CHARACTERIZATION OF THE

EPISTEMOLOGICAL, METHODOLOGICAL,

AND PEDAGOGICAL PERSPECTIVE IN

ENGLISH LANGUAGE TEACHING

DOI: https://doi.org/10.37811/cl_rcm.v8i5.13645

Perspective in English Language Teaching

ABSTRACT

Autor principal

Correspondencia: eizer.montesdeoca@instipp.edu.ec

Pedagógica en la Enseñanza del Idioma Inglés

aprendizaje. Los hallazgos sugieren que integrar estas perspectivas promueve un desarrollo cognitivo

significativo, mejora la competencia comunicativa y fomenta el compromiso y la motivación de los

estudiantes. Además, se destaca la importancia de métodos pedagógicos adaptables y el uso de

tecnologías educativas para abordar las necesidades individuales de los estudiantes. Se proponen

Palabras clave: enseñanza del idioma inglés, perspectiva epistemológica, metodología, pedagogía,

Artículo recibido 22 agosto 2024

Aceptado para publicación: 26 septiembre 2024

From an epistemological perspective, teaching English not only involves the transmission of linguistic

knowledge but also fosters critical and reflective thinking. This perspective is grounded in the

constructivist approach, which argues that learning is an active and contextualized process, where

students build their own knowledge through interaction with their environment and problem-solving

Methodologically, English language teaching has evolved towards more communicative and student-

centered approaches. The communicative approach, for instance, emphasizes the importance of

interaction and language use in real-life contexts, thus promoting the development of authentic

communicative competencies (Canale & Swain, 1980). This approach contrasts with traditional

methods that focused on memorization and repetition of grammatical structures without meaningful

This article aims to characterize the epistemological, methodological, and pedagogical perspectives in

English language teaching. These perspectives not only contribute to the development of linguistic

competencies but also promote comprehensive and contextualized learning, preparing students to face

Vygotsky’s Social Learning Theory

Lev Vygotsky (1978) complements this view with his social learning theory, which emphasizes the

importance of the social and cultural environment in cognitive development. Vygotsky introduced the

concept of the Zone of Proximal Development (ZPD), which represents the difference between what a

student can do independently and what they can achieve with the guidance of an adult or more capable

Applications in English Language Teaching

The theories of Piaget and Vygotsky have influenced educational practices that promote active learning

and collaboration. For example, the use of group projects and activities in the English classroom aims

of grammatical rules and translation of texts. Although this method has limitations, such as the lack of

Communicative Approach

The communicative approach, developed in the 1980s by Canale and Swain (1980), emerged as a

response to the limitations of earlier methods. This approach emphasizes communicative competence,

the ability to use the language effectively in real-world contexts. The communicative approach is based

The pedagogical perspective addresses the strategies and practices used by teachers to facilitate English

Differentiated Instruction

Differentiated instruction recognizes that students have diverse needs, interests, and learning styles.

Tomlinson (2001) highlights the importance of adapting instruction to address these differences by

Use of Educational Technologies

The incorporation of educational technologies in English teaching has transformed pedagogical

practices. Tools such as online platforms, language learning apps, and multimedia resources can enrich

Scope Definition and Research Questions

This article focuses on characterizing the epistemological, methodological, and pedagogical

A systematic search was conducted in the following academic databases: Google Scholar, JSTOR,

ERIC, PubMed, and Scopus. The search strategy included the use of keyword combinations and

Study Selection

The selection of studies was carried out in two phases. In the first phase, titles and abstracts of articles

the following columns: author, year of publication, study purpose, methodology used, main results, and

conclusions (Creswell, 2014). This table enabled systematic comparison and detailed analysis of

similarities and differences across the reviewed studies. Patterns, trends, and gaps in the literature were

Synthesis of Findings

The study findings were organized into thematic sections corresponding to the three main perspectives:

epistemological, methodological, and pedagogical (Richards & Rodgers, 2014). This structure

review were discussed, and areas for future research were proposed. Additionally, practical

recommendations based on the findings were presented, aimed at improving pedagogical practices in

RESULTS

Epistemological Perspective in English Language Teaching

The literature review reveals that applying an epistemological perspective to English language teaching

enables a deeper and more critical understanding of the language. According to Pérez (2020), this

perspective fosters reflection on the nature of knowledge and the learning process, promoting a more

robust conceptual understanding. Studies indicate that epistemological approaches contribute to

significant cognitive development by fostering metacognitive skills in students (García & Martínez,

pronunciation, it has limitations in grammatical accuracy compared to the grammar-translation method

(Williams, 2022). Additionally, the importance of adapting pedagogical methods to meet students'

individual needs is emphasized, which has been shown to be crucial for improving learning outcomes

Pedagogical Perspective in English Language Teaching

The review of pedagogical strategies shows that student-centered methodologies, such as collaborative

learning and task-based approaches, are highly effective in increasing participation and motivation

The integration of epistemological, methodological, and pedagogical perspectives is presented as an

effective strategy for a more holistic approach to English teaching. Hernández (2023) suggests that this

combination allows for more effective adaptation to various learning styles and contexts, promoting

more comprehensive language competence. The review concludes that a multifaceted approach can

CONCLUSIONS

The review suggests that an approach integrating epistemological, methodological, and pedagogical

perspectives offers a strong foundation for effective English teaching. Educators are recommended to

consider adopting flexible and adaptive approaches, based on the reviewed evidence, to optimize the

From a methodological standpoint, communicative and immersion approaches have proven effective in

improving specific skills such as fluency and pronunciation. However, these methods have limitations

in terms of grammatical accuracy. Combining different pedagogical methods, tailored to the individual

The pedagogical perspective highlights the importance of student-centered strategies, such as

collaborative learning and a supportive emotional environment, which have been shown to significantly