brings up that attention is centered on stimulus finding in the environment, putting aside
all that is not related to a person’s interest. It is for this reason that teachers must apply strategies that
establish motivation in students for learning, and that make learners pay attention in classes too.
Consequently, this author numbers some motivational strategies that help to prolong attention, such as
collective works, puzzles, or debates.
Another alternative to extending the attention in classes is the use of Communicative Language
Teaching, allowing participants to break the monotony and take the theories to the practices in company
with their peers and cutting with Traditional Teaching based on grammar (Richards, 1992 p. 98 - 99).
Also, in this methodology, the teacher has a particularly significant role, in compliance with Prieto
(2008) under this methodology professor must have the attitude of being a class element without being
the principal one.
Suggestopedia is another method that consists of the learning environment adequation, creating a
relaxing environment allows undergraduates to return to an infantilization model. It is necessary to
remember that it is during childhood that the human brain can process better information, and with this
method, the teacher assumes the father/mother role. In this way, and following Bancroft (quoted by
Richards, 2007) “the older learner acquires the self-confidence, the spontaneity and the receptivity as
when was a toddler.”
Tokuhama 2011 believes that the prolonged attention span is about 15 to 20 minutes, and because of
that recommends making pauses during classes to develop the metacognition of individuals,
consequently, Teyssier, 2017, states that an efficient manner to keep attention is by playing short trivia
in middle of the lessons to monitor collegians’ attention and the knowledge achieved. For his part,
pág. 8533
(Universitaria, 2016) proposes starting the classes with a mental warm-up to prepare the brain for the
lesson, at times to help it to lose the fatigue from the previous class.
METHODOLOGY
The research was based on a mixed approach, combining qualitative and quantitative methods. The data
were collected through observation forms applied to 62 sixth-grade students of a Government-
subsidized school educative center in Chone City. Furthermore, interviews were conducted with 5
experts with different levels of educational experience, among them, the teacher of the observed
students.
The collection period lasted approximately five weeks during the academic cycle. To carry out the
research, permission was requested from school authorities, and an extracurricular meeting was
scheduled with the teacher in charge. The instruments used were validated by five specialists in
education, four of them are specialists in foreign languages, while another is an expert in neuroscience.
The research context was developed in Chone City, in Manabi, Ecuador. The study involved 62 students
and a foreign language teacher. This context was selected because the researcher noticed in their first
approach to the institution, during a research project, a lack of attention from the students in the teaching
process in the subject of English, due to the lack of use of methodological strategies. The sample was
selected by convenience, meaning the participants were chosen because of their proximity and
accessibility to the research.
RESULTS
Interview results
Question 1: According to the interview, teachers express those dynamics are essential when it comes to
getting students' attention. As an example, they suggest using songs, new quotes, games, the association
of experiences, and breathing exercises to improve the children's state of relaxation and even that they
are in a suitable environment, bringing forward the attention mode. They also consider it important to
find a balance between intrinsic and extrinsic motivation to maintain interest and engagement in the
learning process.
pág. 8534
Question 2: Videos were the most strategic and practical methodology used by teachers. In addition,
they use conversations, new expressions, and previous knowledge linked to conversations, without
forgetting the association of experiences as an "opportunity to connect between theory and practice".
Question 3: The lack of components in a classroom, such as space; conditions; temperature; and desks;
among others, could negatively affect the student's mood and attention in class, producing some failures
in the teaching-learning process. Where we can quote Jaramillo (2007a) "The classroom environment
is essential in favoring the physical, social and cognitive development of boys and girls".
Question 4: Most interviewees hailed the importance of screens, access to audio, good lighting in the
classroom, the ability to hear students' pronunciation, and sometimes if conditions are poor, teachers
can do free practice in open places such as parks. Again, quoting Jaramillo (2007b), who recognizes the
importance within the environment of objects, smells, shapes, colors, sounds, classroom furniture,
its distribution, walls, murals, materials, the way they are organized and the decoration or
ambiance (Jaramillo, 2007).
Question 5: All participants agreed on the importance of noise in the teaching-learning process. They
agreed that excessive sound negatively affects students' attention. One teacher also expressed that
during night classes, music bands from different schools rehearse and disturb the attention of other
students. Noise in the educational process is a negative agent that can result in stress, fatigue,
distraction, increased blood pressure and interrupted sleep.
Question 6: According to Piaget (1969) in his learning theory of associative learning, "it is a process by
which the subject, through experience, manipulation of objects, interaction with people, generates or
constructs knowledge" Most of the interviewees agree that students show more interest in class after
the dynamics or methodology, especially if the topic or skill to be developed is related to the activity at
the beginning of the class. It is very important to use new strategies and avoid routines; children tend
to get bored without innovations and games. In some cases, mentioned the students relax after the
activity, and even one of them thinks that teaching a second language implies teaching a second culture.
Question 7: Perception is one of the most important elements in the teaching-learning process;
perception not only affects how students receive the contents but also how often they retain the
information. Perception is the mental process through which the information obtained is elaborated,
pág. 8535
organized, interpreted and given meaning thanks to the interrelation existing between the subject or
consciousness. This is why some of the teachers interviewed agree that a good learning environment
will help to capture a better perception of the student.
Question 8: The interviewees have different ways of capturing students' perceptions, most of them use
an audio-visual method such as videos, flashcards, and songs. Maintaining a good learning environment
was also mentioned. Meanwhile, other interviewees prefer the use of games, activities or kinesthetic
activities to stimulate the classes. Torres E (2006) conceives perception as the cognitive process that
facilitates the adaptive capacity of the human being through the multiple stimuli it receives, this is how
the interviewees also take as a strategic option, the adequacy of a good environment in the classroom.
Question 9: The responses to this question vary depending on the interviewees. On the one hand, some
of them point out that it is very important to identify them because in this way they obtain better learning
results by being able to carry out activities that capture the attention according to each student, on the
other hand, it is also important to point out the relevance of holistic and integral education, where the
teacher works the general characteristics of their students, leaving behind the individualities. Holistic
education is "knowledge as a whole", which means, to include both the different types of learning and
the different areas of learning practically.
Question 10: Learning strategies help facilitate learning and knowledge acquisition in general. Then,
by recognizing learning styles, different activities can be divided, for example, with auditory learners,
watching videos and listening to music would be activities that would maintain attention during class,
on the contrary, with visual learners, activities on the blackboard with images or role-plays, as well as
for kinesthetic learners, activities such as descriptions would be of interest. It should be noted that the
interviewees mentioned that watching videos and classes with active pauses are activities that maintain
the attention of all learning styles equally.
Table 1. Observation results
Methodological teaching strategies
Whole class %
Partially
%
Total
%
The teacher applies methodological
teaching strategies in class dictation.
0
28,57
100
Students show interest in the strategies
applied by the teacher.
0
28,57
100
pág. 8536
The applied strategies by the teacher are
easy and comprehensible for students.
0
28,57
100
Students show motivation in the
methodological strategies applied by the
teacher.
0
28,57
100
Source: Unidad Educativa Fiscomisional de Chone
Elaborated by: Stéfany Salomé Molina Andrade & Mariellis Zambrano Ocampo.
Methodological strategies are described by Diaz & Hernandez (2002), as procedures that teachers use
flexibly and reflexively to motivate significant learning by students with the necessary resources for
teaching. The 71,43% of the observed classes teacher uses methodological teaching strategies, and as a
result, the students show interest in the same number of lessons.
The correct choice of methodological strategies motivates students to participate in building their
knowledge, making comprehension of the topics easier in the teaching-learning process, and keeping
their interest in the classes. (Arguello Urbina & a Sequeira Guzmán, 2016). Most of the observed lessons
show the correct choice of methodological strategies by the teacher, consequently, students' motivation
for the topic increased, contrary to the 28,57% of classes the teacher does not apply the correct
strategies.
Table 2
External Factors.
Whole class %
Partially
%
Total
%
External factors interfere with the learning-
teaching process.
0
57,14%
100%
Students present attention problems due to
some external factors such as noise, lack of
didactic material, temperature, and
physical space.
0%
57,14%
100%
Source: Unidad Educativa Fiscomisional de Chone
Elaborated by: Stéfany Salomé Molina Andrade & Mariellis Zambrano Ocampo.
Raya (2010) states that external factors such as illumination, temperature, and external noises, among
others, could affect students’ attention during classes. Observation files reveal two important factors.
On one hand, most of the classes are affected negatively by external factors. On the other hand, close
to half of the time external factors are not appreciated in the teaching-learning process. That means that
the rest of the students respect the lesson time and do not spend the time playing around, of course, the
distance between the different sports places and the classrooms is another factor to consider. Therefore,
classrooms in this educative center are equipped with air conditioner, which keep a cool environment,
pág. 8537
and also with screens that make possible a didactic learning environment using the technology and
giving a useful tool to develop activities and play audiovisual materials.
Table 3
Students’ attention
Yes
%
Sometimes
%
No
%
Total
%
The teacher starts the class using
methodological strategies that motivate
students
57,14
0
42,86
100
The teacher keeps students’ attention.
14,29
85,71
0
100
The teacher uses adequate methodological
strategies to prolong students’ attention.
0
71,43
28,57
100
The teacher gets the students’ full
attention
0
42,86
57,24
100
Source: Unidad Educativa Fiscomisional de Chone
Elaborated by: Stéfany Salomé Molina Andrade & Mariellis Zambrano Ocampo.
Bernstein, L. (2022) indicates the importance of engaging the classes using methodological strategies
to motivate students. Bernstein indicates that “when students are engaged, they feel motivated, and
learning happens more easily.” The teacher gets engaged at the start of the class on many occasions,
even though students do not keep their attention at all, however, the attention focus was never zero,
demonstrating the importance of good engagement.
Educación 3.0 (2017) provides a list of some strategies that could help to prolong the students’ attention,
in that list the researcher could find activities such as quizzes, mental games, and using humor, among
others. In the observed classes, the teacher used some of these strategies, however, the result was not
the best, and students lost attention rather than keep during the whole class.
Table 4
Learning style
Yes
%
Sometimes
%
No
%
Total
%
The teacher considers the students’
learning style
0
14,29
85,71
100
The teacher knows his students’ learning
style
85,71
14,29
0
100
The teacher takes into account the use of
adequate methodological strategies
according to students’ learning style
0
57,24
42,86
100
The teacher employs methodological
strategies that are interesting for all
students.
0
57,24
42,86
100
Source: Unidad Educativa Fiscomisional de Chone
Elaborated by: Stéfany Salomé Molina Andrade & Mariellis Zambrano Ocampo.
pág. 8538
Shaidullina, A. R., et al., (2023) articulate that learning styles refer to the unique ways in which
individuals best receive and process information. Therefore, these authors consider that “incorporating
learning styles can enhance students’ understanding and engagement with various scientific concepts.”
Despite that, the observed teacher did not consider the different ways in which their students best learn,
especially when the mentor already knows about their learners’ preferences.
Felder and Silverman (2022) demonstrate in various studies that identifying the preferred modes of
learning such as visual, auditive, or kinesthetic can lead to and improve learning outcomes, engagement,
and motivation, as a result, attention is improved too. In spite of the previous study, the teacher seldom
takes into account the pupils’ learning style, affecting those whose learning mode is different from the
majority of students.
Table 5
On a 5 to 1 scale. Being 5 the higher, mark
Sustained
attention during
the class.
5
4
3
2
1
Total
Previous the class
start.
0%
42,86%
0%
14,28%
42,86%
100%
During class
development.
0%
42,86%
57,14%
0%
0%
100%
After the class
development.
14.29%
85,71%
0%
0%
0%
100%
Source: Unidad Educativa Fiscomisional de Chone
Elaborated by: Stéfany Salomé Molina Andrade & Mariellis Zambrano Ocampo.
The previous table shows the rank of students’ sustained attention during the class performance. Results
show that only in 14,29% of the classes could the teacher keep students' attention peak, but only after
the theoretical class development, actually the higher peak in attention seems to be during the exercise
resolution, getting 85,71% demonstrating that theoretical lessons need to change the focus to obtain
learners’ attention.
Contrary, the start of the lessons is the most boring time of the class for students, get the attention of
the children is extremely hard for the teacher. The factor that makes the situation complicated in this
case is the schedule because the lesson time is just after the break, consequently, students feel excited
about the games and don’t pay attention to the start of the lessons. Another factor is the lessons before
the English class, some days students have art lessons before English, and as a result, they spend time
pág. 8539
in the English class saving their art tools, finishing some draws, or even finding boring the theoretical
approach of the lesson after a practical class.
By comparison, the students' attention is at a medium level during the development of the class, which
means that students certainly do not center all their attention in the class but even are distracted during
the explanation of the topics.
DISCUSSION
According to the interview, methodological strategies focused on student-centered learning are
necessary to develop a better perception from learners of the topics shown in class. Also, Rodriguez
and Mala (2023) state that the participation of students develops their confidence and social interactions.
In the same way, the environment in which students should take classes reports an advantage in the
prolonged attention of students, the lack of external noises allows an improved learning experience, in
this line of thinking, the climatization of the classroom makes the space comfortable avoiding the
boredom caused by the heat.As the authors complain at the beginning the importance of resources is
fundamental, however, in some institutions, this is not possible, teachers should develop new strategies
in order to develop students’ pronunciation. “5 de Mayo” school counts with a screen that makes
possible the use of audiovisual resources to improve listening skills and motivate students using
technology in education.
In the observed classes, the researchers could appreciate the methodological strategies used by the
teacher, the right choice of these strategies changed the whole class. A correct option can help teachers
to make the lessons smother and facilitate the learning to students.
Motivation is another factor to take into consideration at the moment of speaking about the teacher-
learning process. Methodological strategies that involve mental skills such as memory, trivia, and
puzzles can raise students’ motivation and consequently hold the attention peak rather than in normal
class.
Referring to the learning style a teacher must be able to identify the different characteristics of their
pupils that can help them build their skills and proficiency in the target language. The impartation of
lessons through these styles results in more success in the reception of information for learners.
pág. 8540
CONCLUSIONS
Methodological strategies raise students’ attention, the teacher in most of the classes was able to apply
the correct strategy to get students' motivation, and thus hold learners’ attention. In the lessons in which
the strategy was not adequate students lost their attention easily and made the class hard to contain.
The school’s infrastructure allows silence in class and the conditions are appropriate for teaching
without external factor distractors. The presence of technological tools could facilitate learning,
nevertheless, these resources are not always used, despite that, teacher prefers the use of traditional
methods as students’ book exercises and explaining the topics making use of board wasting modern
resources that could improve students’ pronunciation.
Getting students' attention is not all a teacher needs to consider in their class. It is important to hold this
attention too. Even if the teacher could focus the attention of the pupils on the board sometimes the kids
felt bored by the monotony of the lessons and lost their motivation and attention. Eventually, learners
start conversations between them and create disturbs in the classroom.
Even if the researchers and some authors consider the learning styles important at the moment of the
impartation of one class the observed teacher does not take into consideration all the learning styles of
their learners. During the observation process, the authors of this paper realized the presence of various
types of learning styles, whereas the teacher only paid attention to the traditional style (auditive style).
As a result, not all students can get the information the first time and several repetitions were necessary
to teach each topic to the classroom.
Finally, through the observation files the researchers can find out that the major attention peak occurs
during the practical exercises, this is because students feel motivated to participate and break the routine,
moreover, students during this period can feel themselves integrated in the class impartation as an
important element and not only as a teacher’s listener.
pág. 8541
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