Characterizing communicative learning environments in primary school.

Abstract

This qualitative exploratory study aimed to determine the effective characteristics of learning environments that contribute to the development of communicative competences in English as a foreign language among primary school students. The research was conducted in two Colombian public schools located in Calarcá, Quindío, and Alpujarra, Tolima, which presented different technological and pedagogical conditions. A total of 38 fourth-grade students participated in the study, and data were collected through classroom observations, student surveys, and an analysis matrix. The information was analyzed using Reflexive Thematic Analysis (RTA), which allowed the identification of patterns and emerging themes related to the learning environment. The findings revealed that interactive teaching strategies, positive emotional climates, collaborative work, and the use of dynamic resources such as games, songs, and visual materials positively influence students’ motivation, participation, and communicative interaction. However, the study also identified limitations regarding the consistency of communicative practices, the authenticity of materials, and the integration of technology for meaningful language use. Three main themes emerged from the analysis: the impact of teaching strategies on student engagement, the influence of emotions on learning interaction, and the learning environment as a multidimensional element. The study concludes that effective communicative learning environments require the integration of emotional, pedagogical, physical, and contextual factors to promote meaningful English language learning experiences in primary education.