Using Teaching Routines to Foster Motivation in English Classes on Children From Rural Areas

Resumen

This study examines the effect of structured teaching routines on children's motivation to learn English in rural educational settings. Conducted in a public primary school in Ecuador with 35 students aged 7 to 8 years, the research employed a qualitative action-research approach that combined interviews and classroom observations. Results show that implementing predictable and attractive teaching routines, such as songs, games, and motor activities, significantly enhances students' motivation and participation. Students showed a greater willingness to use English spontaneously and less anxiety about learning the language. The study identified three key elements for successful routines: predictability to create a safe learning environment, the incorporation of cultural content to increase engagement, and the provision of constant positive reinforcement by teachers. These structured approaches have helped to overcome common problems in rural education, such as limited resources and a lack of familiarity with the English language. The limited availability of technological resources, frequent absences, and the restricted number of hours dedicated to English instruction hinder its widespread use. Recommendations include comparing groups from rural and urban areas to assess whether teaching methods have a similar impact, as well as using samples from different age groups. This research enhances our understanding of how structured teaching methods can improve language learning in resource-limited settings by promoting psychological safety and cultural relevance.