Maturana Patarroyo, Liliana MariaBuriticá Rincón, Miguel Ángel2024-05-022024-05-022023http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2622This paper reports a qualitative research that explored empathy-based teaching strategies in an English class at a private university in Medellín, Colombia to three students who work as coordinators and a pre-service teacher. The research asks the question: What effects do empathy-based teaching strategies have on students and the teacher? With a focus on a socio-critic paradigm to change both students and teachers practices inside and outside the classroom. The results of data analysis and reflection on these practices through observation and semi-structured interviews indicate an improvement in student engagement and motivation, as well as teachers' planning based on student needs. This suggests a positive development of students and teachers identities by making them more receptive to English learning and teaching.22 p.engEmpathy-based teaching strategies, English as a foreign language, meaningful teaching, motivation, empathy.http://purl.org/coar/access_right/c_16echttp://purl.org/coar/resource_type/c_7a1fhttps://creativecommons.org/licenses/by-nc/4.0/a