Methodological Guides in English Teaching: A Systematic Proposal for Basic and Adult Education

Abstract

This study analyzes the role of methodological guides as a key resource for strengthening English language teaching in regular primary schools and adult secondary schools in Nicaragua. It employs a mixed-methods approach, allowing for the systematization of real-world experiences from teachers and students, as well as an evaluation of guides developed by fifth-year students in the English Education program as part of their undergraduate research. Throughout the analysis, it became clear that the guides are not simply technical materials created to fulfill an academic requirement; rather, they function as tools that guide, structure, and motivate learning by offering a clear and coherent path capable of fostering student autonomy. Furthermore, when designed flexibly and with genuine contextualization, they respond more accurately to the real needs of the classroom and reduce teacher improvisation, which often negatively impacts the quality of the learning process. However, the findings also reveal significant limitations, including a scarcity of resources, a lack of technical support, and the need to strengthen specialized training for their effective use. These gaps explain why, despite their potential, the guidelines do not always achieve the expected impact. Therefore, there is a need to institutionalize their use as a pedagogical strategy, accompanied by ongoing training and follow-up.