Student-centered and tech-enhanced pedagogy for english Learning in a Rural School.

Abstract

The present study evaluated the impact of technology integration and a student-centered pedagogy on the development of receptive English language skills (Listening and Reading) within a rural context. Under a quantitative approach and a quasi-experimental design, the research involved a sample of 11 high school students in Ecuador, divided into an experimental group and a control group. The initial baseline was established using the standardized Cambridge YLE pre-test. Subsequently, a 10-session didactic intervention was implemented based on the PDP instructional model and enhanced by digital platforms. Post-test results demonstrated a statistically significant impact (p=0.044) in the experimental group, which raised its average from an elementary level of 6.00 to a higher score of 8.00; in contrast, the control group showed a decline from 5.80 to 4.60 due to traditional dynamics and academic pressures in the school environment. The findings confirm that integrating digital tools facilitates English lessons, mitigating socio-educational gaps, reducing the affective filter and promoting collaborative work, thereby transforming students into an active builders of knowledge.