Evaluation of Active Strategies in English Learning at Bluefields Indian & Caribbean University

Abstract

This study analyzed the application of active strategies in English language teaching at Bluefields Indian & Caribbean University (BICU), aiming to evaluate their impact on students’ meaningful learning. The research stemmed from the need to enhance English instruction in an intercultural context, where linguistic and sociocultural diversity demands innovative and contextualized methodologies. A mixed-methods approach was employed, integrating quantitative and qualitative techniques. Surveys were administered to students, interviews were conducted with teachers, and classroom observations were carried out to identify the predominant active strategies across English proficiency levels (A1-B2). Data were analyzed using descriptive statistics and content analysis. Findings revealed that gamification and cooperative learning were highly effective at lower levels (A1 and A2) in increasing motivation and student engagement, while at intermediate and advanced levels (B1 and B2), project-based learning and simulations fostered autonomy and real-world language application. However, challenges such as insufficient teacher training and unequal access to technological resources were identified. It was concluded that implementing an Improvement Plan will optimize the use of active strategies, strengthening teacher training, technological infrastructure, and the integration of learning with meaningful experiences.