THE USE OF ACTIVE METHODOLOGIES TO PROMOTE THE ENGAGEMENT OF FOREIGN LANGUAGE STUDENTS

THE USE OF ACTIVE METHODOLOGIES TO PROMOTE THE ENGAGEMENT OF FOREIGN LANGUAGE STUDENTS

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Jean dos Santos Silva

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Faculdade Iguaçu, Capanema, Paraná, Brasil

[email protected]

ABSTRACT

This article addresses the use of active methodologies in foreign language teaching in higher education, aiming to promote student motivation and engagement. The transformations that have occurred in this area have driven the search for more effective and engaging pedagogical approaches. Traditional methods often fail to meet students' expectations, resulting in low motivation and engagement. Research highlights the importance of motivation and engagement for successful learning. Active methodologies, which place students as protagonists of the learning process, have proven to be a dynamic and participatory alternative. Studies show that such approaches result in greater student motivation and engagement. In addition, the use of educational technologies, such as digital games, has also been shown to be effective in this context. However, further research is needed to explore their applicability and provide practical guidance to teachers. The implementation of active methodologies requires careful planning and adaptation to students' needs and teaching contexts.

Keywords: Active methodologies. Motivation. Engagement. Foreign language teaching. Higher education.

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RESUMO

Este artigo aborda o uso de metodologias ativas no ensino de línguas estrangeiras no ensino superior, visando promover a motivação e engajamento dos alunos. As transformações ocorridas nessa área impulsionaram a busca por abordagens pedagógicas mais efetivas e envolventes. Os métodos tradicionais frequentemente não atendem às expectativas dos estudantes, resultando em baixa motivação e engajamento. Pesquisas destacam a importância da motivação e engajamento para o sucesso da aprendizagem. As metodologias ativas, que colocam os alunos como protagonistas do processo de aprendizagem, têm se mostrado uma alternativa dinâmica e participativa. Estudos evidenciam que tais abordagens resultam em maior motivação e engajamento dos alunos. Além disso, o uso de tecnologias educacionais, como jogos digitais, também tem se mostrado eficaz nesse contexto. No entanto, é necessário realizar mais pesquisas para explorar sua aplicabilidade e fornecer orientações práticas aos professores. A implementação das metodologias ativas requer um planejamento cuidadoso e adaptação às necessidades dos alunos e contextos de ensino.

Palavras-chave: Metodologias ativas. Motivação. Engajamento. Ensino de línguas estrangeiras. Ensino superior.

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1 INTRODUCTION

 Foreign language teaching in higher education has undergone significant transformations in recent decades, driven by new pedagogical approaches that aim to provide students with more effective and engaging learning. In this context, the use of active methodologies has aroused great interest among researchers and education professionals. Such methodologies place students as protagonists of their own learning process, promoting their motivation and engagement. In this article, we focus on the use of active methodologies for student motivation and engagement in foreign language teaching in higher education.

 In higher education, foreign language teaching plays a crucial role in students' academic and professional training, preparing them for a globalized and multicultural society. However, traditional methods of foreign language teaching often fail to meet students' needs and expectations, resulting in low motivation and engagement.

 Students' motivation and engagement in foreign language teaching are key to successful learning. Motivated and engaged students are more likely to achieve good academic performance and develop language skills more effectively.

 Therefore, the relevance of this theme is justified, since understanding how active methodologies can contribute to students' motivation and engagement in foreign language teaching can provide subsidies for the improvement of teaching and learning in this context. For this, the guiding question is presented: How do active methodologies promote students' motivation and engagement in foreign language teaching?

 Active methodologies have been widely explored as an alternative to traditional foreign language teaching methods, offering a more dynamic and participatory learning environment. These approaches actively engage learners in practical, collaborative and meaningful activities, stimulating their intrinsic motivation and engagement.

 The use of active methodologies in foreign language teaching in higher education has shown potential to promote students' motivation and engagement. By actively involving students in meaningful and stimulating activities, these approaches contribute to more effective and enjoyable learning. However, it is important to emphasize that the implementation of these methodologies requires careful planning and adaptation to the specific needs of students and teaching contexts. Thus, more research is needed to explore the effectiveness and applicability of these approaches, as well as to provide practical guidance to foreign language teachers in higher education.

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2 THEORETICAL ASSUMPTIONS

 Active teaching methodologies are pedagogical approaches that encourage the active participation of students in their own learning process, seeking to promote engagement and the construction of knowledge in a meaningful way. According to Bonwell and Eison [4], these methodologies are characterized by the active involvement of students in activities that go beyond simple passive listening in the classroom. In the context of foreign language teaching in higher education, student engagement plays a crucial role in developing language skills and promoting effective learning. Recent studies have explored the relationship between the use of active methodologies and student engagement in this context.

According to a study by Amaral and Simões [2] active methodologies can increase foreign language students' engagement by involving them in interactive and collaborative activities, stimulating active participation and joint construction of knowledge. Through these approaches, students are encouraged to interact with each other and with the content, developing their communicative skills and promoting more meaningful learning.

Another study by Siqueira and Santos [14] points out that students' engagement in foreign language classes is influenced by factors such as intrinsic motivation, the perceived relevance of activities and the sense of autonomy. Active methodologies provide opportunities for students to feel more involved and motivated, since they are offered choices, responsibilities and an active role in the learning process.

In this sense, strategies such as Problem-Based Learning (PBL) have been widely explored. According to Guerra [9], in this approach, students are challenged to solve real problems related to the foreign language through investigation, research and group discussion. This methodology promotes student engagement, as they become protagonists of their own learning, working collaboratively to find solutions.

The adoption of active methodologies in foreign language teaching offers a number of benefits for students. According to Amaral and Simões [2], the active participation of students in interactive and collaborative activities promotes the development of communicative skills, increased motivation and improved self-confidence. This approach engages students in a process of joint construction of knowledge, providing more meaningful and lasting learning.

Studies have shown a positive relationship between students' active engagement and the acquisition of language skills. In research conducted by Duarte et al. [7], it was found that active engagement, especially through practical and interactive activities, favors the development of listening, speaking, reading and writing skills in foreign languages. The active involvement of students in language practice, through conversation activities, group discussions and simulations, for example, promotes greater exposure to the target language and stimulates the effective use of language skills.

Duarte et al. [7] also investigated the effectiveness of the flipped classroom approach in foreign language teaching. The results indicated that this active methodology promoted students' engagement through active participation in practical activities such as group discussions and simulations. In addition, students demonstrated better performance in language skills such as listening comprehension, speaking and writing.

Another relevant study is that of Rassool and Harris [12], who investigated the relationship between student engagement and progress in foreign language acquisition. The results indicated that more engaged students showed better language performance over time, highlighting the importance of active engagement in the learning process.

Another active methodology is the Flipped Classroom. In this model, students have early access to content through online resources, such as videos or reading materials, before face-to-face classes. During classes, time is dedicated to practical activities, such as group discussions, simulations or conversation practices. Amaral and Simões [2] state that this approach encourages active student engagement, as students arrive to class prepared and can take advantage of the time for meaningful interactions.

A study conducted by Amaral and Simões [2] investigated the impact of using active methodologies in foreign language teaching in higher education. The results showed that these approaches, such as problem-based learning and the flipped classroom, promoted greater student engagement by stimulating active participation, collaboration and reflection on the content. In addition, students reported greater motivation and interest in learning the foreign language.

Furthermore, the use of educational technologies has been shown to be an effective way to promote the engagement of foreign language students. According to the study by Vásquez, Peñafort, and Salvador [15], the integration of technologies such as mobile apps, online platforms, and multimedia resources can increase students' interest and motivation, encouraging them to actively participate in learning activities. These technologies offer opportunities for autonomous practice, real-time interaction and access to authentic materials, which contributes to the acquisition and improvement of language skills.

It is important to emphasize that, despite the benefits observed, the implementation of active methodologies in foreign language teaching also presents challenges. A study by Wong [16] discussed the importance of institutional support and adequate teacher training for the effective use of these approaches. The results highlighted the need for investments in teacher training and capacity building, as well as the creation of institutional policies that promote the adoption of active methodologies.

Promoting foreign language students' engagement is a constant challenge in the context of higher education. In this sense, the use of active methodologies has proven to be an effective approach to involve students more actively and participatively in their learning process. However, it is also important to assess students' engagement to understand their level of involvement and identify areas that need improvement.

The assessment of foreign language learners' engagement can be carried out through various methods and instruments. According to Lima et al. [11], direct observation of students' behavior in the classroom is one way to assess engagement. The researchers highlight the importance of observing indicators such as active participation in discussions, interest shown during activities and collaboration with colleagues.

Another method of assessing engagement is the use of questionnaires or rating scales. These tools allow students to express their perceptions and feelings regarding their own motivation, interest and participation in learning activities [5]. This information is valuable for understanding the level of student engagement and identifying possible areas for improvement.

Moreover, formative assessment plays a crucial role in the teaching-learning process. According to Almeida [1], continuous and formative assessment allows students to receive regular feedback on their performance, enabling adjustments and improvements throughout the process. This approach values not only the end result, but also the individual progress of students, encouraging engagement and reflection on their own learning.

Assessment is also key to the continuous improvement of the teaching-learning process. By identifying the strengths and weaknesses of students, teaching methods and strategies used, teachers can adjust their practices and approaches to better meet students' needs [10]. Through the analysis of the evaluation results, it is possible to identify areas that need greater emphasis, implement appropriate interventions and constantly seek to improve teaching practice.

Therefore, the use of active methodologies to promote foreign language students' engagement in higher education is a promising approach. The assessment of student engagement, through appropriate methods and instruments, is essential to understand the level of student engagement and identify areas that require improvement. Moreover, continuous and formative assessment plays a crucial role in the continuous improvement of the teaching-learning process, allowing for adjustments and refinements to promote more meaningful and engaging learning.

In the context of foreign language higher education, the implementation of active methodologies has been shown to be a promising approach to promote student engagement. However, teachers face challenges when adopting these methodologies in their pedagogical practices. In this text, we will discuss the main challenges faced by teachers and also propose possible solutions to overcome them.

The implementation of active methodologies in foreign language teaching can face significant challenges. One of these challenges is the resistance of students, who are used to more traditional teaching methods. Santos and Ferreira [13] highlight that students may show apprehension towards more participatory and collaborative approaches.

Another challenge is the limited infrastructure of educational institutions. Not all have adequate technological resources and environments for the effective application of active methodologies. The lack of access to digital devices, quality internet and appropriate spaces can hinder their implementation [8].

In addition, the adoption of active methodologies requires additional time and planning by teachers. Designing activities, searching for relevant materials and creating differentiated assessment strategies require extra effort. This can be challenging, especially when teachers are already overloaded with their academic activities [6].

To overcome these challenges, it is necessary to sensitize and guide students about the benefits of active methodologies. Teachers can carry out introductory activities that help students understand the advantages of these approaches, encouraging a more receptive and participatory attitude [3].

In addition, partnerships and collaboration between educational institutions and teachers can help overcome the lack of resources and infrastructure. Sharing resources and establishing collaborative networks enables the implementation of active methodologies, even in environments with limited resources [8].

Besides, it is essential to offer training and institutional support to teachers. Professional development programs, such as courses, workshops and pedagogical support specific to the use of active methodologies in foreign language teaching, empower teachers and increase their confidence in implementing these approaches [6].

Hence, by overcoming these challenges, the benefits of active methodologies in foreign language teaching can be achieved, providing students with more engaging and effective learning. Despite the challenges, the use of active methodologies in foreign language teaching in higher education offers valuable opportunities to promote student engagement. Raising student awareness, overcoming infrastructure limitations and training teachers are key aspects to ensure successful implementation of these approaches. By overcoming the challenges, teachers can provide students with a more meaningful and engaging learning experience, promoting the development of language skills and the construction of knowledge in a more active and autonomous way.

3 CONCLUSION

In this article, we have discussed the importance of using active methodologies in higher foreign language education to promote student engagement. Recapping the main points addressed, we highlight that active methodologies involve students' active participation in their own learning process, through interactive, collaborative and hands-on activities. These approaches stimulate student engagement by offering choices, responsibilities and an active role in the learning process.

From the literature review, we conclude that active methodologies have demonstrated positive results in the context of foreign language teaching in higher education. Studies show that these approaches increase students' engagement by involving them in interactive and collaborative activities, stimulating active participation and joint construction of knowledge. In addition, factors such as intrinsic motivation, perceived relevance of activities and sense of autonomy influence students' engagement, and active methodologies provide opportunities for these aspects to be developed.

The relevance of this study lies in the contribution to more effective and lasting learning in foreign language teaching. By involving students in a meaningful way, active methodologies promote the development of language skills, increase motivation, self-confidence and knowledge construction. In addition, the use of educational technologies has been shown to be effective in stimulating student engagement, making learning more attractive and interactive.

The active engagement of foreign language students through active methodologies provides significant benefits to the learning process. Through active participation in interactive, collaborative and hands-on activities, students develop language skills, increase motivation and self-confidence, and build a more meaningful and lasting knowledge of the target language. The integration of educational technologies also plays an important role in stimulating student engagement by providing opportunities for autonomous practice and access to authentic resources. Therefore, the use of active methodologies is an effective strategy to promote foreign language learners' engagement and acquisition of language skills in higher education.

In response to the research question on how active methodologies promote student engagement, we can state that they provide opportunities for students to become protagonists of their own learning, stimulating their active participation, collaboration and knowledge construction. The active involvement of students in language practice, through practical, interactive and autonomous activities, favors the acquisition and improvement of language skills.

Finally, active methodologies have proven to be a promising approach to promote foreign language students' engagement in higher education. These approaches stimulate active participation, collaboration and knowledge construction, contributing to more effective and lasting learning.

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4 DIRECTIONS FOR FUTURE WORK

For future research, we suggest further investigating the specific effects of different active methodologies on foreign language learners' engagement. In addition, it is important to explore how institutional support and adequate teacher training can influence the effective implementation of these approaches. Longitudinal studies that assess the impact of active methodologies over time would also be valuable to better understand the long-term effects of student engagement.

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5 REFERÊNCIAS

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