The education field in Colombia in its quest for providing alternative proposals aims primarly at setting aside traditional teaching methods and approaches; looking for the acquisition of meaningful learning, that is possible to develop if the teaching process is based on  students’ needs and interests which differs from context to context. Secondly to establish from the teacher-researcher view, the advantages and disadvantages behind the implementation of active methodologies in Foreign Language classrooms. The current study took a qualitative approach which was carried out by following a plan of activities with the objectives of identifying the factors that caused rejection on students when learning a Foreign Language, afterwards, recognizing the learners’ needs and interests and determining what active methodologies enhanced meaningful learning of  EFL. The data collection procedures used were: direct observation, examination of interests and preferences and Interview to students and to the teacher-researcher. The context of this study was a public school in Sincelejo-Sucre; I.E. Técnico Industrial Antonio Prieto, with learners from tenth grade. This course had forty students who belong to a low socio-economic status. The justification of this research was mainly the students’ rejection lo learn English; therefore there was an essential need to implement active methodologies to turn them into learners-centered classes; bearing in mind the professor’s insights after the A.M usage (Gamification, Project Based Learning, cooperative learning, flipped learning), to know in depth its advantages and disadvantages; thus it is possible to clarify the cases in which each should be applied to stop their use under trial-error.