Análisis de la estrategia repetition and drilling en la enseñanza del inglés en contextos rurales

Abstract

The teaching of English as a foreign language in rural contexts constitutes a significant challenge due to limitations in infrastructure, pedagogical resources, and specialized teacher training. In Colombia, these conditions have favored the predominance of traditional practices focused on repetition and vocabulary memorization, raising questions about their impact on the development of communicative competencies. Within this framework, the present research aims to analyze the impact of the implementation of the Repetition and Drilling strategy on a teacher’s pedagogical practice and on the English learning environment in fifth grade at the Lubín Sánchez elementary school campus, located in the municipality of El Carmen, Norte de Santander. This research emerged from the need to understand how traditional strategies continue to predominate in rural contexts characterized by structural limitations and how these influence students’ participation and learning dynamics. The study was developed under a qualitative approach with a case study design, which allowed the phenomenon to be understood within its real context and from the participant’s perspective. Three instruments were used for data collection: semi-structured interview, non-participant observation, and reflective field diary. Data analysis was carried out through a process of open coding, categorization, and data triangulation supported by the MAXQDA software, allowing the identification of patterns and emerging categories related to pedagogical practice, student participation, and contextual conditions. The results show that the Repetition and Drilling strategy is configured as the structuring axis of pedagogical practice, organizing classroom dynamics and facilitating the memorization and pronunciation of basic English vocabulary. Likewise, it was identified that this strategy promotes collective student participation and generates a low-anxiety environment; however, it limits individual communicative interaction and the development of linguistic autonomy. On the other hand, the rural context has a determining influence on the implementation of the strategy, since the scarcity of technological resources and teaching materials leads the teacher to employ accessible practices such as systematic repetition. In this sense, the strategy responds not only to a pedagogical decision but also to a contextual necessity. It is concluded that, although the Repetition and Drilling strategy is relevant in scenarios with limited resources, its predominant use may restrict the development of communicative competencies. Therefore, it is recommended to complement its implementation with more interactive strategies that promote the use of the language.