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Abstract
The use of military contexts in teaching English as a foreign language remains underexplored in Latin American ESPresearch, particularly within the Ecuadorian military context. In these contexts, students often demonstrate limitedengagement when teachers rely on general English textbooks and instructional methods that are not connected to their professional reality. This study addressed this gap by examining how the integration of military contexts supports the learning of English grammar and vocabulary. The participants were trainees preparing for admission to ESFORSE, the Ecuadorian training academy for enlisted soldiers and technical specialists. A qualitative instrumental case study was conducted with fifteen trainees at a military academy. The intervention had four thematic blocks based on military scenarios: reporting to the unit, giving orders at a checkpoint, inspecting tactical equipment, and carrying out a rescue mission. Data were collected through a field diary and an anonymous survey consisting of Likert-scale and open-ended questions. The findings revealed that the instructional approach generated positive perceptions among the trainees by connecting language content with their future professional environment. The findings suggest that integrating military contexts into English instruction can support grammar and vocabulary learning among military trainees.
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