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


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.

Palabras clave: EFL, active approach, meaningful learning, synergy, rapport


La descarga de datos todavía no está disponible.


Allen, M. W. (2016). Michael Allen's guide to e-learning.

Baggini, J. (2013). Philosophy: Key themes. Basingstoke: Palgrave Macmillan.

Ballard, K. (2016). The stories of linguistics: An introduction to language study past and present. London: Palgrave.

Bilewicz, M., & Winiewski, M. (2017). Exposure to hate speech increased prejudice through desensitization. Aggressive Behavior, 44(2), 136–146.

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHEERIC Higher Education Report 1. Washington, D.C.: George Washington University.

Badroeni. (2018). Improving students’ motivation in speaking English through active learning strategy. Research and Innovation in Language Learning, 1(2), 76- 88.

Carr, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16, 173-186.

Cevallos, J., Intriago, E. Villafuerte-Holguín, J., Molina, G., & Ortega, L. (2017). Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students. English Language Teaching, 10 (2), 100-113. doi: 10.5539/elt.v10n2p100

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Bristol: Multilingual Matters.

Deutscher, G. (2010). Through the language glass: Why the world looks different in different languages. London: Arrow.

Dornyei, Z. (2006) Motivation, Language Attitudes and Globalisation. Multilingual Matters Ltd. kl

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.

Haak, D.C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213–1216.

Handelsman, J., Miller, S., and Pfund, C. (2007). Scientific teaching. New York: W.H. Freeman.

Hall, G. (2011) Exploring English Language Teaching Language in Action. London: Routledge.

Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E., & Garczynski, A. M. (2011). Learning by doing: An empirical study of active teaching techniques. Journal of Effective Teaching, 11(2), 40-54.

Intriago, E., Villafuerte, J., Bello, J., & Cevallos, D. (2019). Teaching and learning english at the university: challenges from the ecuadorian context. In A. Bon, Pini, M., & Akkermans, H. Culture, citizenship, participation in Comparative Perspectives from Latin America on Inclusive Education. Amsterdam. Pangea.

Krashen, S. (1986) ‘Bilingual education and second language acquisition theory’, in California State Department of Education (ed.) Schooling and Language Minority Students: A Theoretical Framework. Sacramento, CA: Department of Education.

Loewen, S. and Reinders, H. (2011) Key Concepts in Second Language Acquisition. Basingstoke: Palgrave Macmillan.

Millis, B. J. (2012). Active Learning Strategies in Face-to-Face Courses.

Nehm, RH, & Schonfeld, IS. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.

Ruiz, C., Paredes, N., Macizo, P., & Bajo, M. T. (2008). Activation of lexical and syntactic target language properties in translation. Acta Psychologica, 128, 490–500.

Sousa, D. (2017). How the brain learns (5th ed.). London: SAGE.

Sopantini. (2014). Reforming teaching practice in Indonesia: A case study of the implementation in primary schools in North Maluku. (Master's thesis). University of Tasmania, Tasmania.

Spiro, J. (2013). Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.

Spada, N. & Lightbown, P. M. (2010). ‘Second Language Acquisition’, in Schmitt, N. (ed.) An Introduction to Applied Linguistics (2 ed.) Abingdon: Routledge. Nd

Sinatra, GM, Southerland, SA, McConaughy, FM, & Demastes, JW. (2003). Intentions and beliefs in students’ understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510–528.

Ubit, F. (2017). A review of effective teacher professional development [Paper presentation]. Proceedings of the 1st National Conference on Teachers’ Professional Development 2017, Banda Aceh.

Wang, B.T., Teng, C.W., & Lin, Y.H. (2015). Let’s go traveling—project-based learning in a Taiwanese classroom. International Journal of Information and Education Technology, 5(2), 84-89. http://dx.doi.org/10.7763/IJIET.2015.V5.481.

Weisholtz, D. S., Root, J. C., Butler, T., Tüscher, O., Epstein, J., Pan, H., Protopopescu, X., Goldstein, M., Isenberg, N., Brendel, G., LeDoux, J., Silbersweig, D. A., & Stern, E. (2015). Beyond the amygdala: Linguistic threat modulates peri-sylvian semantic access cortices. Brain and language, 151, 12–22. https://doi.org/10.1016/j.bandl.2015.10.004.

Yule, G. (2017). The study of language (6th ed.). Cambridge: Cambridge University Press.

Young, S. (2018). Indonesia’s active, creative, effective and joyful learning from a university teacher training program to high school classrooms. Indonesian Research Journal in Education, 2(1), 7-31.

Cómo citar
Manzano, R., Basantes, M. C., & Villafuerte-Holguín, J. (2023). Teachers’ professional development: active approach and meaningful learning in the instruction in english as a foreign language. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 1514-1537. https://doi.org/10.37811/cl_rcm.v7i1.4496