<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0169</journal-id>
<journal-title><![CDATA[Prohominum. Revista de Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Prohominum]]></abbrev-journal-title>
<issn>2665-0169</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01692025000200008</article-id>
<article-id pub-id-type="doi">10.47606/acven/ph0329</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenges and experiences in teaching English as a foreign language: Reflections from didactic experiences in Ecuador]]></article-title>
<article-title xml:lang="es"><![CDATA[Retos y vivencias en la enseñanza del inglés como lengua extranjera: Reflexiones desde experiencias didácticas en Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Mayancha]]></surname>
<given-names><![CDATA[Doris Magaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal Amazónica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>8</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01692025000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01692025000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01692025000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The purpose of this study involves discussing the didactics of English language teaching, in connection with strengthening conditions that promote the importance of this language as a fundamental competency for students and professionals in developing their career profiles. This is approached through reflection and experiential experience from the applicability of educational materials, using a playful approach, based on the Pick Up the Idea methodology. Employing a qualitative approach, within a documentary design, a bibliographic review was conducted, using an analytical matrix as the basis for the content analysis present throughout the study. In accordance with these premises, legal contexts and relevant theories are examined. The findings highlight a critical perspective towards the traditional model of language teaching, especially regarding grammatical instruction. This approach has long dominated second language teaching methods, focusing primarily on structural accuracy and linguistic rules as the basis for language acquisition. However, there are currents that propose a revision and expansion of this approach to include a broader range of competencies and knowledge that are significant for effective communication.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El propósito del presente estudio implica disertar sobre la didáctica de la enseñanza del idioma inglés, en correspondencia con el fortalecimiento de condiciones que promuevan la importancia de este idioma como competencia fundamental para estudiantes y profesionales en el desarrollo de su perfil laboral. Ello, desde la reflexión y experiencia vivencial desde la aplicabilidad de materiales educativos, con enfoque lúdico, con base a la metodología Pick Up the Idea. Bajo un enfoque cualitativo, desde un diseño documental, se realizó una revisión bibliográfica, utilizando una matriz analítica, como base para el análisis de contenido, presente en todo el estudio. En correspondencia a estas premisas, se examinan contextos legales y teorías pertinentes. Los hallazgos destacan una perspectiva crítica hacia el modelo tradicional de enseñanza de lenguas, especialmente en lo que respecta a la instrucción gramatical. Este enfoque ha predominado durante mucho tiempo en los métodos de enseñanza de segundas lenguas, enfocándose primordialmente en la precisión estructural y las reglas lingüísticas como base para la adquisición del idioma. Sin embargo, existen corrientes que proponen una revisión y expansión de este enfoque para incluir una gama más amplia de competencias y conocimientos que resultan significativos para una comunicación efectiva.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Reflections]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="es"><![CDATA[Reflexiones]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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