Vol. 12/ Núm. 1 2025 pág. 2844
https://doi.org/10.69639/arandu.v12i1.777
The Eclectic Approach application: A review study of English
teaching experiences
La aplicación del Enfoque Ecléctico: Un estudio de revisión de las experiencias de
enseñanza del inglés
Josué Bonilla Tenesaca
josue.bonillate@ug.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad de Guayaquil
Guayaquil – Ecuador
Diana Egas Herrera
dcegash@ube.edu.ec
https://orcid.org/0000-0003-2878-0689
Universidad Bolivariana del Ecuador
Durán – Ecuador
Johnny Campoverde López
johnny.campoverdel@ug.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad de Guayaquil
Guayaquil - Ecuador
Artículo recibido: 10 enero 2025 - Aceptado para publicación: 20 febrero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This article aimed at providing a review study of English teaching experiences where the eclectic
approach could be used to support language teaching. The analytical-synthetic, inductive-
deductive and hermeneutic-dialectical methods are used for the analysis and interpretation of the
data processed, derived from the bibliography consulted and pedagogical experiences in this field.
The document study method and a registration instrument were also used for the review study of
English teaching experiences. English teaching experiences were selected from a group of 21
professors that attended the Masters´ Degree Program Pedagogy of English as a Foreign Language
at the University of Ecuador (UBE) since 2022, they were all members of Group 1. From 72
practical tasks developed in the course Second Language Acquisition, 21 were selected from Unit
1, dealing with methods, approaches and techniques in Foreign Language Teaching (FLT). They
were selected for the review study using some inclusion criteria and coded into the methods
integration dimension, the language skills integration dimension and the didactic dimension. The
indicators permitted to verify quantity of methods integrated in the classrooms, integration of
linguistic skills, and didactic planning. The review study showed the tendencies to integrate
several methods as a way to use an eclectic approach. It also provided useful information for
Vol. 12/ Núm. 1 2025 pág. 2845
participants regarding the application of the eclectic approach in English language teaching. The
study contributes to highlight positive learning outcomes with the use of the eclectic approach to
be considered in future research.
Keywords: methods, eclectic approach, experiences, english teaching
RESUMEN
Este artículo tuvo como objetivo proporcionar un estudio de revisión de las experiencias de
enseñanza de inglés donde el enfoque ecléctico podría usarse para apoyar la enseñanza de
idiomas. Para el análisis e interpretación de los datos procesados se utilizan los métodos analítico-
sintético, inductivo-deductivo y hermenéutico-dialéctico, derivados de la bibliografía consultada
y experiencias pedagógicas en este campo. También se utilizó el método de estudio documental
y un instrumento de registro para el estudio de revisión de experiencias de enseñanza de inglés.
Las experiencias de enseñanza de inglés fueron seleccionadas de un grupo de 21 profesores que
cursaron la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad del
Ecuador (UBE) desde el año 2022, todos integrantes del Grupo 1. De 72 tareas prácticas
desarrolladas en la asignatura Adquisición de Segundas Lenguas, se seleccionaron 21 de la
Unidad 1, que trata sobre métodos, enfoques y técnicas en la Enseñanza de Lenguas Extranjeras
(FLT). Fueron seleccionados para el estudio de revisión utilizando algunos criterios de inclusión
y codificados en la dimensión de integración de métodos, la dimensión de integración de
habilidades lingüísticas y la dimensión didáctica. Los indicadores permitieron verificar cantidad
de métodos integrados en las aulas, integración de habilidades lingüísticas y planificación
didáctica. El estudio de revisión mostró las tendencias a integrar varios métodos como una forma
de utilizar un enfoque ecléctico. También proporcionó información útil para los participantes
sobre la aplicación del enfoque ecléctico en la enseñanza del idioma inglés. El estudio contribuye
a resaltar los resultados positivos del aprendizaje con el uso del enfoque ecléctico para ser
considerados en futuras investigaciones.
Palabras clave: métodos, enfoque ecléctico, experiencias, enseñanza de inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
participants regarding the application of the eclectic approach in English language teaching. The
study contributes to highlight positive learning outcomes with the use of the eclectic approach to
be considered in future research.
Keywords: methods, eclectic approach, experiences, english teaching
RESUMEN
Este artículo tuvo como objetivo proporcionar un estudio de revisión de las experiencias de
enseñanza de inglés donde el enfoque ecléctico podría usarse para apoyar la enseñanza de
idiomas. Para el análisis e interpretación de los datos procesados se utilizan los métodos analítico-
sintético, inductivo-deductivo y hermenéutico-dialéctico, derivados de la bibliografía consultada
y experiencias pedagógicas en este campo. También se utilizó el método de estudio documental
y un instrumento de registro para el estudio de revisión de experiencias de enseñanza de inglés.
Las experiencias de enseñanza de inglés fueron seleccionadas de un grupo de 21 profesores que
cursaron la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad del
Ecuador (UBE) desde el año 2022, todos integrantes del Grupo 1. De 72 tareas prácticas
desarrolladas en la asignatura Adquisición de Segundas Lenguas, se seleccionaron 21 de la
Unidad 1, que trata sobre métodos, enfoques y técnicas en la Enseñanza de Lenguas Extranjeras
(FLT). Fueron seleccionados para el estudio de revisión utilizando algunos criterios de inclusión
y codificados en la dimensión de integración de métodos, la dimensión de integración de
habilidades lingüísticas y la dimensión didáctica. Los indicadores permitieron verificar cantidad
de métodos integrados en las aulas, integración de habilidades lingüísticas y planificación
didáctica. El estudio de revisión mostró las tendencias a integrar varios métodos como una forma
de utilizar un enfoque ecléctico. También proporcionó información útil para los participantes
sobre la aplicación del enfoque ecléctico en la enseñanza del idioma inglés. El estudio contribuye
a resaltar los resultados positivos del aprendizaje con el uso del enfoque ecléctico para ser
considerados en futuras investigaciones.
Palabras clave: métodos, enfoque ecléctico, experiencias, enseñanza de inglés
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 2846
INTRODUCTION
In the current globalization scenario the English language has attained a universal status
being widely used around the world. There is a need for everyone to learn this global language to
communicate with other states, regions and countries.
As a result, English is taught as a foreign language and second language in schools, colleges
and universities around the world. In English Language Teaching (ELT), teachers have adopted
many methods, approaches and techniques for training the students to develop the basic
linguistic skills in English: listening, speaking, reading and writing.
Such methods have been widely recognized and applied by English teachers since the 19th
century: Grammar-translation that provides scraps of comprehensible input; Audio-lingualism
provides comprehensible input; the Natural Approach that captures students' interest by using
affective acquisition activities; the Total Physical Response which consists basically of obeying
commands given by the instructor that involve an open physical response; the Communicative
Language Teaching (CLT), to develop meaningful communication, among others.
In this context, the Eclectic Approach has been advocated in ELT as a distinctive
approach that can incorporate all the existing methods, approaches and techniques in making
English language learning more flexible for students who attend English classes in different
educative institutions.
The Eclectic Approach uses all the available methods, approaches and techniques
depending on the classroom circumstances, as it integrates the language-teaching methods
depending also on the abilities of the learners. In reference to this, Brown (2002) argues that
eclecticism finds the right solution as this approach permits the teacher to select what works well
in their classrooms within their own dynamic contexts.
Some theoretical tenets about the eclectic approach corroborate the existence of learning
activities that propitiate benefits on the learners. Contemporary sources underline the advantages
and role of eclectic approach in language teaching.
Nevertheless, it is still insufficient the knowledge about the way English teachers applies
this approach in their classroom practice. Accordingly, this review study aims at registering some
English teaching experiences for investigating the use of eclecticism as an approach in daily
practical activities.
The current review study was conducted at the University Bolivariana of Ecuador (UBE).
Analyzing the existing English teaching experiences, it can be noticed that generally professors
pay attention to the practical application of this method.
The reviewed English teaching experiences propitiate knowledge about methods and
approaches in English learning. They focus on the theories and factors that support the English
language learning and the knowledge of the teachers´ functions to lead the students´ learning.
INTRODUCTION
In the current globalization scenario the English language has attained a universal status
being widely used around the world. There is a need for everyone to learn this global language to
communicate with other states, regions and countries.
As a result, English is taught as a foreign language and second language in schools, colleges
and universities around the world. In English Language Teaching (ELT), teachers have adopted
many methods, approaches and techniques for training the students to develop the basic
linguistic skills in English: listening, speaking, reading and writing.
Such methods have been widely recognized and applied by English teachers since the 19th
century: Grammar-translation that provides scraps of comprehensible input; Audio-lingualism
provides comprehensible input; the Natural Approach that captures students' interest by using
affective acquisition activities; the Total Physical Response which consists basically of obeying
commands given by the instructor that involve an open physical response; the Communicative
Language Teaching (CLT), to develop meaningful communication, among others.
In this context, the Eclectic Approach has been advocated in ELT as a distinctive
approach that can incorporate all the existing methods, approaches and techniques in making
English language learning more flexible for students who attend English classes in different
educative institutions.
The Eclectic Approach uses all the available methods, approaches and techniques
depending on the classroom circumstances, as it integrates the language-teaching methods
depending also on the abilities of the learners. In reference to this, Brown (2002) argues that
eclecticism finds the right solution as this approach permits the teacher to select what works well
in their classrooms within their own dynamic contexts.
Some theoretical tenets about the eclectic approach corroborate the existence of learning
activities that propitiate benefits on the learners. Contemporary sources underline the advantages
and role of eclectic approach in language teaching.
Nevertheless, it is still insufficient the knowledge about the way English teachers applies
this approach in their classroom practice. Accordingly, this review study aims at registering some
English teaching experiences for investigating the use of eclecticism as an approach in daily
practical activities.
The current review study was conducted at the University Bolivariana of Ecuador (UBE).
Analyzing the existing English teaching experiences, it can be noticed that generally professors
pay attention to the practical application of this method.
The reviewed English teaching experiences propitiate knowledge about methods and
approaches in English learning. They focus on the theories and factors that support the English
language learning and the knowledge of the teachers´ functions to lead the students´ learning.
Vol. 12/ Núm. 1 2025 pág. 2847
However, there is a need for a thorough comprehension of the Eclectic Approach to teaching in a
real educational environment. Hence, the experiences compiled are useful for the analysis on the
tendency of integrating methods in English language teaching and the application of the Eclectic
Approach.
The research was motivated by the fact that some teachers apply more than one method
without being really aware of the use of the eclectic method in English language teaching. The
following research questions guide this article:
1. What are the theoretical tenets that support the eclectic approach in language teaching?
2. What are the major methods usually integrated in classroom practice?
3. What are the various linguistic activities included?
4. What are the main didactic implications?
At present times in Foreign Language Teaching there are educational innovations in
reference to the use of several methods in classroom practice. The application of those which can
keep the students´ motivation towards the learning of a foreign language are managed by the
teachers, in correspondence with the objectives, content, teaching aids, and ways of assessment,
fundamentally.
In the attempt to use the major methods that contribute to the students ‘learning, the Eclectic
Approach is a useful one in teaching languages in a comprehensive way. This one integrates all
methods, approaches and techniques and applies certain method, approach or technique
which is suitable to the classroom environment. In English Language Teaching (ELT) the Eclectic
Approach is being used successfully in achieving the objectives in English Language (EL)
classrooms.
The Eclectic Approach appeals upon multiple theories, styles or ideas to gain
complementary understandings into particular educational environment. Gagné, R (1985)
initiated his studies drawing on elements of the theory of behaviorism, and later on, incorporating
theoretical issues of the theory of cognitivism.
From the behaviorist school of thought Skinner´s concept of operant conditioning can help
understand the way people behave and operate in the environment. (Skinner, 1953). This concept
relates with Bandura´s Social Learning Theory, cited by Morrison (1997): “it is the explanation
of human behavior in terms of a continuous reciprocal interaction between cognitive, behavioral
and environmental determinants”. (p. 431). The reciprocal interaction as referred by Bandura
contains learning processes which require social interaction with the environment that
presupposes at the same time the learners´ observation, retention and modeling.
Moreover, from the construction theory, Krashen (1981) arguments about language
acquisition and the fact that it does not require extensive use of conscious grammatical rules and
tedious drill were also considered, as It requires meaningful interaction with the environment to
make communication effectively. (Krashen, 1981).
However, there is a need for a thorough comprehension of the Eclectic Approach to teaching in a
real educational environment. Hence, the experiences compiled are useful for the analysis on the
tendency of integrating methods in English language teaching and the application of the Eclectic
Approach.
The research was motivated by the fact that some teachers apply more than one method
without being really aware of the use of the eclectic method in English language teaching. The
following research questions guide this article:
1. What are the theoretical tenets that support the eclectic approach in language teaching?
2. What are the major methods usually integrated in classroom practice?
3. What are the various linguistic activities included?
4. What are the main didactic implications?
At present times in Foreign Language Teaching there are educational innovations in
reference to the use of several methods in classroom practice. The application of those which can
keep the students´ motivation towards the learning of a foreign language are managed by the
teachers, in correspondence with the objectives, content, teaching aids, and ways of assessment,
fundamentally.
In the attempt to use the major methods that contribute to the students ‘learning, the Eclectic
Approach is a useful one in teaching languages in a comprehensive way. This one integrates all
methods, approaches and techniques and applies certain method, approach or technique
which is suitable to the classroom environment. In English Language Teaching (ELT) the Eclectic
Approach is being used successfully in achieving the objectives in English Language (EL)
classrooms.
The Eclectic Approach appeals upon multiple theories, styles or ideas to gain
complementary understandings into particular educational environment. Gagné, R (1985)
initiated his studies drawing on elements of the theory of behaviorism, and later on, incorporating
theoretical issues of the theory of cognitivism.
From the behaviorist school of thought Skinner´s concept of operant conditioning can help
understand the way people behave and operate in the environment. (Skinner, 1953). This concept
relates with Bandura´s Social Learning Theory, cited by Morrison (1997): “it is the explanation
of human behavior in terms of a continuous reciprocal interaction between cognitive, behavioral
and environmental determinants”. (p. 431). The reciprocal interaction as referred by Bandura
contains learning processes which require social interaction with the environment that
presupposes at the same time the learners´ observation, retention and modeling.
Moreover, from the construction theory, Krashen (1981) arguments about language
acquisition and the fact that it does not require extensive use of conscious grammatical rules and
tedious drill were also considered, as It requires meaningful interaction with the environment to
make communication effectively. (Krashen, 1981).
Vol. 12/ Núm. 1 2025 pág. 2848
Thus, Gagné´s integrative approach (1985) is organized in four parts: learning processes,
analyses of learning results, learning conditions and Gagné´s theory application in education, as
explained by GottberG De NoGuera et al, (2012). For Gagné (1985) learning processes are
structured into phases that involve: motivation, comprehension, retention, remembrance and
transference and feedback to verify what has been learned.
The analyses of learning results are expressed by capacities that can be learned as: motor
skills, which are very useful in FLT; verbal information based on a meaningful context;
intellectual skills that improve the verbal skills with the learning of concepts and rules; attitudes
that influence on emotional reactions and formation of values; cognitive strategies as internal
organized kills that govern human´s behavior concerning thought, attention, reading and memory.
Learning conditions are conformed basically by the initial attitude of the students and
previous knowledge, that is the trainee or student must meet a new trainee entry profile.
In the teaching learning process the initial motivation is also accompanied by external
phenomena that influence on the internal ones and activate mental disposition, attention and
perception. Teaching also keeps expectations and promotes other processes until the students can
feedback their learning. (GottberG De NoGuera et al, 2012).
One can also understand about this process considering the different issues that the Eclectic
Approach can solve in classroom practice. As expressed by Hamash (1985): “Eclecticism is
defined as a type of methodology that makes use of the different language learning approaches
instead of sticking to one standard approach” (Hamash, 1985, p. 22). This valid assumption has
also been corroborated by further researchers who agree that the Eclectic Approach has been
accepted in English classrooms by many good teachers that use it to verify their teaching and
learning outcomes. (Weidman 2001).
Moreover, Kumar (2013) supports the Eclectic Approach advocating that the eclectic
method provides the connection of the students with life experiences while learning the foreign
language. Brumfit (1984) emphasized that eclecticism was a right approach for language teaching
and he further commented on language learning, and the importance of the programs and their
activities for achieving accuracy and fluency.
Therefore, many teaching experts have sustained the Eclectic Approach for teaching
languages, particularly ELT. The multiple line of Eclectic Approach embodies the principle
that gives the opportunity to choose carefully and helps the teachers in their work. In this
sense, the types of learning activities teachers select are often related to their life experiences.
Certainly, eclecticists must look for the stable development and integration of the four
linguistic skills: listening, speaking, reading and writing at all stages in the English classrooms.
The application of the Eclectic Approach demands from the teacher creativity and didactic
competence to manage the best procedures and techniques for keeping the class interesting and
enjoyable.
Thus, Gagné´s integrative approach (1985) is organized in four parts: learning processes,
analyses of learning results, learning conditions and Gagné´s theory application in education, as
explained by GottberG De NoGuera et al, (2012). For Gagné (1985) learning processes are
structured into phases that involve: motivation, comprehension, retention, remembrance and
transference and feedback to verify what has been learned.
The analyses of learning results are expressed by capacities that can be learned as: motor
skills, which are very useful in FLT; verbal information based on a meaningful context;
intellectual skills that improve the verbal skills with the learning of concepts and rules; attitudes
that influence on emotional reactions and formation of values; cognitive strategies as internal
organized kills that govern human´s behavior concerning thought, attention, reading and memory.
Learning conditions are conformed basically by the initial attitude of the students and
previous knowledge, that is the trainee or student must meet a new trainee entry profile.
In the teaching learning process the initial motivation is also accompanied by external
phenomena that influence on the internal ones and activate mental disposition, attention and
perception. Teaching also keeps expectations and promotes other processes until the students can
feedback their learning. (GottberG De NoGuera et al, 2012).
One can also understand about this process considering the different issues that the Eclectic
Approach can solve in classroom practice. As expressed by Hamash (1985): “Eclecticism is
defined as a type of methodology that makes use of the different language learning approaches
instead of sticking to one standard approach” (Hamash, 1985, p. 22). This valid assumption has
also been corroborated by further researchers who agree that the Eclectic Approach has been
accepted in English classrooms by many good teachers that use it to verify their teaching and
learning outcomes. (Weidman 2001).
Moreover, Kumar (2013) supports the Eclectic Approach advocating that the eclectic
method provides the connection of the students with life experiences while learning the foreign
language. Brumfit (1984) emphasized that eclecticism was a right approach for language teaching
and he further commented on language learning, and the importance of the programs and their
activities for achieving accuracy and fluency.
Therefore, many teaching experts have sustained the Eclectic Approach for teaching
languages, particularly ELT. The multiple line of Eclectic Approach embodies the principle
that gives the opportunity to choose carefully and helps the teachers in their work. In this
sense, the types of learning activities teachers select are often related to their life experiences.
Certainly, eclecticists must look for the stable development and integration of the four
linguistic skills: listening, speaking, reading and writing at all stages in the English classrooms.
The application of the Eclectic Approach demands from the teacher creativity and didactic
competence to manage the best procedures and techniques for keeping the class interesting and
enjoyable.
Vol. 12/ Núm. 1 2025 pág. 2849
In this sense, the application of the Eclectic Approach may contribute to:
• Teaching innovation to guarantee the attaining of the objectives
• Including multiple tasks connected with real life.
• Introducing various activities in the English classroom by using the innovative technology
available
• Perform as facilitator by providing opportunities for students to express their ideas,
without any fear, in English.
• Choose any suitable method or approach for teaching inside the classroom.
• Students´ active participation through the interaction with the teacher and the rest of the
students.
• Save both time and effort in the presentation of language activities.
• Introduce exercises of guided discovery for new grammar rules.
• Proposes a variety of exercises, both written and oral, in order to improve the learners’
communicative abilities with accuracy and fluency
• Support natural order of learning, first listening, followed by speech and then reading
and writing.
• The retention and building of confidence in language learners.
• Understanding of concepts and knowledge in an effective enjoyable way enabling learners
to speak fluently and perform grammatically.
• Using a problem-based approach to teaching languages that solves the problems faced by
the learners in the classroom.
• Testing and attaining good results without much pressure on the learner.
The contributions the Eclectic Approach provide to the English language learning
corroborate its comprehensive way as it integrates all methods, approaches and techniques and
applies certain method, approach or technique which is suitable to the classroom environment.
Then, it takes from the existing methods those issues that suit to the objective, content and
resources to plan the classes and make the teaching learning process very effective.
For example, in teaching grammar, vocabulary, and language skills, it takes from
Grammar-translation method its focus on form that enables the model sentences understandable.
So, the reading selection is the primary source that demands the students to read word by word,
being rarely interested on the message and its meaning.
Grammar is considered as the most important component of a language. A language
can be spoken or written accurately by using grammatical rules properly. Grammar is nothing
but a set of rules used in making sentences and arranging phrases and clauses in order for framing
sentences reasonably and meaningfully. Eclectic Approach can be used in teaching grammar;
particularly in combining sentences, separating sentences, identifying pronouns and their
In this sense, the application of the Eclectic Approach may contribute to:
• Teaching innovation to guarantee the attaining of the objectives
• Including multiple tasks connected with real life.
• Introducing various activities in the English classroom by using the innovative technology
available
• Perform as facilitator by providing opportunities for students to express their ideas,
without any fear, in English.
• Choose any suitable method or approach for teaching inside the classroom.
• Students´ active participation through the interaction with the teacher and the rest of the
students.
• Save both time and effort in the presentation of language activities.
• Introduce exercises of guided discovery for new grammar rules.
• Proposes a variety of exercises, both written and oral, in order to improve the learners’
communicative abilities with accuracy and fluency
• Support natural order of learning, first listening, followed by speech and then reading
and writing.
• The retention and building of confidence in language learners.
• Understanding of concepts and knowledge in an effective enjoyable way enabling learners
to speak fluently and perform grammatically.
• Using a problem-based approach to teaching languages that solves the problems faced by
the learners in the classroom.
• Testing and attaining good results without much pressure on the learner.
The contributions the Eclectic Approach provide to the English language learning
corroborate its comprehensive way as it integrates all methods, approaches and techniques and
applies certain method, approach or technique which is suitable to the classroom environment.
Then, it takes from the existing methods those issues that suit to the objective, content and
resources to plan the classes and make the teaching learning process very effective.
For example, in teaching grammar, vocabulary, and language skills, it takes from
Grammar-translation method its focus on form that enables the model sentences understandable.
So, the reading selection is the primary source that demands the students to read word by word,
being rarely interested on the message and its meaning.
Grammar is considered as the most important component of a language. A language
can be spoken or written accurately by using grammatical rules properly. Grammar is nothing
but a set of rules used in making sentences and arranging phrases and clauses in order for framing
sentences reasonably and meaningfully. Eclectic Approach can be used in teaching grammar;
particularly in combining sentences, separating sentences, identifying pronouns and their
Vol. 12/ Núm. 1 2025 pág. 2850
antecedents, words and their synonyms and prepositional phrases, focusing on specific
features of the language pertinent to learners’ contextual needs.
Here a question is raised about the grammar lessons and how they are presented
using the Eclectic Approach in the classroom. The grammar lessons used in this Eclectic
Approach must be entertaining and educative. In this approach, the language teaching tends
to be informative and learner-centered. While teaching grammar, this approach revolves round
a communicative and interactive methodology. In the teaching of grammar, this Eclectic
Approach focuses on the four language skills: listening, speaking, reading and writing.
Accordingly, Audio-lingualism can benefit the Eclectic Approach with the use of lessons
beginning with a dialogue, which contains the structures and vocabulary of the lesson. The class
practices the dialogue as a group, and then in smaller groups, followed by pattern drill on the
structures introduced in the dialogue. The aim of the drill is to "strengthen habits" and to make
the pattern "automatic", but there is a clear grammatical sequence based usually on linguistic
simplicity, and influenced by frequency and predictions of difficulty by contrastive analysis.
To minimize the emphasis on memorization of the dialogue, and maximize the
comprehension of the message, the application of free conversation is possible with sentences and
patterns that will be occasionally used.
Then, advantages of the Communicative Approach can help the students create meaningful
phrases instead of constructing grammatical structures perfectly correct or getting a perfect
pronunciation.
In this respect, it can strengthen the students´ capacity to use knowledge about formal and
sociolinguistic aspects of the language for an adequate communication.
As Nunan,(1991) has denoted in his studies, the communicative approach, makes emphasis
on the foreign language learning through interaction, permits introduction of real text in learning
situation, offers opportunities to the students to think during the learning process, not only on the
language, using personal experiences and relating the language learned in the classroom with
activities developed outside. (Nunan, 1991)
With the incorporation of the above elements to the Eclectic Approach classroom activities
are developed in pair, trio or group, with the students´ negotiation and collaboration for getting
fluency, precision and self-confidence, among them: interviews, surveys, linguistic games and
role playing. Classroom activities can be reinforced and enriched with elements from the Natural
approach and the Total Physical Response method.
The Natural approach provides comprehensible input. The teachers utilize realia, pictures,
and students' previous knowledge to make their speech comprehensible from the first day. It
captures students' interest by using "Affective Acquisition Activities", that encourage
discussion of topics of personal interest to the students related to real life. In the early stages,
classroom discussion focusses on personal information to establish a group feeling. Later,
antecedents, words and their synonyms and prepositional phrases, focusing on specific
features of the language pertinent to learners’ contextual needs.
Here a question is raised about the grammar lessons and how they are presented
using the Eclectic Approach in the classroom. The grammar lessons used in this Eclectic
Approach must be entertaining and educative. In this approach, the language teaching tends
to be informative and learner-centered. While teaching grammar, this approach revolves round
a communicative and interactive methodology. In the teaching of grammar, this Eclectic
Approach focuses on the four language skills: listening, speaking, reading and writing.
Accordingly, Audio-lingualism can benefit the Eclectic Approach with the use of lessons
beginning with a dialogue, which contains the structures and vocabulary of the lesson. The class
practices the dialogue as a group, and then in smaller groups, followed by pattern drill on the
structures introduced in the dialogue. The aim of the drill is to "strengthen habits" and to make
the pattern "automatic", but there is a clear grammatical sequence based usually on linguistic
simplicity, and influenced by frequency and predictions of difficulty by contrastive analysis.
To minimize the emphasis on memorization of the dialogue, and maximize the
comprehension of the message, the application of free conversation is possible with sentences and
patterns that will be occasionally used.
Then, advantages of the Communicative Approach can help the students create meaningful
phrases instead of constructing grammatical structures perfectly correct or getting a perfect
pronunciation.
In this respect, it can strengthen the students´ capacity to use knowledge about formal and
sociolinguistic aspects of the language for an adequate communication.
As Nunan,(1991) has denoted in his studies, the communicative approach, makes emphasis
on the foreign language learning through interaction, permits introduction of real text in learning
situation, offers opportunities to the students to think during the learning process, not only on the
language, using personal experiences and relating the language learned in the classroom with
activities developed outside. (Nunan, 1991)
With the incorporation of the above elements to the Eclectic Approach classroom activities
are developed in pair, trio or group, with the students´ negotiation and collaboration for getting
fluency, precision and self-confidence, among them: interviews, surveys, linguistic games and
role playing. Classroom activities can be reinforced and enriched with elements from the Natural
approach and the Total Physical Response method.
The Natural approach provides comprehensible input. The teachers utilize realia, pictures,
and students' previous knowledge to make their speech comprehensible from the first day. It
captures students' interest by using "Affective Acquisition Activities", that encourage
discussion of topics of personal interest to the students related to real life. In the early stages,
classroom discussion focusses on personal information to establish a group feeling. Later,
Vol. 12/ Núm. 1 2025 pág. 2851
students discuss their past histories, and eventually they are able to talk about their hopes and
plans for the future.
The focus of the class is not on the presentation of grammar. The goals are to enable
students to talk about ideas, perform tasks, and solve problems by means of communicative
activities. In correspondence with the teaching level and objectives, some of the communicative
activities can be supported by some aspects of the Total Physical Response (TPR). It consists
basically of obeying commands given by the instructor that involve an open physical
response. The commands become more complex as the class progresses. Asher (1977) claims
that it is quite possible to insert vast amounts of syntax into the form of a command. Asher (1977b)
lists the three principles of the TPR system:
(i) Delay speech from students until understanding of spoken language "has been
extensively internalized" (p. 1041).
(ii) "Achieve understanding of spoken language through utterances by the instructor in the
imperative" (p. 1041).
(iii) "Expect that, at some point in the understanding of spoken language, students will
indicate a 'readiness' to talk" (p. 1041).
Total Physical Response can fill a class period with comprehensible input in the form of
commands. The novelty and freshness of the Total Physical Response technique probably does a
great deal to make the class experience interesting. It encourages the active participation of
students, helps the teacher know when utterances are understood, and provides contexts to help
students understand the language they hear.
MATERIALS AND METHODS
The review study corresponds to a bibliographical study that includes theoretical grounds
about teaching methods in FLT and the Eclectic Approach, as it has become an effective way in
English Language Teaching. It also covered the review study on English teaching experiences as
registered in the Master’s´ Degree Program Pedagogy of English as a Foreign Language. The
information compiled and interpreted helped qualitative and quantitative analyses for making
clear the need to use the eclectic approach in classroom practice.
The general objective of the research was to provide a review study of English teaching
experiences where the Eclectic Approach could be used to support language teaching.
This study involved 21 professors attending the course Second Language Acquisition in
the Masters´ Degree Program, belonging to Group 1 since 2022.
Data compilation was available due to the practical activities they developed as part of the
learning activities to be uploaded in the platform EVA from the University Bolivariana of Ecuador
(UBE). The practical activity from Unit 1 was selected for the study as it deals with the selection
and application of methods in the English classrooms.
students discuss their past histories, and eventually they are able to talk about their hopes and
plans for the future.
The focus of the class is not on the presentation of grammar. The goals are to enable
students to talk about ideas, perform tasks, and solve problems by means of communicative
activities. In correspondence with the teaching level and objectives, some of the communicative
activities can be supported by some aspects of the Total Physical Response (TPR). It consists
basically of obeying commands given by the instructor that involve an open physical
response. The commands become more complex as the class progresses. Asher (1977) claims
that it is quite possible to insert vast amounts of syntax into the form of a command. Asher (1977b)
lists the three principles of the TPR system:
(i) Delay speech from students until understanding of spoken language "has been
extensively internalized" (p. 1041).
(ii) "Achieve understanding of spoken language through utterances by the instructor in the
imperative" (p. 1041).
(iii) "Expect that, at some point in the understanding of spoken language, students will
indicate a 'readiness' to talk" (p. 1041).
Total Physical Response can fill a class period with comprehensible input in the form of
commands. The novelty and freshness of the Total Physical Response technique probably does a
great deal to make the class experience interesting. It encourages the active participation of
students, helps the teacher know when utterances are understood, and provides contexts to help
students understand the language they hear.
MATERIALS AND METHODS
The review study corresponds to a bibliographical study that includes theoretical grounds
about teaching methods in FLT and the Eclectic Approach, as it has become an effective way in
English Language Teaching. It also covered the review study on English teaching experiences as
registered in the Master’s´ Degree Program Pedagogy of English as a Foreign Language. The
information compiled and interpreted helped qualitative and quantitative analyses for making
clear the need to use the eclectic approach in classroom practice.
The general objective of the research was to provide a review study of English teaching
experiences where the Eclectic Approach could be used to support language teaching.
This study involved 21 professors attending the course Second Language Acquisition in
the Masters´ Degree Program, belonging to Group 1 since 2022.
Data compilation was available due to the practical activities they developed as part of the
learning activities to be uploaded in the platform EVA from the University Bolivariana of Ecuador
(UBE). The practical activity from Unit 1 was selected for the study as it deals with the selection
and application of methods in the English classrooms.
Vol. 12/ Núm. 1 2025 pág. 2852
A registration instrument was used for the review of experiences. Working with the three
dimensions: methods integration dimension, language skills integration dimension and didactic
dimension, permitted to verify the use of eclecticism, its influence on skills integration and some
didactic implications.
The document study method helped compiling the data to review the English teachers´
experiences in the educational environment.
RESULTS AND DISCUSSION
The analysis and synthesis of the theoretical grounds about methods in FLT, the literature
defining the Eclectic Approach and the objectives of the practical task concerning methods and
approaches were taken into account in the theoretical discussion.
This section presents results obtained from the registration instrument used to review the English
teaching experiences.
Table 1
Method Integration Dimension (MID)
MID Frequency Percentage
From 1 - 2 12 57,14
From 5 - 6 5 23,81
From 3 - 4 4 19,05
Total 21 100
As shown in Table 1, the selected experiences correspond to 21 practical tasks, where the
Eclectic Approach could be used. In 12 of the selected tasks, the professors applied from 1 to 2
methods (57,14 %), followed by 5 tasks where 5 to 6 methods were used ( 23,81%), and 4 tasks
where 3 to 4 methods were applied ( 19,5%).
Table 2
Language Skills Integration Dimension (LSID)
LSID Frequency Percentage
1 Skill 8 38,1
2 Skills 8 38,1
3 Skills 4 19,05
4 Skills 1 4,76
Total 21 100
Table 2 shows language skills integration as reviewed in the selected practical tasks. In 8
of the selected tasks one skill is just practiced (38,10%), followed by two skills integrated:
listening and speaking in 8 tasks (38,10%), listening, speaking and writing skills integrated in 4
tasks (19,05%) and the four skills integration in only one task (4,76%)
Table 3
Educational Level
Level Frequency Percentage
Secondary 11 52,38
A registration instrument was used for the review of experiences. Working with the three
dimensions: methods integration dimension, language skills integration dimension and didactic
dimension, permitted to verify the use of eclecticism, its influence on skills integration and some
didactic implications.
The document study method helped compiling the data to review the English teachers´
experiences in the educational environment.
RESULTS AND DISCUSSION
The analysis and synthesis of the theoretical grounds about methods in FLT, the literature
defining the Eclectic Approach and the objectives of the practical task concerning methods and
approaches were taken into account in the theoretical discussion.
This section presents results obtained from the registration instrument used to review the English
teaching experiences.
Table 1
Method Integration Dimension (MID)
MID Frequency Percentage
From 1 - 2 12 57,14
From 5 - 6 5 23,81
From 3 - 4 4 19,05
Total 21 100
As shown in Table 1, the selected experiences correspond to 21 practical tasks, where the
Eclectic Approach could be used. In 12 of the selected tasks, the professors applied from 1 to 2
methods (57,14 %), followed by 5 tasks where 5 to 6 methods were used ( 23,81%), and 4 tasks
where 3 to 4 methods were applied ( 19,5%).
Table 2
Language Skills Integration Dimension (LSID)
LSID Frequency Percentage
1 Skill 8 38,1
2 Skills 8 38,1
3 Skills 4 19,05
4 Skills 1 4,76
Total 21 100
Table 2 shows language skills integration as reviewed in the selected practical tasks. In 8
of the selected tasks one skill is just practiced (38,10%), followed by two skills integrated:
listening and speaking in 8 tasks (38,10%), listening, speaking and writing skills integrated in 4
tasks (19,05%) and the four skills integration in only one task (4,76%)
Table 3
Educational Level
Level Frequency Percentage
Secondary 11 52,38
Vol. 12/ Núm. 1 2025 pág. 2853
Primary 5 23,81
Pre-university 4 19,05
University 1 4,76
Total 21 100
Table 3 shows the educational level where the experiences were carried out. The
experiences in secondary school were registered in 11 tasks (52,38%), followed by the primary
level in 5 tasks (23,81%), in the pre-university 4 tasks illustrated some experiences (19,05%) and
one experience in the university (4,76%).
Table 4
Didactic Dimension
Planning grill Frequency Percentage
Planing main
objectives, content
and procedures
15 71,43
Acitivities, teaching
aids 13 61,9
Skills practiced
through language
interaction
9 42,86
Time planned for
the activities 0 0
Table 4 illustrates the didactic dimension. A planning grill (Cassany, 2021 ) was
considered: planning objectives, content and procedures were registered in 15 tasks (71,43%),
followed by planning activities and teaching aids in 13 of the selected tasks (61,90%), the skills
practice through language interaction were reviewed in 9 tasks (42,86%) and in any of the tasks
was observed the time planned for the activities.
The data show that the teaching experiences argued by the English teachers through their
practical tasks lack of sufficient methods integration that could upsurge the application of
eclecticism in their classes. The results of the review study highlights the need to use the Eclectic
Approach for the integration of language skills, following an adequate didactic planning that
could offer a solution to the problems of language teaching, because if teachers could plan
rigorously the objectives, content, procedures, resources, communicative activities and the time
needed, they could work in their own dynamic educational context effectively
CONCLUSIONS
This review study highlights some current perspectives in the use of eclecticism by English
teachers in Ecuador as registered in practical tasks elaborated from their experiences in the
classroom practice.
Primary 5 23,81
Pre-university 4 19,05
University 1 4,76
Total 21 100
Table 3 shows the educational level where the experiences were carried out. The
experiences in secondary school were registered in 11 tasks (52,38%), followed by the primary
level in 5 tasks (23,81%), in the pre-university 4 tasks illustrated some experiences (19,05%) and
one experience in the university (4,76%).
Table 4
Didactic Dimension
Planning grill Frequency Percentage
Planing main
objectives, content
and procedures
15 71,43
Acitivities, teaching
aids 13 61,9
Skills practiced
through language
interaction
9 42,86
Time planned for
the activities 0 0
Table 4 illustrates the didactic dimension. A planning grill (Cassany, 2021 ) was
considered: planning objectives, content and procedures were registered in 15 tasks (71,43%),
followed by planning activities and teaching aids in 13 of the selected tasks (61,90%), the skills
practice through language interaction were reviewed in 9 tasks (42,86%) and in any of the tasks
was observed the time planned for the activities.
The data show that the teaching experiences argued by the English teachers through their
practical tasks lack of sufficient methods integration that could upsurge the application of
eclecticism in their classes. The results of the review study highlights the need to use the Eclectic
Approach for the integration of language skills, following an adequate didactic planning that
could offer a solution to the problems of language teaching, because if teachers could plan
rigorously the objectives, content, procedures, resources, communicative activities and the time
needed, they could work in their own dynamic educational context effectively
CONCLUSIONS
This review study highlights some current perspectives in the use of eclecticism by English
teachers in Ecuador as registered in practical tasks elaborated from their experiences in the
classroom practice.
Vol. 12/ Núm. 1 2025 pág. 2854
The review study has been very useful to know the different methods the teachers combine
in their classes when they are dealing with the basic linguistic skills. The selected teaching
language experiences permitted the identification of the methods used, the linguistic skills
integrated, and the didactic implications, which denote the need to incorporate a combining
approach that integrates all methods, approaches and techniques.
Future studies would enrich the performance of teachers in using the Eclectic Approach
and the students´ benefits of learning due to its strengths in FLT. By implementing this approach
students’ language skills can be improved in their classrooms effectively.
The review study has been very useful to know the different methods the teachers combine
in their classes when they are dealing with the basic linguistic skills. The selected teaching
language experiences permitted the identification of the methods used, the linguistic skills
integrated, and the didactic implications, which denote the need to incorporate a combining
approach that integrates all methods, approaches and techniques.
Future studies would enrich the performance of teachers in using the Eclectic Approach
and the students´ benefits of learning due to its strengths in FLT. By implementing this approach
students’ language skills can be improved in their classrooms effectively.
Vol. 12/ Núm. 1 2025 pág. 2855
REFERENCES
ASHER, J. (1977b) Children learning another language: a developmental hypothesis. Child
Development 48: 1040-1048.
Al-Hamash, I. Khalil & Younis Hamdi. (1985). Principles and Techniques of Teaching English
as a Second Language. Baghdad: Al-Shaaab Press.
Al-Khasawneh, F. (2021). A systematic review of the eclectic approach application in language
teaching. King Khalid University, Abha, Saudi Arabia.
https://www.emerald.com/insight/2634-243X.htm
Brown, H. (2002). “English language teaching in the‘post-method’ era: toward better diagnosis,
treatment, and assessment”, in Richards, J. and Renandya, W. (Eds), Methodology in
LanguageTeaching: An Anthology of Current Practice, Cambridge Professional
Learning, Cambridge University Press, Cambridge, pp. 9-18,
doi:10.1017/CBO9780511667190.003
Brumfit, Ch. (1984) Communicative Methodology in Language Teaching. Cambridge:
Cambridge University Press.
Chernus, N et al. ( 2022). “The Eclectic Approach to Learning English”. Eurasian Journal of
Applied Linguistics, 8(2) (2022) 24-32
GottberG De NoGuera, E. et al. (2012). “El aprendizaje visto desde la perspectiva ecléctica de
Robert Gagné y el uso de las nuevas tecnologías en Educación Superior”. Universidades
UDUAL, México, n. 53, abril-junio 2012, pp. 50-56. ISSN 0041-8935
Jimenez, M (2022). Second Language Acquisition. Syllabus Published for the Master´s Degree
Program Pedagogy of English as a Foreign Language, UBE, Ecuador
Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford:
Pergamon Press. Print Edition ISBN 0-08-028628-3
Kumar, C. P. (2013). “The Eclectic Method: Theory and Its Application to the Learning
of English”. International Journal of Scientific and Research Publications, 3(6):ISSN
2250-3553. Available at: http://www.ijsrp.org/research-paper-0613/ijsrp-p1844.pdf
Morrison, G (1997). Teaching in America. University of North Texas. USA
Nunan, D (1991).Language Teaching Methodology. Prentice Hall International , English
Language teaching
Skinner, BE (1953). Science and human behavior. New York: Macmillan
Triglia, A. (2024). “La teoría del Aprendizaje Social de Albert Bandura”. Artículo Available
online at www.ejal.info
Weidemann, A. (2001). “The old and the new: reconsidering eclecticism in language teaching”,
PerLinguam, Vol. 17 No. 1, pp. 1-13, doi: 10.5785/17-1-131
REFERENCES
ASHER, J. (1977b) Children learning another language: a developmental hypothesis. Child
Development 48: 1040-1048.
Al-Hamash, I. Khalil & Younis Hamdi. (1985). Principles and Techniques of Teaching English
as a Second Language. Baghdad: Al-Shaaab Press.
Al-Khasawneh, F. (2021). A systematic review of the eclectic approach application in language
teaching. King Khalid University, Abha, Saudi Arabia.
https://www.emerald.com/insight/2634-243X.htm
Brown, H. (2002). “English language teaching in the‘post-method’ era: toward better diagnosis,
treatment, and assessment”, in Richards, J. and Renandya, W. (Eds), Methodology in
LanguageTeaching: An Anthology of Current Practice, Cambridge Professional
Learning, Cambridge University Press, Cambridge, pp. 9-18,
doi:10.1017/CBO9780511667190.003
Brumfit, Ch. (1984) Communicative Methodology in Language Teaching. Cambridge:
Cambridge University Press.
Chernus, N et al. ( 2022). “The Eclectic Approach to Learning English”. Eurasian Journal of
Applied Linguistics, 8(2) (2022) 24-32
GottberG De NoGuera, E. et al. (2012). “El aprendizaje visto desde la perspectiva ecléctica de
Robert Gagné y el uso de las nuevas tecnologías en Educación Superior”. Universidades
UDUAL, México, n. 53, abril-junio 2012, pp. 50-56. ISSN 0041-8935
Jimenez, M (2022). Second Language Acquisition. Syllabus Published for the Master´s Degree
Program Pedagogy of English as a Foreign Language, UBE, Ecuador
Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford:
Pergamon Press. Print Edition ISBN 0-08-028628-3
Kumar, C. P. (2013). “The Eclectic Method: Theory and Its Application to the Learning
of English”. International Journal of Scientific and Research Publications, 3(6):ISSN
2250-3553. Available at: http://www.ijsrp.org/research-paper-0613/ijsrp-p1844.pdf
Morrison, G (1997). Teaching in America. University of North Texas. USA
Nunan, D (1991).Language Teaching Methodology. Prentice Hall International , English
Language teaching
Skinner, BE (1953). Science and human behavior. New York: Macmillan
Triglia, A. (2024). “La teoría del Aprendizaje Social de Albert Bandura”. Artículo Available
online at www.ejal.info
Weidemann, A. (2001). “The old and the new: reconsidering eclecticism in language teaching”,
PerLinguam, Vol. 17 No. 1, pp. 1-13, doi: 10.5785/17-1-131