Andragogical methodology to promote autonomous english learning at Universidad Estatal Península de Santa Elena

Abstract

Andragogy is a broad science that focuses on helping adult learners progress independently in an educational setting, allowing them to become aware of their progress as they advance. However, its importance in English language learning cannot be ignored, which leads to following its methodology, which helps improve autonomous learning. That is why this research seeks to analyze the fundamental experiences of UPSE English teachers who have applied this methodology and who have encountered challenges, developed perceptions about andragogy, and, in turn, analyzed the characteristics of university students to improve teaching and self-regulation in the English modules taught by students and teachers of the Pedagogy of National and Foreign Language (PINE). This academic study followed a comprehensive qualitative methodology and also involved bibliographic research and a phenomenological study of interest, incorporating theoretical nuances. In addition, the data collected enriches the way teachers teach and the way students learn English, as it was possible to gather andragogical strategies that have a positive impact on the development of autonomous learning in the aforementioned language. Therefore, this research aims to develop a foundation for lasting student autonomy, which involves taking into account their needs and how the content can relate to their lives in real-world settings.