Impact of Active Methodologies in the I and II Cycles of Costa Rican Classrooms on Foreign Language Learning and Soft Skills Development
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| Autor: | |
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| Format: | artículo original |
| Estat: | Versión publicada |
| Data de publicació: | 2026 |
| Descripció: | The purpose of this article is to examine four Active Methodologies in Foreign Language Teaching - Gamification, Problem-Based Learning, Project-Based Learning, and CLIL (Content and Language Integrated Learning)- and assess their usefulness in the Costa Rican setting by providing some key concepts and practical examples on how to effectively implement them aligned with the Ministerio de Educación Pública (MEP) program for I and II Cycles. These approaches are grounded in essential 21st century skills and guide the foundation of more interactive classrooms that foster student-centered instruction. Furthermore, they contribute not only to language acquisition, but also to the development of soft skills such as critical thinking, student autonomy, creativity, problem-solving strategies, and decision-making processes. |
| Pais: | Portal de Revistas UNA |
| Institution: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | Inglés Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/23085 |
| Accés en línia: | https://www.revistas.una.ac.cr/index.php/repertorio/article/view/23085 |
| Paraula clau: | active methodologies gamification problem-based learning project-based learning CLIL metodologías activas gamificación aprendizaje basado en problemas aprendizaje basado en proyectos AICLE |