Inclusive English Language Learning Strategies and Listening Skill

Abstract

In the educational field, inclusion is a process aimed at guaranteeing the right to quality education for all students on equal terms. It is important to mention that inclusion does not only refer to students with disabilities or learning problems, on the contrary, inclusion is a process that addresses and satisfies the needs of students regardless of their gender, sociocultural characteristics, needs, abilities, and learning interests. For this reason, the main objective of this research was to analyze inclusive strategies that can be applied to improve listening skill in eighth grade students of the Escuela Básica "Jerusalén" in Ambato. Therefore, this research had a quantitative approach, since the data collected through a pre-test and a post-test (Cambridge test Flyers A2) were analyzed. In addition, a pre-experimental design was carried out with 10 face-to-face interventions in a course made up of 12 students, 6 men and 6 women, for 5 weeks. According to the diagnostic test, it was identified that the students had certain deficiencies in the development of listening skill. However, after the application of different inclusive strategies, such as cooperation, debate, analysis, practice and challenge, the students had a visible and positive improvement in the learning process, and therefore in the listening competence. Finally, students felt more included in the classroom when these strategies were introduced in the development of lesson plans under techniques or activities with a group focus, open questions, critical opinions, problem solving, topics of social interest, worksheets and school projects. Also, these strategies contributed significantly to the creation of an inclusive environment based on the active participation of students