Strategy to focus English attention

Abstract

Introduction: This study addresses the inadequacies in the focus of attention that affect listening comprehension in English in fourth-year elementary school students at Cinco de Mayo School, which limits their performance in learning the language. Materials and methods: The methodology used for this research was through a qualitative approach whose research is based on the analysis of information collected through interviews and observation sheets. Methodological solutions based on the designed didactic strategy are proposed, which constitutes an innovative proposal. Results: The main result was a contextualized didactic strategy based on changes with cycles and pauses, including greater processing of oral information and reinforced motivation towards learning English. Discussion: The strategy was shared with teachers through a socialization workshop, where they expressed their enthusiasm for the design and its future implementation. Conclusions: This study concludes that listening comprehension should be encouraged through breaks between classes, thereby improving student attention and performance in English learning and foreign language teaching. This study offers practical tools to optimize listening comprehension in educational settings.