Dynamics of interaction and participation in english classrooms with advanced students: a systematization of experiences at “alianza” foundation, 2026

Abstract

This study examines the dynamics of classroom interaction and their influence on student participation in English as a Foreign Language (EFL) contexts through the systematization of a pedagogical experience conducted at Fundación Alianza. The research involved primary-level students with advanced English proficiency who displayed heterogeneous participation patterns during classroom activities. Adopting a qualitative approach grounded in the systematization of experiences, the study draws on participant observation, field notes, and interaction analysis to critically reconstruct the teaching process. The findings reveal that student participation is not solely determined by linguistic competence but is significantly shaped by affective, relational, and contextual factors, including motivation, communicative confidence, and peer dynamics. Although active learning strategies such as gamification, collaborative tasks, and communicative activities increased overall engagement, they did not consistently ensure equitable participation. These results highlight the need for intentional pedagogical mediation to structure interaction and promote inclusion. The study contributes to EFL pedagogy by reconceptualizing participation as a socially constructed phenomenon and by providing context-sensitive insights that inform the design of more inclusive and reflective teaching practices.