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This research examines how the English teachers' didactic strategies influence the academic performance of rural high school students in the municipality of Magangué, Colombia, on the standardized Saber 11 tests. A qualitative, sociocritical approach was used under an educational action research design to understand and transform pedagogical practice in rural contexts. The sample consisted of English teachers from rural public schools. Nine teachers were intentionally selected with more than five years of experience and postgraduate studies in education or related fields. Multiple data collection methods were used, including participant observation, semi-structured interviews, focus groups, and field diaries. The validity of the results was ensured through methodological triangulation of the data collection techniques used. The findings show that the most commonly used teaching strategies were grammar-based and repetitive, with little emphasis on contextualized communicative practices. This aligns with the low scores (A– and A1) on the Saber 11 tests. Innovative pedagogical practices incorporating cultural and community aspects were identified, strengthening motivation and language comprehension. It is determined that the effectiveness of teaching strategies depends on their suitability to the context and on the teachers’ reflective capacity. It is necessary to foster ongoing, contextualized training, integrating English language teaching methods with the sociocultural specificities of rural contexts to improve academic outcomes.
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