Digital tools and active methodologies for online EFL learning during emergency remote learning: Students’ perceptions of an action research approach
Resumen
Este artículo da cuenta de un proyecto de investigación-acción desarrollado durante el periodo de enseñanza remota de emergencia. El estudio tuvo como objetivo describir cómo un conjunto de herramientas digitales y metodologías activas, implementadas en un curso universitario de inglés como lengua extranjera, contribuyó a las percepciones de los estudiantes sobre su propio aprendizaje.
Los participantes fueron estudiantes de primer año de una carrera de pedagogía en inglés en una universidad chilena. La intervención consideró actividades sincrónicas y asincrónicas que combinaron herramientas tecnológicas como Padlet, Google Docs y Kahoot, con estrategias pedagógicas basadas en principios de aprendizaje activo, tales como la retroalimentación entre pares, el trabajo colaborativo y la gamificación. Los datos se recopilaron mediante una encuesta final en línea y se analizaron cualitativamente. Los resultados muestran que los estudiantes valoraron positivamente las estrategias utilizadas, destacando la interactividad, la variedad y la motivación.
El estudio concluye con una reflexión sobre el valor de integrar herramientas digitales y enfoques participativos para apoyar la enseñanza de lenguas extranjeras en modalidad virtual.
Citas
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Carvalho, A., Teixeira, S., Olim, L., Campanella, S. & Costa, T. (2021). Pedagogical Innovation in Higher Education and Active Learning Methodologies - A Case Study. Education + Training, 63(2) 195-213. https://doi.org/10.1108/ET-05-2020-0141
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Karalis, T., & Raikou, N. (2020). Teaching at the Times of COVID-19: Inferences and Implications for Higher Education Pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479–493.
Khan, M.A., Kamal,T., Illiyan, A., & Asif, M. (2021). School Students’ Perception and Challenges towards Online Classes during COVID-19 Pandemic in India: An Econometric Analysis. Sustainability, 13, 4786. https://doi.org/10.3390/su13094786
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Laflen, A. (2023). Exploring how response technologies shape instructor feedback: A comparison of Canvas Speedgrader, Google Docs, and Turnitin GradeMark. Computers and Composition, 68, 102777.
López-Quintero, J. L., Varo-Martínez, M., & Pontes-Pedrajas, A. (2017). Uso de Sistemas de Respuesta Inmediata para mejorar el aprendizaje de conceptos de termodinámica en la universidad. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, (Extra), 1697-1702.
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Efa, R. M. (2021). An analysis teaching and learning speaking through audio visual during Covid-19 pandemic at the first semester of the eighth grade of SMP Negeri 2 Penengahan in the 2020/2021 academic year [Doctoral dissertation, Universitas Islam Negeri Raden Intan Lampung].
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Fox, M. F., Werth, A., Hoehn, J. R., & Lewandowski, H. J. (2020). Teaching labs during a pandemic: Lessons from Spring 2020 and an outlook for the future. arXiv preprint arXiv:2007.01271.
Fruehwirth, J. C., Biswas, S., & Perreira, K. M. (2021). The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data. PloS one, 16(3), e0247999. https://doi.org/10.1371/journal.pone.0247999
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Gündüz, A. Y., & Akkoyunlu, B. (2020). The gamification tool for the classroom response systems: Kahoot!. Hacettepe University Journal of Education (H. Ü. Eğitim Fakültesi Dergisi), 35(3), 480-488.
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Herrador-Alcaide, T. C., Hernández-Solís, M., & Hontoria, J. F. (2020). Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students. Sustainability, 12(12), 5171.
Hullman, J., & Diakopoulos, N. (2011). Visualization rhetoric: Framing effects in narrative visualization. IEEE transactions on visualization and computer graphics, 17(12), 2231-2240.
Kartsevski, M., Sanhueza-Campos, C., & Sáez Carrillo, K. (2022). Boosting vocabulary and reading comprehension through lexical hyperlinks in beginner EFL learners: An online platform study. In E. Domínguez Romero, J. Bobkina, C. Herrero, S. S. Radoulska, & I. Vanderschelden (Eds.), Visual lreceptiveiteracy and digital communication: The role of media in new educational practices (pp. 153–172). Editorial Comares.
Kamal, M.I., Zubanova, S., Isaeva, A., & Movchun, V. (2021). Distance learning impact on the English language teaching during COVID-19. Education and Information Technologies 26, 7307–7319. https://doi.org/10.1007/s10639-021-10588-y
Kang, X. & Zhang, W. (2020). An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education. Interactive Learning Environments, 31(2) 1029-1040. DOI: 10.1080/10494820.2020.1817758
Karalis, T., & Raikou, N. (2020). Teaching at the Times of COVID-19: Inferences and Implications for Higher Education Pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479–493.
Khan, M.A., Kamal,T., Illiyan, A., & Asif, M. (2021). School Students’ Perception and Challenges towards Online Classes during COVID-19 Pandemic in India: An Econometric Analysis. Sustainability, 13, 4786. https://doi.org/10.3390/su13094786
König, J., Jäger-Biela, D.J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education 43, 608–622. https://doi.org/10.1080/02619768.2020.1809650
Kyne, S. H., & Thompson, C. D. (2020). The COVID Cohort: Student transition to university in the face of a global pandemic. Journal of Chemical Education, 97(9), 3381-3385.
Laflen, A. (2023). Exploring how response technologies shape instructor feedback: A comparison of Canvas Speedgrader, Google Docs, and Turnitin GradeMark. Computers and Composition, 68, 102777.
López-Quintero, J. L., Varo-Martínez, M., & Pontes-Pedrajas, A. (2017). Uso de Sistemas de Respuesta Inmediata para mejorar el aprendizaje de conceptos de termodinámica en la universidad. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, (Extra), 1697-1702.
Martins, M. I., & Junior, J. P. (2021). Using interactive images in physics teaching. Journal of Physics: Conference Series 1929(1) 012013. IOP Publishing.
Maluenda, J. (2021). Enfoques pedagógicos para la educación del siglo XXI. In J. Maluenda & M. Varas (Eds), Educación orientada al desarrollo de competencias. Guía para su implementación efectiva (pp. 19-29). Ponta Grossa, Brasil: Atena Editora.
Maluenda-Albornoz, J., Bernardo, A., Galve-González, C., Flores-Oyarzo, G., Infante-Villagrán, V., & Díaz-Mujica, A. (2021). Variables predictoras de la expectativa de desempeño y la intención de abandono en contexto de educación virtual de emergencia en estudiantes universitarios chilenos. RECIE. Revista Caribeña De Investigación Educativa, 5(2), 81-91. https://doi.org/10.32541/recie.2021.v5i2.pp81-91
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
Moreira, J. A. & Dias-Trindade, S. (2020). Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context. Journal of E-Learning and Knowledge Society. 16. 9-16. 10.20368/1971-8829/1135039.
Moneta Pizarro, A. M. (2019). Determinantes del desempeño académico en educación a distancia: aplicación de un modelo de ecuaciones estructurales (Master's thesis).
Lembani, R., Gunter, A., Breines, M., & Dalu, M. T. B. (2020). The same course, different access: the digital divide between urban and rural distance education students in South Africa. Journal of Geography in Higher Education, 44(1), 70-84.
Newsom, D., & Haynes, J. (2004). Public relations writing: Form & Style (7th ed.). Belmont, CA: Wadsworth Publishing.
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Autores/as
Díaz Vargas, C. ., Sanhueza Campos, C. ., & Maluenda Albornoz, J. . (2025). Digital tools and active methodologies for online EFL learning during emergency remote learning: Students’ perceptions of an action research approach . Logos: Revista De Lingüística, Filosofía Y Literatura, 35(1). https://doi.org/10.15443/RL3522
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