Interactive pedagogical strengthening of Reading and Writing skills. Limitations in times of pandemic

Abstract

The interactive pedagogical strengthening of reading and writing skills in middle school general education students is of great interest in this century due to their usefulness and urgency. This research seeks to analyze these skills taking into context the rural situation of the educational institution located in the highland’s region of Ecuador and the event of the pandemic present in the world reality. It is a quantitative study, descriptive and explanatory, with longitudinal temporality (pre/post-test), its design is quasi-experimental and with non-probabilistic sampling. For data collection, the Key English Test for Schools (KET) was applied to the three grades of Basic General Education, under the Ecuadorian education system. The results show a low growth in the skills of learning and mastering a second language, measured through the t-student statistic and with a correlational analysis. It is concluded that the circumstances of the pandemic plus the common factors of the context and teacher training are considerable limitations for strengthening the learning of a foreign language as an element of personal and academic growth. The geographical location of the educational institution is another limitation towards learning a second language due to the socioeconomic conditions of its inhabitants.