Analysis of teaching strategies in rural areas, to teach vocabulary in context among young learners

Resumen

The current research aims to develop English vocabulary skill with gamified materials and innovative strategies in the classroom. The study methodology was an action research and the approach was qualitative. Due to its quantitative nature as well, a diagnostic pre-test at the beginning of the study was applied, to know a baseline of the student´s sub-skills level according to vocabulary with Cambridge format. Continuing this, a sequence of interviews and checklists was taking into account in the class intervention. Finally, after one month of teaching with different strategies, the students took a post-test. At the end of this research process, it was amply demonstrated how teaching strategies develop vocabulary skills in context among young rural students.