Methodological strategies for teaching English language through synchronous classes

Abstract

Before the effect of the pandemic, students and teachers spent their time online, largely to socialize. They had their own learning spaces, so that they could develop their knowledge independently and under the choice of the group of friends, materials, applications and communication mechanisms. The new conditions imposed by the pandemic encouraged a change in strategies and mentality to maintain the vitality of educational services worldwide. Virtuality gained even more strength, becoming the most viable alternative to achieve a successful teaching-learning process at all levels. The article aims to describe the methodological strategies for teaching the English language through synchronous classes. The methodology applied is qualitative, through a bibliographic review, taking into account that this type of research is based on the collection of data from several authors as the main mechanism. It addresses a review of relevant articles, scientific journals and degree works in the field; that contributed with the application of methodological proposals for the use of virtuality and describes the main ideas on the subject. The main problem was identified as the lack of experience of teachers and students in the use of this type of class. As a result of the research, the wide acceptance that virtual teaching has had in the new scenario imposed by COVID 19 is demonstrated, especially the use of synchronous classes as a technological solution to maintain the necessary interaction between students and teachers with the in order to achieve English language skills in learners. The need to combine synchronous and asynchronous classes was also evidenced in order to take better advantage of virtuality and be able to reach a greater number of students.