English with Purpose: Communicative Strategies for Contextualized Language Teaching in Educational Settings
DOI:
https://doi.org/10.70577/asce.v5i2.791Keywords:
purpose-driven English; communicative strategies; task-based learning.Abstract
This article aimed to analyze the communicative strategies used in purpose-driven English language teaching in educational contexts through a systematic literature review. The study was conducted following the PRISMA 2020 guidelines, based on the identification, selection, and analysis of recent research related to task-based learning, contextualized activities, technology-mediated tasks, and artificial intelligence applied to English language teaching. The findings show that the most effective communicative strategies are those that promote the functional use of language in authentic situations, mainly enhancing students’ oral communicative competence, interaction, motivation, and autonomy. The review also found that technology and artificial intelligence offer relevant opportunities to personalize learning and expand feedback possibilities, provided that their implementation is aligned with clear pedagogical objectives. It is concluded that purpose-driven English language teaching represents a relevant pedagogical alternative for promoting meaningful, contextualized, and student-centered learning.
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Copyright (c) 2026 Jenny Maribel Gaona Ávila, Elsa Melania Añazco Encalada, Sara Luzmila Méndez González, María Daniela Castanier Jaramillo, Sandra del Rocío Pardo Romero
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