Evaluation of Educational Learning Models Applied in English Levels at BICU

Abstract

The main objective of this research was to evaluate the learning models applied in the English levels of Bluefields Indian & Caribbean University (BICU), specifically in its Bluefields and Bilwi campuses. A qualitative and descriptive approach was used, with a non-probabilistic convenience sample composed of students, teachers, and English department coordinators. Data collection techniques included semi-structured interviews, student surveys, and non-participant classroom observations. Information was processed using Google Forms and Microsoft Excel, with a pilot test applied to ensure the validity and reliability of the instruments. Findings reveal the sociocultural diversity of the student population, predominantly composed of young Miskitu students who, despite belonging to an ethnic group with its own native language, report Spanish as their mother tongue, which affects their process of learning English as a second language. Various teaching methodologies were identified, with the communicative approach being the most highly rated by students. However, weaknesses were found in the integration of the four language skills and in the students' motivation. It is concluded that strengthening methodological strategies, incorporating educational technologies, promoting autonomous learning, and training teachers in intercultural approaches and formative assessment are essential. The research offers concrete proposals aimed at improving the quality of English language teaching and learning in multilingual and intercultural contexts.