El uso de recursos tecnológicos para fomentar la producción oral en los estudiantes: precepción de docentes
Palabras clave:
Percepciones de los profesores, recursos tecnológicos, producción oral, clases en línea
Resumen
La presente investigación se centra en las percepciones de los profesores universitarios de inglés sobre la eficacia del uso de recursos tecnológicos en sus clases virtuales para fomentar la producción oral de los estudiantes. El objetivo es determinar si los profesores creen que dichas herramientas mejoran la capacidad de expresión oral de sus alumnos en las clases en línea. Se empleó una metodología cuantitativa con un diseño descriptivo transversal, utilizando un cuestionario estructurado de preguntas cerradas administrado a 27 docentes del Instituto de Idiomas de la Universidad de las Fuerzas Armadas - ESPE. Los resultados indican que los recursos predominantes utilizados para mejorar la producción oral son los juegos de aprendizaje de idiomas y las redes sociales, debido a su naturaleza interactiva y su capacidad para mantener la motivación de los estudiantes. Además, las aplicaciones creadas para mejorar las habilidades auditivas y los canales educativos de YouTube son ampliamente utilizados. Por este motivo, los educadores suelen considerar que las herramientas tecnológicas son fundamentales y eficaces para mejorar la productividad oral. Sin embargo, no consideran que estas herramientas fomenten de forma significativa un entorno de aprendizaje colaborativo o inclusivo en las clases en linea. El valor de este estudio radica en identificar los puntos en los que los recursos tecnológicos pueden ser más eficaces para proporcionar las aportaciones necesarias para seguir desarrollando el uso de la tecnología en las clases de inglés en línea.
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Qutishat, D., Obeidallah, R., & Qawasme, Y. (2022). An Overview of Attendance and Participation in Online Class During the COVID Pandemic: A Case Study. iJIM, 103-114.
Reiter, G., & Matthaeus, W.-G. (2000). Marktforschung und Datenanalyse mit EXCEL: Moderne Software zur professionellen DatenanalyseMit praxisbezogenen Beispielen und zahlreichen Übungsaufgaben. Oldenbourg Wissenschaftsverlag. https://doi.org/https://doi.org/10.1515/9783486803761
Rio, M. M. (2020). Digital technologies and the oral production development in ELT: Echoing worldwide teacher's voice. The Especialist, 41(5), 1-25. https://doi.org/https://doi.org/10.23925/2318-7115.2020V41I5A4
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Roy, P., & Kant Sahu, K. (2024). Building a roadmap for content validation: 6C model and validity index. International Journal of Research in Management, 6(1), 110-114. https://doi.org/https://doi.org/10.33545/26648792.2024.v6.i1b.130
Spriggs, A., Lane, J. D., & Gast, D. L. (2018). Visual Representation of Data. Routledge. https://doi.org/http://dx.doi.org/10.4324/9781315150666-7
Srivastava, R. (2021). Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning. Arab World English Journal, 1, 96-102. https://doi.org/https://doi.org/10.24093/AWEJ%2FMEC2.7
Tarusha, F., & Bushi, J. (2024). The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices. European Journal of Theoretical and Applied Sciences, 2(2), 718-723. https://doi.org/https://doi.org/10.59324/ejtas.2024.2(2).63
Tünde, N. (2021). Using Technology for Foreign Language Learning: The Teacher’s Role. Central European Journal of Educational Research, 3(2), 23-28. https://doi.org/https://doi.org/10.37441/cejer/2021/3/2/9347
Twycross, A., & Shields, L. (2004). Statistics made simple. Part 2. Standard deviation, variance and range. Paediatric nursing, 16(5), 1-24. https://doi.org/https://doi.org/10.7748/PAED2004.06.16.5.24.C922
Yun, V. W., Ulang, N. M., & Husain, S. H. (2023). Enhancing Content Validity of the Designed Hierarchy of Controls Instrument in Preventing Infectious Diseases on Construction Sites: A Multidimensional Approach. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 508-521. https://doi.org/https://doi.org/10.37934/araset.32.2.508521
Zulfiqar, A., Bala, B. S., & Sudheesh, K. (2019). Descriptive Statistics Measures of Central Tendency, Dispersion, Correlation and Regression. Airway, 2(3), 120-125. https://doi.org/DOI: 10.4103/ARWY.ARWY_37_19
Al-Kassab, M. M. (2022). The Use of One Sample t-Test in the Real Data. Journal of Advances in Mathematics, Vol 21(1), 134-138. https://doi.org/DOI: https://doi.org/10.24297/jam.v21i.9279
Arias-Gómez, J., Villasís-Keever, M. Á., & Miranda-Novales, M. G. (2016). El protocolo de investigación III: la población de estudio. Revista Alergia Mexico, 63(2), 201-206. https://doi.org/https://doi.org/10.29262/RAM.V63I2.181
Bonilla-Guachamín, J., Jadán-Guerrero, J., Rojas-Londoño, D., & Ramos-Galarza, C. (2020). Relationship Between Technological Resources and Meaningful Learning in Secondary Students. En W. Karwowski, T. Ahram, D. Etinger, & N. Tanković, Human Systems Engineering and Design III. IHSED 2020. Advances in Intelligent Systems and Computing (págs. 98-102). Springer, Cham. https://doi.org/https://doi.org/10.1007/978-3-030-58282-1_32
Cardoso, W. (2022). Technology for Speaking Development. En T. M. Derwing, M. J. Munro, & R. I. Thomson, The Routledge Handbook of Second Language Acquisition and Speaking (pág. 15). Routledge.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Londres: Pearson.
Cruz, S., & Torres, A. (2022). VIRTUAL AND IMMERSIVE LEARNING ENVIRONMENTS USING ARTSTEPS: EXPLORATORY STUDY WITH TEACHERS. International Conference e-Learning 2022. Portugal. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.iadisportal.org/components/com_booklibrary/ebooks/202203C022.pdf
Duailibi, C. F., Valentim, C. C., Souza, M., Souza, M., & Barros, M. D. (2020). Recursos tecnológicos como possibilidades para a prática pedagógica. SCIAS - Educação, Comunicação e Tecnologia, 2(1), 99-116. https://doi.org/https://doi.org/10.36704/sciaseducomtec.v2i1.4690
Garcia-Marques, T., & Bártolo-Ribeiro, R. (2020). The closed-ended questions formats: The nature, validity and reliability of their responses. Análise Psicológica, 38(2), 271-288. https://doi.org/https://doi.org/10.14417/AP.1659
Ghory, S., & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/https://doi.org/10.53894/ijirss.v4i3.73
Guebba, B. (2021). The Nature of Speaking in the Classroom: An Overview. Middle East Research Journal of Linguistics and Literature, 1(1), 9-12. https://doi.org/DOI: 10.36348/merjll.2021.v01i01.002
Günüç, S. (2017). TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING AND LEARNING. Günüç, S. (2017). TECHNOLOGY INTEGRATION IN ENGLISJournal of Teaching English for Specific and Academic Purposes, 5, 349-358. https://doi.org/http://dx.doi.org/10.22190/JTESAP1702349G
Iqbal, S., Niazi, S., & Hafeez, M. (2021). Iqbal, S.P., Niazi, S., & Hafeez, M. (2021). Developments oTechnology Integration in Language Teaching and Learning. Global Educational Studies Review., 1, 20-28. https://doi.org/https://doi.org/10.31703/gesr.2021(vi-iii).03
Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills. Sustainability, 1, 3-14. https://doi.org/https://doi.org/10.3390/su12135339
Murairwa, S. (2015). VOLUNTARY SAMPLING DESIGN. International Journal of Advanced Research in Management and Social Sciences, 4(1), 185–200.
Nahartini, D., Latifa, R., & Setiono, D. P. (2018). University Teachers Perceptions of Using Computer Technology in An Indonesian English Language Classroom. 2018 6th International Conference on Cyber and IT Service Management (CITSM), (págs. 1-5). Parapat. https://doi.org/doi: 10.1109/CITSM.2018.8674328
Patel, S., Boulton, A. K., Redoblado-Hodge, M. A., Papanicolaou, A., Barnett, D., Bennett, B., . . . Guastella, A. J. (2020). The Acceptability and Efficacy of Electronic Data Collection in a Hospital Neurodevelopmental Clinic: Pilot Questionnaire Study. JMIR Formative Research, 5(1), 1-28. https://doi.org/https://doi.org/10.2196/18214
Qutishat, D., Obeidallah, R., & Qawasme, Y. (2022). An Overview of Attendance and Participation in Online Class During the COVID Pandemic: A Case Study. iJIM, 103-114.
Reiter, G., & Matthaeus, W.-G. (2000). Marktforschung und Datenanalyse mit EXCEL: Moderne Software zur professionellen DatenanalyseMit praxisbezogenen Beispielen und zahlreichen Übungsaufgaben. Oldenbourg Wissenschaftsverlag. https://doi.org/https://doi.org/10.1515/9783486803761
Rio, M. M. (2020). Digital technologies and the oral production development in ELT: Echoing worldwide teacher's voice. The Especialist, 41(5), 1-25. https://doi.org/https://doi.org/10.23925/2318-7115.2020V41I5A4
Roig-Vila , R., Mengual-Andrés, S., Asmussen , C. S., & Medrano, P. Q. (2015). Actitudes hacia los recursos tecnológicos en el aula de los futuros docentes. Revista d'Innovació Educativa, 15, 12-19. https://doi.org/DOI: 10.7203/attic.15.7220
Roy, P., & Kant Sahu, K. (2024). Building a roadmap for content validation: 6C model and validity index. International Journal of Research in Management, 6(1), 110-114. https://doi.org/https://doi.org/10.33545/26648792.2024.v6.i1b.130
Spriggs, A., Lane, J. D., & Gast, D. L. (2018). Visual Representation of Data. Routledge. https://doi.org/http://dx.doi.org/10.4324/9781315150666-7
Srivastava, R. (2021). Unlocking Technology for Language Learning: A Viability at the Time of Transition from Traditional to Online Teaching and Learning. Arab World English Journal, 1, 96-102. https://doi.org/https://doi.org/10.24093/AWEJ%2FMEC2.7
Tarusha, F., & Bushi, J. (2024). The Role of Classroom Observation, Its Impact on Improving Teacher's Teaching Practices. European Journal of Theoretical and Applied Sciences, 2(2), 718-723. https://doi.org/https://doi.org/10.59324/ejtas.2024.2(2).63
Tünde, N. (2021). Using Technology for Foreign Language Learning: The Teacher’s Role. Central European Journal of Educational Research, 3(2), 23-28. https://doi.org/https://doi.org/10.37441/cejer/2021/3/2/9347
Twycross, A., & Shields, L. (2004). Statistics made simple. Part 2. Standard deviation, variance and range. Paediatric nursing, 16(5), 1-24. https://doi.org/https://doi.org/10.7748/PAED2004.06.16.5.24.C922
Yun, V. W., Ulang, N. M., & Husain, S. H. (2023). Enhancing Content Validity of the Designed Hierarchy of Controls Instrument in Preventing Infectious Diseases on Construction Sites: A Multidimensional Approach. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 508-521. https://doi.org/https://doi.org/10.37934/araset.32.2.508521
Zulfiqar, A., Bala, B. S., & Sudheesh, K. (2019). Descriptive Statistics Measures of Central Tendency, Dispersion, Correlation and Regression. Airway, 2(3), 120-125. https://doi.org/DOI: 10.4103/ARWY.ARWY_37_19
Publicado
2024-10-18
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