1
Revista de Ciencias de la Educación
CoGnosis
e-ISNN 2588 - 0578
ISSN 2588-0578
1
Mayuri Lizbeth Ger-Sánchez
2
Carlos Humberto Chancay-Cedeño
,
State Polytechnic University of Carchi. Ecuador.
,
Faculty of Education, Technical University of
Manabí. Ecuador.
Autores
iD
iD
Enviado: 2025-02-08
Aceptado: 2025-07-07
Publicado: 2025-07-14
Como citar el artículo:
Castro Avilés, H. G., & Salazar Pazmiño,
J. I. (2025). El papel de la atención en el
aula virtual en los estudiantes de educación
superior. Revista Cognosis. ISSN 2588-
0578, 10(3). https://doi.org/10.33936/
cognosis.v10i3.7319
Resumen
El inglés es uno de los idiomas más hablados a nivel mundial, y su aprendizaje es crucial
para el desarrollo personal en ámbitos académicos, profesionales y de comunicación. En
un mundo globalizado, el dominio de una segunda lengua permite un mayor acceso a la
diversidad cultural y mejores oportunidades laborales. La destreza de escuchar es esencial
para comprender y procesar información auditiva, lo que facilita una comunicación
efectiva. Sin embargo, desarrollar esta habilidad en las etapas tempranas de la educación
centrado en el niño y en el aprendizaje autónomo podría ser valioso para el desarrollo de
habilidades lingüísticas. Ecuador, ubicado en el puesto 80 a nivel mundial en dominio del
instituciones educativas públicas. La presente investigación se centra en el aprendizaje del
inglés mediante el método Montessori en niños de segundo grado, una etapa crucial para el
didácticas del método Montessori que favorezcan el desarrollo de la destreza de escuchar
en estudiantes de segundo grado de educación general básica de la Unidad Educativa
Mariscal Sucre. Los resultados sugieren que la integración de elementos lúdicos y visuales
en la enseñanza del inglés puede mejorar la adquisición del idioma en los primeros años
escolares.
PALAVRAS-CHAVE: Educación; idioma; aprendizaje; Montessori; escucha.
Abstract
English is one of the most widely spoken languages in the world, and learning it is
crucial for personal development in academic, professional and communication settings.
In a globalized world, mastering a second language enables greater access to cultural
diversity and enhances job opportunities. Listening skills are essential for understanding
Montessori method, which focuses on children's autonomy and learning, has proven
valuable for developing language skills. Ecuador, ranked 80th in the world in English
educational institutions. This research focuses on understanding English through the
Montessori method in second-grade children, a crucial stage for developing language
skills. The objective is to identify didactic activities of the Montessori method that
favor the development of listening skills in students of the second grade of basic general
education of the Educational Unit Mariscal Sucre. The results suggest that integrating
playful and visual elements into English teaching may enhance language acquisition in
the early school years.
PALAVRAS-CHAVE: Education; language; learning, Montessori; listening
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DOI: 10.33936/cognosis.
The Montessori method for developing listening skills in
the English language
El método Montessori para desarrollar la capacidad de escuchar en el idioma inglés
2
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Universidad Técnica de Manabí. Ecuador
Av. Urbina y Che Guevara, Portoviejo, Ecuador
revista.cognosis@utm.edu.ec
e-ISNN 2588-0578
https://revistas.utm.edu.ec/index.php/cognosis
In recent years, education has experienced one of its most transformative periods, driven by technological
advancement and innovation in the education sector. This context has fostered the adoption of new methodologies
best practice known as the "Montessori Methodology in Language Teaching (MMLT)." This approach has
methods and considers students' challenges (Siaviki et al., 2024).
According to Holly (2024), language teachers often face similar challenges, especially with university students.
They must deal with resistance to learning new languages and early course dropouts, usually due to a lack of
and overly standardized approach to language teaching, which fails to consider adults' psychological blocks
and individual learning rhythms.
This research focuses on English language learning using the Montessori Method from early ages 6 to 7, as
Therefore, the objective of this research is to identify the Montessori Method teaching activities related to
the development of listening skills in second-grade students of basic general education at the Mariscal Sucre
Educational Unit.
The Montessori method, known for its child-centered approach and emphasis on independent learning, has
experience in the research conducted by Jared (2024), who evaluated the Montessori method to improve
teaching materials and techniques incorporated in the method to address physical, emotional, social, and
cognitive aspects of children's development, with the goal of achieving the desired level of English. Data
collection was carried out using an observation form and an emotional scale administered to the students. The
results indicated a lack of playful interaction involving motor skills and relational characteristics. Therefore,
the author designed activities based on the Montessori method, which uses teaching materials that strengthen
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INTRODUCTION: STARTING POINT
English is one of the most widely spoken languages in the world; approximately more than 1.452 billion
people speak this language in 110 countries. According to Chavarría (2022), English is an essential element of
learning this language, as they allow students to understand and process auditory information with the goal
especially in the early stages of education (Alvear & Padilla, 2023).
Mayuri Lizbeth Ger-Sánchez, Carlos Humberto Chancay-Cedeño
3
The Montessori method for developing listening
skills in the English language
Moreno and Romero (2023) focused their research on the evaluation of the Montessori method for the
Unit. The research used a quantitative approach, was descriptive, and had a non-experimental design. These
workshops were held in the classroom through didactic activities of the Montessori methodology, the use of
concrete and sensorial materials, and an adequate environment for children to develop their linguistic skills at
their own learning pace (Moreno & Romero, 2023). The research made it possible to demonstrate the positive
impact that the Montessori method has on the teaching-learning process in such a way that its application
(Moreno & Romero, 2023).
Ecuador. Furthermore, it had an action research design and a mixed approach. The researchers designed a
lesson plan to adapt Montessori methodology activities to the social conditions of the second grade of primary
school and English as a foreign language. The results of the tests administered to the children at the end of
the educational intervention showed a 42% improvement in learning level with respect to English vocabulary
(Caballero et al., 2022).
Learning English as a foreign language is essential in a globalized world, and listening skills are fundamental
to this process. It should be noted that during the general bare education stage, students often struggle to
develop listening skills in English. At ages 6 and 7, students are in the process of learning to read and write in
their native language and learning a new language can create confusion in their learning.
For Holly (2024), innovative teaching methods are essential in Ecuador's public institutions since students
lack motivation and fail to develop English language skills optimally, mainly listening skills, which will help
them achieve good pronunciation. For this reason, there is interest in analyzing the Montessori method for
developing listening skills in English language teaching. Through this educational model, the aim is to satisfy
the needs of learners, providing them with an adequate environment to improve their language skills and
Sánchez (2022) mentions that the Montessori method is a viable alternative for learning English as a foreign
language, as it allows students to acquire the language autonomously and constructively. Furthermore, it
children can reach the desired level of English language learning.
This research focuses on English language learning using the Montessori method from early ages 6 to 7 since
The objective of this research is to identify the Montessori method teaching activities related to the development
of listening skills in second-grade students of general basic education at the Mariscal Sucre Educational Unit.
Montessori Method
The Montessori method is an educational approach created by the Italian educator and physician Maria
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DOI: 10.33936/cognosis.
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Universidad Técnica de Manabí. Ecuador
Av. Urbina y Che Guevara, Portoviejo, Ecuador
revista.cognosis@utm.edu.ec
e-ISNN 2588-0578
https://revistas.utm.edu.ec/index.php/cognosis
life is from birth to age 6 or 7, as this is when a person's intelligence develops. She also mentions that during
with the correct methodology. This method is characterized by developing independence and freedom within
limits, respecting the child's natural psychology and physical and emotional development (Newman, 2024).
The educational approach establishes the child as the protagonist, as they are considered unique individuals
with their interests and capacity to build their personal and cognitive growth. It is achieved using manipulative
materials in an organized and appropriate environment. The goal of the Montessori Method is to foster interest
in learning, independence, and a balance between responsibility and freedom. Furthermore, the teacher plays an
important role as a guide and facilitator, providing materials designed to be engaging, durable, and stimulating
for students' senses (Jared, 2024).
Principles of the Montessori method
Montessori's educational philosophy is based on constructivism, a learning theory that holds that people learn
to this perspective, students construct their knowledge by interacting with their environment and actively
innate capacity to learn and develop through self-exploration and the manipulation of concrete materials
(Alquinga, 2022).
The Montessori approach also aligns with the ideas of Jean Piaget, who argued that learning is an active
process in which children construct mental schemas through interaction with their environment. Piaget
emphasized the importance of practical experience and personal discovery in cognitive development (Piaget,
social context in learning, suggesting that interaction with others and collaboration are essential for cognitive
development (Vygotsky, 1978).
The basic principles of Montessori are detailed below:
Discovery learning
learning, suggesting that interaction with others and collaboration are essential for cognitive development
(Vygotsky, 1978).
Vygotsky introduced the concept of the "zone of proximal development" (ZPD), which refers to the distance
between what a child can do on their own and what they can do with the help of a more capable adult or peer.
This concept emphasizes the importance of social interaction in the learning process.
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Vol. 10, Núm. 3 (244-259): Julio - Septiembre 2025 DOI: 10.33936/cognosis.
Mayuri Lizbeth Ger-Sánchez, Carlos Humberto Chancay-Cedeño
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The Montessori method for developing listening
skills in the English language
Montessori's educational philosophy, founded on constructivism, promotes a learning environment where
students are free to explore, experiment, and discover for themselves, allowing them to build meaningful and
theories of Jean Piaget and Lev Vygotsky, who emphasize the importance of practical experience and social
interaction in cognitive development (Montero, 2024).
Preparing the educational environment
The Montessori approach to education employs a "prepared environment," which implies that it must be
and activities, be kept clean and orderly, and be visually appealing to students (Alquinga, 2022). The Montessori
approach to education employs a "prepared environment," which implies that it must be designed and adjusted
kept clean and orderly, and be visually appealing to students (Estrella et al., 2020). This concept of a "prepared
environment" is fundamental to a child's holistic development, as it provides an environment that facilitates
independent learning and exploration.
Maria Montessori believed that the environment should be an extension of the child, allowing them to develop
their skills and knowledge naturally and autonomously. Montessori argued that a well-prepared environment
should not only be safe and orderly but also stimulating and adapted to each student's individual needs
(Montero, 2024).
Carol Dweck, in her work Mindset: The New Psychology of Success (2020), highlights that a learning
of a growth mindset. Dweck argues that when children can explore and learn autonomously in a supportive
Use of sensory materials
and others, is recommended (Alquinga, 2022). These materials are designed to be attractive, durable, and
functional and are intended to encourage independent learning and active exploration.
cognitive and physical development. These materials are not only visually appealing but also carefully selected
to stimulate students' interest and curiosity. Furthermore, natural materials like wood provide a rich sensory
experience, which is crucial for children's sensory and motor development (Narváez & Jiménez, 2022).
Collaborative learning and play
Students will be able to work collaboratively with their peers. It fosters peer learning and, in relation to play,
plays an important role in sociocultural development. Teachers should promote and encourage this practice
(Siaviki et al., 2024). Collaboration among students not only improves academic learning but also develops
social and emotional skills essential for their overall growth.
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Av. Urbina y Che Guevara, Portoviejo, Ecuador
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https://revistas.utm.edu.ec/index.php/cognosis
This approach aligns with Lev Vygotsky's theories, which argue that learning is a social process and that
interaction with peers is crucial for cognitive development. Vygotsky introduced the concept of the "zone of
proximal development" (ZPD), which refers to the distance between what a child can do on their own and
what they can do with the help of a more capable adult or peer. This concept underscores the importance of
collaboration and social interaction in the learning process (Vygotsky, 1978).
Role of the teacher as guide and supervisor
In the Montessori educational approach, the teacher directs students' learning without interfering in their self-
education process. Therefore, their roles focus on preparing the learning environment, observing children to
encourage personalized learning, introducing new educational materials, and providing information (Narváez
& Jiménez, 2022). This approach allows students to develop their autonomy and capacity for independent
learning while the teacher acts as a facilitator and guide.
The Montessori method of teaching English
According to Sánchez (2022), students can learn to identify and produce English sounds from an early age,
allowing them to establish a solid foundation in pronunciation and listening comprehension. For successful
early English acquisition, children must have consistent and meaningful exposure to the language. This can be
achieved through interaction with native speakers, listening to music and stories in English, participating in
It is important to note that Montessori materials for teaching English include vocabulary cards, movable
letters, three-dimensional objects, books, and stories, among other resources. Furthermore, the Montessori
method promotes interaction and collaboration among students, which contributes to the development of
communication and social skills. In a Montessori environment, students can practice English in authentic
communication situations, such as role-playing, presentations, and debates (Rivera & Rodríguez, 2022).
Stephen Krashen's theory of language learning
According to Villanueva (2021), Stephen Krashen's second language acquisition theory is one of the most
acquisition of a second language, such as English. These include comprehensible input, acquisition-learning,
Furthermore, Krashen argues that meaningful second language learning is a slow process, with speaking skills
occurring after listening skills have been developed. He also argues that language is only adequately acquired
when individuals understand the messages they receive and are provided with comprehensible communication
materials (Alvear & Padilla, 2023).
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The Montessori method for developing listening
skills in the English language
Comprehensible Input Hypothesis
The input hypothesis in second language learning, such as English, suggests that successful learning depends
mainly on the quantity and quality of exposure to the target language. It is worth mentioning that this exposure
must be adapted to students' cognitive and socioemotional development, in addition to various sources, such
as teachers, classmates, and teaching materials (Alvear & Padilla, 2023). Furthermore, Jared (2024) argues
that the input hypothesis is fundamental for children at early ages (0–6 years) since, during this period, infants
are receptive to new languages. Therefore, adequate language exposure can strengthen the foundations for
lasting linguistic competence.
Listening skills
According to Medina and González (2020), listening skills are essential in the English language learning
is being said to them and respond appropriately.
It is important to note that active and attentive listening skills can also contribute to the development of other
language skills, such as pronunciation, vocabulary, and grammar. To improve English listening skills, students
must have consistent and varied exposure to the language. It can be achieved through listening to English
music, movies, television programs, and podcasts, as well as participating in conversations and debates with
native speakers or classmates (García, 2024).
Montessori method activities for developing listening skills
The Montessori educational approach is a practical methodology for teaching English, as it promotes the
development of students' language skills (Peggy et al., 2021). To develop children's listening skills, it is
essential to create a supportive environment, ensuring a quiet, distraction-free space with easily accessible
learning materials. The use of listening materials, such as audio recordings, songs, stories, or podcasts in
English, is fundamental to this process. Furthermore, it is important to design active listening activities where
spoken by the teacher. Repetition and daily practice are essential, and students should be provided with
daily opportunities to practice their listening skills through hands-on exercises, videos, and learning games.
Montessori promotes both individual and group learning, allowing students to listen and respond individually
to recordings, as well as participate in group listening games or conversation activities (Medina and González,
2020).
The research was conducted at the Mariscal Sucre Educational Unit, located in the Mariscal Sucre parish of
21 teachers, two of whom teach English. The study population included two English teachers directly and
indirectly and 30 second-grade students indirectly.
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Universidad Técnica de Manabí. Ecuador
Av. Urbina y Che Guevara, Portoviejo, Ecuador
revista.cognosis@utm.edu.ec
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https://revistas.utm.edu.ec/index.php/cognosis
The research was designed using a descriptive and narrative design. It addressed the topic of early English
language teaching, an area that, although researched, has not been exhaustively explored. The data collection
institution in the Mariscal Sucre parish, Tulcán canton.
for the research, ensuring their support and participation in the study. Equity was considered in the selection
For data analysis and interpretation, analytical categories were created based on data collected from the
instruments administered to participants, interviews with teachers, and classroom observations conducted
Interview and classroom observation application for English teachers in the educational unit
The research instruments (interviews and classroom observation) were conducted in the second grade of
basic general education at the educational institution during a regular English class schedule, during which
the teachers showed a willingness to conduct this research work. It is worth mentioning that the two English
teachers at the educational unit were considered. Teacher 1 has English language training, and Teacher 2 is a
computer science specialist. However, he has taken several English language training courses, which is why
he was assigned English as part of his class load.
• Methodology for teaching English
including the age of the students, the methodology used, and the level of training and years of experience of
the teachers (Scrivener, XXX). In this sense, teaching a language to students just beginning school requires
strategies and activities that contribute to the development of English language skills at an early age. When
teachers were asked about the methodology used in the classroom, they mentioned recreational activities such
as "...songs, tongue twisters, readings, educational alphabet, simple readings" (E1). In other cases, "...graphic
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Tabla 1. Qualitative research data categories
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Mayuri Lizbeth Ger-Sánchez, Carlos Humberto Chancay-Cedeño
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The Montessori method for developing listening
skills in the English language
methods and invented songs are used to teach topics, for example, family members..." (E2). As can be seen,
recreational activities are accompanied by various activities that are ideally suited to teaching English to
young children.
Among the questions related to the Montessori method, participants noted that "I did not know it before, but
now I do, since I have read about Montessori, and I understand that it refers to play, learning through playing…"
it is related to games: "I honestly do not remember about the method, but I think it is related to games…" and
concluded by saying that "…with the Montessori method, little is taught, but children learn" (E2).
• Activities related to the development of listening skills in English classes
Regarding activities and challenges related to the Montessori method, participants mentioned that “...the
ideal would be not to speak to the students in Spanish at all, and for them to understand the class topic, it
is necessary to use pictograms and body language...” (E1). Although this method seeks to develop basic
areas such as sensory, logical-mathematical, and science through experiments, exposing children to a foreign
language using body language can promote the understanding of words and phrases (Espinoza & Eudaldo,
obtained: (1) start of class, (2) Activities related to the development of listening in class and (3) Activities
related to the evaluation of listening in class.
During classroom observations, it was determined that teachers demonstrate a positive attitude when starting
classes and beginning with songs. The use of the native language can occur, but it does not become a classroom
habit. The greater the student's exposure to the foreign language, with word patterns expressed through body
language, the better they will understand the instructions given. Therefore, the use of translanguaging is
permitted and recommended when the moment warrants it in the classroom (Rivera & Rodríguez, 2022).
Regarding activities to develop listening skills, sometimes instructions were given in Spanish, and other times,
the class began with the screening of videos related to the topic being taught. Generally, playful activities will
be the most appropriate way to reach students who are just beginning to learn a language, particularly children,
as they are at a stage where play is the key to developing the necessary skills of a foreign language (Gómez
& Urraco, 2022).
with some using more traditional approaches and others more innovative. Classroom activities related to
listening development were diverse, including listening to stories, songs, and dialogues, as well as listening
comprehension exercises. Students were observed to show greater motivation and participation in classes where
need for more resources and ongoing training.
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These results align with Krashen's (1982) theory, which emphasizes the importance of natural language
acquisition and the need for an environment rich in comprehensible input. Krashen argues that students learn
best when exposed to language that is slightly more advanced than their current level but is comprehensible
and relevant to them. Furthermore, García (2024) points out the importance of language production and
interaction in the learning process. García (2021) suggests that language production helps students internalize
linguistic structures, while Villanueva (2021) highlights that interaction facilitates the negotiation of meanings
and error correction. These arguments support the observation that interactive methods and varied activities,
such as those related to listening development, are crucial for successful early English teaching. In this sense,
motivating learning for students.
Lesson plans for English teachers
Table 2 presents an analysis of the content of the lesson plans provided by the teachers of the Educational Unit
under study. It was divided into two categories: methodology for teaching English and Activities related to the
development of listening skills in the classroom.
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Tabla 2. Analysis of English teachers' lesson plans
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The Montessori method for developing listening
skills in the English language
TEACHER 1
Teacher 1's lesson plan for teaching English greetings, focusing on "Hello," reveals a methodological
approach that, although structured, presents opportunities for greater alignment with the Montessori Method.
The teaching strategies implemented, such as the use of simple phrases and questions, encourage classroom
interaction, an essential aspect of Montessori pedagogy. However, the reliance on traditional resources such as
books and notebooks suggest that it could be enriched with manipulatives and visual materials that facilitate
more active and sensorial learning. According to Jara, Zapata et al. (2021), the Montessori Method emphasizes
the importance of students exploring and discovering concepts through direct experience, which could be
enhanced with more interactive and tactile activities.
Regarding listening development, listening and repetition activities are essential, but assessment could be
complemented with visual and association methods. Feedback and repetition are key in the Montessori Method,
that greater integration of Montessori principles, such as a prepared environment, the use of songs, and direct
TEACHER 2
Teacher 2's plan for teaching English greetings, such as "Hello" and "Goodbye," uses the ERCA (Experience,
encourage more sensorial and tactile learning, characteristic of the Montessori Method.
and aligned with the practical approach of the Montessori Method. Assessing listening comprehension through
oral and written tests is appropriate but could be complemented with visual and kinesthetic activities for a
more comprehensive approach. Feedback and repetition of activities are essential in the Montessori Method,
Maria Montessori, in her work "The Secret of Childhood," emphasizes that children learn best through active
advocates the use of manipulative materials that allow students to interact with the concepts they are learning
tactile and visual resources that facilitate multisensory learning.
Furthermore, Montessori argues that the learning environment must be carefully prepared to support student
autonomy and exploration. In this sense, active listening activities and feedback in teacher planning are steps
in the right direction but incorporating more visual and kinesthetic activities could enrich the learning process,
aligning it more closely with Montessori principles.
Therefore, by more fully integrating Maria Montessori principles, such as the use of manipulative materials
and the creation of an interactive learning environment, teacher planning two could further enhance the
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Comparative analysis between classroom observation and plans presented by teachers
the lesson plans provided by the educational unit's English teachers.
Tabla 3. Analysis of English teachers' lesson plans
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The Montessori method for developing listening
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TEACHER 1
Regarding the English teaching methodology, Teacher 1 planned to use game-based learning, basic instructions,
and Wh-questions to encourage interaction in English. During the observation, it was noted that the teacher
began the class with an English greeting and a song, which captured the students' attention. Although the song
in the classroom. According to Martínez et al. (2020), adaptability in teaching is crucial to maintaining student
interest and motivation. However, the comparative analysis reveals that, although the initial greeting in English
and practice. It may be due to contextual factors or the need for further preparation in game-based teaching
techniques, as Moya (2024) points out.
Second, regarding listening activities, Teacher 1 planned activities such as listening to and repeating basic
phrases, identifying simple words and phrases related to English greetings, and game-based activities to
improve comprehension. During the observation, students listened to a song about English greetings, but some
became restless and did not pay attention. Furthermore, the game-based learning method was not followed,
occurs when students are motivated and engaged in the activities. A lack of active participation may indicate
and lasting language understanding, as argued by Lightbown and Spada (2021).
TEACHER 2
Regarding the methodology category for teaching English, Teacher 2 planned to use the ERCA (Experience,
greeted students in English and showed a video about English greetings, which captured the students' attention.
attention, failed to maintain the engagement of all students throughout the class. According to Richards (2020),
it is crucial not only to capture students' initial attention but also to maintain it throughout the class through
interactive and varied activities. The comparative analysis reveals that, although the planned use of the video
encourage participation. Moya (2024) argues that active participation is essential for meaningful learning and
that teachers should be prepared to adapt their methods based on students' needs and responses.
the replication of greetings in songs, and the creation of songs in English related to the topic of study. During
the observation, the students showed interest in the video due to the presence of striking animated characters
such as puppets. However, only three of the thirty students participated in the song-creation activity. This
when students are motivated and engaged in the activities. Lack of participation may indicate a need to revise
the activities to make them more inclusive and engaging for all students. Lightbown and Spada (2021) suggest
that using varied activities tailored to student's interests can improve participation and learning.
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Research reveals that the Montessori methodology, which focuses on playful activities and learning through
English language comprehension and learning. Integrating playful and visual elements into English teaching
can enhance language acquisition in the early school years.
Teachers recognize the importance of developing listening skills from an early age, although they face several
challenges in this process. It is crucial to minimize the use of Spanish and maximize exposure to the foreign
language through body language and pictograms. Despite these challenges, teachers recognize that the
Montessori method, with its focus on learning through play, can overcome these barriers and foster a deeper
understanding of the English language in students.
English classroom observations reveal that teachers demonstrate a positive attitude and use songs to open
lessons, aligning with Montessori principles. Although occasional use of Spanish is observed, greater exposure
to the foreign language through word patterns and body language improves comprehension of instructions
(Alvear & Padilla, 2023). Playful activities are considered the most appropriate way to teach children in the
initial stage of language acquisition, highlighting the importance of play in the development of language skills.
Author 1 Conceptualization, Formal analysis, Research, Methodology, Writing – original draft –,
Writing – review and editing –
Author 2 Research, Methodology, Writing – original draft –
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