Pedagogical strategies to encourage social interaction in 100% online English classes

Rosa Marianella Contreras Jordán, Jeanelly Cecilia Aguilar Parra, Byron Carlos Reasco Garzón, Daniel Fabricio Contreras Moscol

Resumen


Fully online education has represented a momentous shift in teaching and learning processes, but it has also brought with it significant challenges, especially regarding social interaction among students. This situation becomes even more complex in English language learning, where constant communication is key. This quantitative study aimed to analyze pedagogical strategies that strengthen this interaction in English classes conducted entirely in virtual environments. Based on surveys administered to 200 university students and 15 teachers, the practices that best stimulate participation, communication, and collaborative work were identified. The findings reveal that methodologies such as task-based learning, peer feedback, small group discussions, collaborative projects, and gamified activities have a positive impact on social interaction within virtual classrooms. Based on this, recommendations are proposed aimed at enriching digital teaching and promoting a more connected and meaningful learning experience.


Palabras clave


Online education; social interaction; English learning; pedagogical strategies; digital teaching; second language acquisition.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i6.9669

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