Descriptive study on didactic strategies for English language teaching at the Universidad Especializada de las Américas

Abstract

Studying a second language is difficult for some to learn, so the teacher must establish a relationship between didactic strategies and teaching. Didactic strategies and teaching are closely related since the teacher determines how students will acquire knowledge. The objective of this study was to describe the didactic strategies used by English teachers to teach the English language to students at the Specialized University of the Americas. For this, a non-experimental design was used, which allowed us to observe the variables in a single context. At the same time, the type of study in the initial phase is the exploratory one to identify variables. The Likert scale was used for data collection. The main results were: 81.4% of the participants have academic preparation at the Master's level, which allows them to handle the different didactic strategies properly, 41.9% of the teacher participants occasionally receive training in the management of didactic strategies, and 39.5% of the teacher participants frequently participate in training process, 41.9% frequently use collaborative learning and 40% use estimation scales for oral assessment. 39.5% frequently use checklists, 27.9% use anecdotal records, and 55.8% of the teachers participating in the study indicated that they frequently use evaluation instruments to assess written activities.