Active didactic strategies for Language learning in Fifth Grade Students

Abstract

Introduction: Didactic strategies based on active methodologies are essential for teaching Language, as they promote interactive and participatory learning. Objective: To design a didactic strategy based on active methodologies to enhance the teaching-learning process in the area of Language for fifth-year students at Unidad Educativa Mariscal. Methodology: This is a descriptive type of research, with a qualitative approach and a non-experimental design, as it explains the implementation of strategies based on active methodologies for the teaching-learning process in the area of Language. Results: The main findings indicate that teachers recognize the importance of students' active participation, but the strategies currently used are limited and do not fully develop cognitive skills or promote effective classroom participation. The diagnosis revealed that one-third of the students barely achieve the minimum score required to pass, reinforcing the need for new strategies. Proposal: A strategy was designed based on collaborative activities, gamification, and creative writing workshops, which foster both cognitive and social skills. Discussion: The results are consistent with similar studies that highlight the effectiveness of active methodologies in improving student learning and motivation. The proposal was validated by experts, who emphasized its feasibility without requiring significant modifications. Conclusion: It is necessary to implement active methodologies to foster comprehensive learning, improve academic performance, and promote the active participation of students.