Resumen
La tecnología es parte importante de la sociedad actual y una interesante herramienta para mejorar el aprendizaje, su uso responde a la naturaleza lúdica que la caracteriza. El objetivo de la presente investigación es conocer si existe una correlación entre el uso frecuente de la aplicación VoScreen y el rendimiento académico de los estudiantes de idioma inglés de la Universidad Estatal de Bolívar, Ecuador. Esta investigación cuantitativa experimental, se basa en un muestreo no probabilístico intencional, aplicado durante un periodo de dieciséis semanas a un total de 270 estudiantes universitarios de diferentes edades y pertenecientes a diferentes carreras. Se analizó el uso o no de la aplicación VoScreen y los resultados obtenidos al final del periodo académico, constatando la investigación correlacional entre el uso de la aplicación y la obtención de mejores calificaciones al término del periodo académico. Finalmente, una encuesta aplicada reflejó la alta aceptación de la aplicación.
Citas
Alhawad, A., & Almunif, S. (2020). The Effect of the Voscreen Application on Oral Performance Among Saudi Efl Learn. Route Educational and Social Science Journal, 7(52), 109–116. https://doi.org/10.17121/ressjournal.2751
Alkhunzain, A. S. (2019). An Empirical Study on Smartphone Addiction of the University Students. International Journal of Interactive Mobile Technologies (iJIM), 13(12), 184-195.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009
Alzatma, A. A., & Khader, K. (2020). Using Mobile Apps to Improve English Speaking Skills of EFL Students at the Islamic University of Gaza مادختسا تاراهم نيسحتل لومحملا فتاهلا تاقيبطت.
Bal, S. (2019). The integration of ict tools into listening skill classes to improve listening comprehension of efl learners (Master's thesis, Bursa Uludağ Üniversitesi).
Bernal, M., & Feyen, J. (2017). A preliminary response from the Faculty of Psychology students of the University of Cuenca to the modified EFL teaching approach. Maskana, 8(1), 61-69.
Blanco Villamil, A. K. (2018) Promover el fortalecimiento de las habilidades de lectura y escritura en inglés a través de historias cortas en un ambiente virtual de aprendizaje (AVA) basadas en valores en los estudiantes del grado quinto.
Boran, G. S., Çiloğlan, F., & Durmaz, B. N. (2020). An Investigation of Foreign Language Proficiency of Cabin Crew Candidates during Employment Process. Language Teaching (TOJELT), 5(3), 131-145.
Camilleri, V., Dingli, A., & Montebello, M. (2016). Gamify your classroom!–A guidebook tool for an alternative pedagogical approach to class-based teaching.
Carranza Alcántar, M. D. R., Islas Torres, C., & Maciel Gómez, M. L. (2018). Percepción de los estudiantes respecto del uso de las TIC y el aprendizaje del idioma inglés. Apertura (Guadalajara, Jal.), 10(2), 50-63.
Chartrand, R. (2016). Advantages and disadvantages of using mobile devices in a university language classroom. Bulletin of the Institute of Foreign Language Education Kurume University, 23, 1-13.
Curran, V., Gustafson, D. L., Simmons, K., Lannon, H., Wang, C., Garmsiri, M., Fleet, L., & Wetsch, L. (2019). Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age. Journal of Adult and Continuing Education, 25(1), 74–93. https://doi.org/10.1177/1477971419827318
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2019.1648298
Demir, M. D., & Tavil, Z. M. (2021). The effect of technology-based materials on vocational high school students’ listening skill. Journal of Language and Linguistic Studies, 17.
Demírbílek, M., & Yücel, Z. (2011). İngilizce Öğretmenlerinin Bilgisayarın Yabancı Dil Öğretim ve Öğreniminde Kullanımı Hakkındaki Görüşleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 217–246. https://doi.org/10.19171/uuefd.63432
Ekinci, E., & Ekinci, M. (2017). Perceptions of EFL Learners about Using Mobile Applications for English Language Learning: A Case Study. International Journal of Language Academy, 5(5), 175-193.
Erenli, K. (2013). The impact of gamification-recommending education scenarios. International Journal of Emerging Technologies in Learning (iJET), 8(2013).
Erkan, H. C. (2020). Digitalization of English Language Teaching in Higher Education: Insights from English Preparatory Classes in Turkish Universities.
Fallas, J., 2012. Prueba de Hipótesis. [ebook] pp.2,48 49. Available at: <https://www.ucipfg.com/Repositorio/MGAP/MGAP-05/BLOQUE-ACADEMICO/Unidad-2/complementarias/prueba_hipotesis_2012.pdf> [Accessed 23 February 2021].
Forsythe, E. (2017). Pedagogical rationale for flipped learning and digital technology in second language acquisition. In Flipped instruction: Breakthroughs in Research and Practice (pp. 116-130). IGI Global.
García, I. (2013). Learning a Language for Free While Translating the Web. Does Duolingo Work? International Journal of English Linguistics, 3(1), 19–25. https://doi.org/10.5539/ijel.v3n1p19
İŞCAN, A. (2011). The Role and Significance of Films in the Turkish Teaching as Foreign Language. Journal of Turkish Studies, Volume 6 Issue 3(6), 939–948. https://doi.org/10.7827/turkishstudies.2692
Karaduman, G. (2018). Bağlantıcılık temelli mikro-öğrenmenin yabancı dil öğreniminde uygulanabilirliği: Voscreen örneği (Master's thesis, Anadolu Üniversitesi).
Kiliçkaya, F. (2018). Information and Communications Technology (ICT) in Listening Instruction. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0601
Krumlová, M. (2017). Využití aplikací ke zlepšení poslechových dovedností studentů angličtiny.
Lewandowska, A., & Jankowski, J. (2017). The negative impact of visual web advertising content on cognitive process: towards quantitative evaluation. International Journal of Human Computer Studies, 108(July 2017), 41–49. https://doi.org/10.1016/j.ijhcs.2017.07.002
Machimbarrena, J. M., Calvete, E., Fernández-González, L., Álvarez-Bardón, A., Álvarez-Fernández, L., & González-Cabrera, J. (2018). Internet risks: An overview of victimization in cyberbullying, cyber dating abuse, sexting, online grooming and problematic internet use. International journal of environmental research and public health, 15(11), 2471.
Molina-García, P. F., Molina-García, A. R., & Gentry-Jones, J. (2021). La gamificación como estrategia didáctica para el aprendizaje del idioma inglés. Dominio de las Ciencias, 7(1), 722-730.
Ortiz-Colón, A. M., Jordán, J., & Agredal, M. (2018). Gamificación en educación: una panorámica sobre el estado de la cuestión. Educação e Pesquisa, 44.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2915-2928.
Paker, T. (2012). Türkiyeâde Neden Yabancı Dil (İngilizce) Öğretemiyoruz ve Neden Öğrencilerimiz İletişim Kurabilecek Düzeyde İngilizce Öğrenemiyor? Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 89-94–94. https://doi.org/10.9779/PUJE563
Ronquillo Perlaza, L. G. (2016). The application of icts as pedagogical tools to improve the english language teaching-learning process in the second year of baccalaureate students from “MARGARITA CORTÉS” Educational Institution, in the City of Esmeraldas (Doctoral dissertation, Ecuador-PUCESE-Escuela de Lingüística Aplicada).
Samaha, M., & Hawi, N. S. (2016). . Computers in Human Behavior, 57, 321–325. https://doi.org/10.1016/j.chb.2015.12.045
Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219-224.
Subrahmanyam, K., Michikyan, M., Clemmons, C., Carrillo, R., Uhls, Y. T., &
Greenfeld, P. M. (2013). Learning from paper, learning from screens: Impact of screen reading and multitasking conditions on reading and writing among college students. International Journal of Cyber Behavior, Psychology and Learning, 3(4), 1–27. https://doi.org/10.4018/ijcbpl.2013100101
Taylan, U. (2018). VoScreen Online Foreign Language Learning Environment. Journal of Educational Technology and Online Learning, 1(1), 60–69. https://doi.org/10.31681/jetol.376754
Tovar-Viera, R. (2020). Examining Technological Pedagogical Content Knowledge Competencies in In-Service Teachers. Veritas & Research, 1(2), 115-125.
Trémion, V. (2019). Etude de représentations sur les innovations en classe inversée à l’université. Spirale-Revue de recherches en éducation, (1), 11-21.
Türel, Y. K., & Davudova, E. (2019). USING MOBILE APPLICATIONS IN FOREIGN LANGUAGE LEARNING. მეცხრე საერთაშორისო კვლევითი კონფერენცია განათლების, ენისა და ლიტერატურის საკითხებზე, 101.
Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229.
Valderrama, B. (2015). Los secretos de la gamificación: 10 motivos para jugar. Capital humano, 295, 73-78.
Vesselinov, R., & Grego, J. (2012). Duolingo Effectiveness Study. City University of New York, USA, December 2012, 1–25. http://static.duolingo.com/s3/DuolingoReport_Final.pdf%5Cnpapers3://publication/uuid/66F5DF12-D322-4400-8488-A09AE8EF47F1
Vesselinov, R. & Grego, J. (2016). The Busuu efficacy study. Londra & New York: Busuu, 1-30.
Viera, R. T., & Sánchez, D. I. V. (2020). Research on Technology Competencies in EFL Language Instructors: Technology-Pedagogy-Content in Language Teaching. SCRIPT Journal of Linguistics and English Teaching, 5(1).
Yienger, M. E. (2016). Too Much Tech Harms Reading Retention in Young Children. Inquiries Journal/Student
Pulse, 8(03), 1–4. http://www.inquiriesjournal.com/articles/1374/too-much-tech-harms-reading-retention-in-young-children