Effects of the “didactic interventiont triad” on English Language perception and competence among students at the Technological University of Honduras

Abstract

This study analyzes the effects of the “Didactic Intervention Triad” strategy on English language perception and linguistic competence among students at the Technological University of Honduras (third semester, 2025). In this study, the concept of the triad is not approached from the classical perspective of Houssaye’s pedagogical triangle (1988), but rather as a methodological adaptation centered on the content component: forums, extracurricular classes, and a language partner journal. The intervention was evaluated using a quasi-experimental design with a mixed-methods approach, employing an experimental group (A) and a control group (B) over a three-month period. The results, measured through certifications aligned with the Common European Framework of Reference (CEFR), show significant averages in Group A, whose members progressed from basic levels (A1-A2) to intermediate and advanced levels (B1-C2), as well as a notable increase in the perception of the English language—effects not observed in the control group (B). It is concluded that a structured intervention optimizes both the level of linguistic competence and language perception in university students.