This article presents the findings of the classroom research project “The conceptual map as an instrument of didactic strategy in Significant Learning in the Final Oral Examination for English levels I (groups 100/102) and II (groups 98/101)” by way of the hermeneutic method. The research was part of the International Business degree at the University of Medellin. The objective of the research was to design, apply and evaluate conceptual maps aimed at developing competences in analysing, deducing and applying levels of knowledge in the final English I and II oral examinations, thereby facilitating students’ education in research. The theoretical framework is presented along with the development of each methodological phase, the results are then described and analysed.