State of the art of research on teaching and learning foreign languages in Bolivia from 2011 to 2021

Abstract

Research has become a fundamental aspect for any professional, not only to promote public awareness within any field of knowledge but also to understand it and be able to teach based on the results of that research. Therefore, the goal of this research was to identify and analyze the current status of research which focuses on the teaching and learning of foreign languages in Bolivia between 2011 and 2021. However, our focus was specifically limited to English as a foreign language because of its usefulness and popularity among individuals. In this context, information about foreign language programs in public schools, private institutions offering English instruction, English education in public universities, research on English teaching and learning, professional development for English educators, English teaching associations, and language-related events was presented to achieve contextualization. Our study focused on the population of English teachers in Bolivia, specifically targeting those who have published their research. The utilized method was the Transformative Paradigm, which aimed to generate an action agenda for reform and thereby have an impact on the country's educational policies. The research required a mixed-method approach, integrating both quantitative and qualitative methods. The instruments that were employed in this research, included online surveys with a questionnaire comprising nineteen open and closed questions, an online bibliographic search, and online interviews to gather data. The results are presented qualitatively as they encompass representative information. The conclusions provide us with the opportunity to make recommendations for the actions that should be taken to promote research in and on foreign languages.