ene - jun 2024
Vol. 5 - Núm. 8
e-ISSN 2600-6006
Revista Cientíca Multidisciplinaria
ULEAM Bahía Magazine (UBM)
TECHNOLOGICAL APPLICATIONS
ADAPTED TO THE RHYTHM AND STYLE
OF LEARNING IN HIGH SCHOOL STUDENTS.
Aplicaciones tecnológicas adaptadas al ritmo y estilo
de aprendizaje en estudiantes del bachillerato.
Abstract
Technology has revolutionized all aspects of modern life and teaching English is no
exception. However, most teachers nd it dicult to adapt to the use of technological
tools in their classroom. The purpose of this research is to demonstrate the use of
technological tools adapted to the rhythm and style of learning the English language in
their students. It will be carried out using a qualitative approach. The participants were
ve teachers from the “Amazonas” Educational Unit, the data was obtained through
an interview of nine questions, assuring them that all the same information provided
in the interview would be a net of the investigation, thus the application of a survey
of nine directed to the students of the educational unit “Amazonas”. The information
provided by the participants helped to corroborate the information where it was obtained
as a result that not all teachers are trained for the proper use of technological tools and
therefore do not adapt these tools to each rhythm and learning style of their students.
keywords: Technology; teaching; English language; style of learning.
Resumen
La tecnología ha revolucionado todos los aspectos de la vida moderna y la enseñanza
del inglés no es una excepción. Sin embargo, a la mayoría de los docentes les cuesta
adaptarse al uso de herramientas tecnológicas en su aula. El propósito de esta
investigación es demostrar el uso de herramientas tecnológicas adaptadas al ritmo y
estilo de aprendizaje del idioma inglés en sus estudiantes. Se llevará a cabo utilizando
un enfoque cualitativo. Los participantes fueron cinco docentes de la Unidad Educativa
“Amazonas”, los datos se obtuvieron a través de una entrevista de nueve preguntas,
asegurándoles que toda la misma información brindada en la entrevista sería una red de
la investigación, por lo que se aplicó una encuesta de nueve dirigidos a los estudiantes de
la unidad educativa “Amazonas”. La información brindada por los participantes ayudó
a corroborar la información donde se obtuvo como resultado que no todos los docentes
están capacitados para el uso adecuado de las herramientas tecnológicas y por ende
no adaptan estas herramientas a cada ritmo y estilo de aprendizaje de sus estudiantes.
ultimately making a lasting impact on sustainability and human development.
Palabras clave: Tecnología; enseñanza; lengua inglesa; estilo de aprendizaje.
Yuly Belén Alcivar Cevallos
https://orcid.org/0009-0005-3657-7949
yulitaalcivar@gmail.com
Eleazar Mardoqueo Vargas Andrade
https://orcid.org/0000-0002-8062-8660
lmardovargas26@gmail.com
Alcívar Calderón Víctor Efrén
https://orcid.org/0000-0003-1814-5657
efren.alcivar@uleam.edu.ec
Universidad Laica Eloy Alfaro
de Manabí,
extensión Chone, Ecuador
Recibido: 29/06/2023 – Revisado: 10/07/2023 - Publicado: 19/01/2024
DOI: https://doi.org/10.56124/ubm.v5i8.0015
Cita sugerida APA - 7ma. Edición
Alcivar Cevallos, Y., Vargas Andrade, E., & Alcívar Calderón, V. (2024).
Technological applications adapted to the rhythm and style of learning in high school
students. ULEAM Bahía Magazine, 5(8), 123-131. Obtenido de https://revistas.uleam.
edu.ec/index.php/uleam_bahia_magazine/article/view/446
123
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Introduction
Currently, we live in a totally globalized world where we are
all connected with everyone. Therefore learning languages is
a great tool when it comes to progressing as a student and as a
professional. When speaking English as a foreign language, it
refers to learning a language dierent from the mother tongue
(Mei, 2008).
The process of learning English as a foreign language generally
takes place in the classroom, a place in which dierent controlled
activities are carried out. Despite the fact that this process occurs
for the most part in the educational eld, students can reach a high
degree of English language development depending on the pace
and learning style that they will have to learn the language.
When talking about learning rhythms and styles, reference is
made to the way each person uses to learn; his way implies the
use of some method or strategy that facilitates learning, such as
observing, listening, and writing. On the other hand, the use of
educational technology is fundamental in this transformation,
because technology is increasingly present in the world, and the
jobs of today and of the future are increasingly linked to it.
To raise the meaning of learning styles, we will start with why it
is learning. Feldman (2005, cited by Zapata-Ros, 2015) considers
“learning as a process of relatively permanent change in the
behavior of a person generated by experience” (p. 73); which
supposes that there are changes in the behavior of the individual
that can be lasting over time.
For their part, Richards & Lockhart (2007) refer to cognitive styles
in learning as cognitive characteristics or psychological behavior
“that serve as stable indicators of how the student perceives,
interacts with and responds to learning environments”. Cognitive
styles, then, can be described as particular predispositions to
approach learning that are directly related to personality types.
The dierent ways in which people respond to learning situations
reect dierences in their cognitive styles.
Cognitive learning styles can be improved through the use of
programs or technological applications. According to Harmer
(2001), language teaching computer programs oer students the
opportunity to study conversations and texts, perform grammar
and vocabulary exercises and, even more, listen to the texts and
record their voices. Therefore, its usefulness and the degree of
motivation that they represent for the student is undeniable.
One of the most relevant was the one carried out in 2011
through the updating of the Curricular Reform, which made
transformations in the structure of meshes in all subjects and
began with the project “It is time to teach English”. In it, an
attempt was made to improve the system of teaching English as a
foreign language, and aspects of methodology and teaching skills
were taken into account.
In April 2016, the Higher Education Council, in the Codied
Higher Education Regulations, article 31, established that
university students must reach a B2 level, upper intermediate,
according to the Common European Framework in order to
graduate.
On the other hand, with the help of technology, methodologies
such as the ipped classroom can be applied, where students
study part of the class content on their own through the use of
digital tools. In this way, the teacher can dedicate more class time
to implement activities such as discussion of topics, debates and
presentations that develop collaboration and critical thinking
instead of doing repetitive practice.
Before carrying out this research, it starts from the project of pre-
professional practices of the Secular University “Eloy Alfaro” of
Manabí - Chone extension of the career of Pedagogy of National
and Foreign Languages in the Educational Unit “Amazonas”.
This contributed to obtaining a fundamental experience in
training as future teachers, providing feedback on the teaching
methodologies used in the classroom, adapting the activities to
the needs, styles and learning rhythms of each student or group.
Referring to the experience lived in the “Amazonas” Educational
Unit where the pre-professional practices were carried out, the
creators of this work wanted to delve into the subject related to
technological tools adapted to each rhythm and learning style
focused on the area of English. , where it was evidenced that
the teachers of the educational unit ‘’Amazonas’’ do not apply
these technological tools during classes, not adapting them to the
rhythm and learning style of the students, and that is why the lack
of interest and motivation to learn the language.
With this article we return to the series of works whose general
objective is to analyze the impact that technological applications
have had on the teaching-learning process of English adapted to
the rhythm and learning style of high school students, likewise;
Determine what technological applications are used and
how frequently during the development of English classes in
secondary school, identify the academic processes of secondary
students that are related to the use of technological tools with
activities in English, establish digital competences that teachers
have regarding the use of technological applications in the
teaching of English, analyze the factors that inuence the use of
technological applications by students.
Literary review
Adaptive e-learning changes the level of instruction dynamically
based on student learning styles and personalized instruction to
enhance or accelerate a student’s success. Directing instruction to
each student’s strengths and content needs can minimize course
dropout rates, increase student outcomes and the speed at which
they are accomplished. The personalized learning approach
focuses on providing an eective, customized, and ecient path
of learning so that every student can participate in the learning
process (Al-Chalabi, H., & Hussein, A., 2020)
It is necessary to know the development of the students according
to the pace and style in which they learn, to know their weaknesses
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and strengths, and to obtain eective learning since each student
or person learns dierently.
The handing of course materials is an important issue of
personalized learning. Moreover, designing a well-designed,
eective, adaptive e-learning system represents a challenge due
to complication of adapting to the dierent needs of learners
(Alshammari, 2016)
Several challenges have to be faced according to the good use of
the increase in technology in learning, since for some this use is
not known but, with the implementation of good materials and
thus achieve personalized learning.
Regardless of using e-learning claims that shifting to adaptive
e-learning environments to be able to reinforce students’
engagement. However, a learning environment cannot be
considered adaptive if it is not exible enough to accommodate
students’ learning styles. (Ennouamani, S., & Mahani, Z., 2017)
With the good use of the tech tools, active participation on the
part of the students can be achieved, considering that the activities
must be exible for everyone and must be adapted to the rhythm
and style of each student in order to obtain favorable results.
It is important to clarify the distinction between causal factors
such as learning environment and outcome factors such as
achievement. Accordingly, student engagement is an important
research topic because it aects a student’s nal grade, and course
dropout rate (Staikopoulos, A., Keee, I., Yousuf, B. et al., 2015)
It is of the utmost importance to maintain the active participation
of the students in a pleasant learning environment since this
way we will know if they are interested in learning or if they are
learning.
In order to eectively use emerging digital educational
technologies educators should reect on how these technologies
inuence student learning, including student creativity.
The purpose of our systematic review was to identify and
synthesize articles in the eld of creativity and education
concerning the use of emerging digital educational technologies
and systems (Yalcinalp & Avcı., 2019).
Tech tools have their pros and cons depending on the use that is
given to them, which is why the teacher before using them must
carry out a study on how they inuence student learning and if
it awakens creativity in them.Nonverbal immediacy behaviors
are under researched in the online teaching environment. Using
social presence theory as a guiding framework, this study explores
several online nonverbal immediacy behaviors: emoticons/
gurative language, color, cohesion, visual imagery, and audio in
course design; response latency, length, time of day, and message
frequency in forums; and type and promptness of feedback via
grading and email. (Rogers-Stacy, C., Weister, T., & Lauer, S.,
2017)
There are various forms of communication, in the virtual scenarios
the use of emoticons was highlighted expressing the emotions of
the students, using text messages and emails to communicate and
some simply stopped communicating for fear of participating,
and in this way the communication is He gave up, which does not
happen in the face-to-face scenarios.
Technological change is altering the way educators deliver
subject matter content. The growth and widespread acceptance
of the Internet has resulted in the creation of Virtual Learning
Environments (VLEs) in teaching at any educational level.
(Urdiales, 2020)
As a result of the Covid 19, which caused the classes to be virtual,
education had to adapt to virtual environments and especially
teachers to create and develop technological adaptations to teach
the class and that education did not stop, therefore the virtual
environment had benets but it also had consequences for those
students who failed to learn much in that virtual educational
environment.
This virtual educational model requires the application of new
methodologies and techniques to motivate students in their
intellectual self-enrichment, in the self-discipline of study in
order to develop intellectual abilities and skills that allow them
to perform as integral professionals contributing signicantly to
the progress of their community. (Pérez, C., Suárez, R., Rosillo,
N., 2018)
Modern technological applications are motivating from the
moment that students use them because now in the current time
all students dominate technology and that is what they like, they
demonize cell phones, laptops, and most of the apps or web that
are easily accessible for students.
Learning styles which refer to students’ preferred ways to learn
can play an important role in adaptive e-learning systems. With
the knowledge of dierent styles, the system can oer valuable
advice and instructions to students and teachers to optimize
students’ learning process. Moreover, e-learning system which
allows computerized and statistical algorithms opens the
opportunity to overcome drawbacks of the traditional detection
method that uses questionnaires. (Truong, 2016)
The traditional method is now past, with the implementation of
new technologies adapted to the learning styles of each student
where they learn positively in the way that interests and likes
them.
Restrictions on physical gathering due to COVID-19 has
compelled higher education institutions to rapidly embrace digital
technologies to support teaching and learning. While logistically,
the use of digital technologies oers an obvious solution, attention
must be given to these methods’ pedagogical appropriateness,
mainly how students engage and learn in the spaces supported
by these technologies. In this context, we explored the degree
to which digital technologies have contributed to teaching and
learning practices over the past decade. (Nkomo, L. M., Daniel,
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B. K., & Butson, R. J., 2021)
It is important to keep track of the student when he receives virtual
classes because students learn in dierent ways and when they
learn kinesthetically, they usually fall asleep in front of a screen,
for that reason, it is important to turn on the camera, make them
participate and include them in the class to avoid that Distraction
problems with students in the virtual environment (Alshuaibi
et al., 2018). Stated that social media could enhance student’s
cognitive engagement in learning as they found cognitive
dimension had a mediating role in the relationship between social
media and academic performance.
Perhaps social networks help to give homework, but we believe
that it does not help academic improvement to the maximum,
remembering that they can be easily distracted by certain
applications.
Among the main results are: 1) TIC in the educational eld
acquire signicant importance by allowing the creation of virtual
spaces for dynamic, autonomous, exible learning, adapted to
the rhythm and learning style of schoolchildren, interactive and
collaborative; 2) these technologies bring benets to the teaching
and learning of Social Sciences by facilitating the broadening
and deepening of the contents taught in class through research;
3) there are active methodologies that make the learning of
Social Sciences more ecient, including the ipped classroom,
gamication and project-based learning, which focus on the
student as the protagonist of their own learning; 4) despite the
advantages of TIC, the policies of the Ecuadorian State and
educational strategies on the use of educational technologies,
even these are not used enough, sometimes due to apathy or
lack of technological training of educational agents, hence the
urgency of technologically training the teachers of Basic General
Education. (Aguilera Ruiz, et al., 2017)
It is important to recognize that ICTs currently matter and greatly
inuence modern education due to their learning style, whether
virtual or interactive through educational applications that serve
to make students autonomous in learning guided by applications,
The interesting thing is that no matter what subject it is, there are
applications for all kinds of subjects or subjects, some forms that
are ecient and others that are not so ecient.
In the traditional approach to education, teachers take various
steps to appraise students’ levels of performance, motivation,
and engagement such as conducting exams, checking student
attendance, and monitoring studying via security cameras.
However, on web-based platforms, there are no face-to-face
meetings, and it is dicult to determine student engagement
levels in online activities such as participating in discussion
forums or watching videos. (Hussain, M., Zhu, W., Zhang, W.,
& Abidi, S., 2018)
Considering the virtuality or applications that serve for the
evaluation, they will not always be as ecient as the teachers
in class, since through the interaction the teacher develops better
and creates a better connection with the students.
Methodology
The idea for doing this article comes from the pre-professional
practices, they were carried out with various instruments, which
were applied following a mixed methodology since, it was
qualitative because the opinion of some teachers was taken
into account to give response to the research questions, and
quantitative since a questionnaire was applied to students to
gather information from another point of view. This research was
based on the inductive-deductive method. Qualitative research
is the systematic study of society phenomena in nature. These
phenomena can include but are not limited to how people create
experiences Aspects of their lives, such as individuals and/or
groups Behavior, how organizations work, and how interactions
shape relationships (Teherani et. al., 2015).
According to Proudfoot (2022) the inductive-deductive method
this combined approach helps to ensure that the voices of the
participants are heard while allowing for more theory-driven
analyses. It is argued that this approach brings real benets
and could be used more widely. Because this research is of a
qualitative nature, the instruments used for data collection were
interviews with teachers and surveys of students, since it allows
collecting the most relevant information on a large and small
scale from a sample of a given population.
The data collection was carried out in four weeks, the population
was 240 students from the Educational Unit “Amazonas”, from
where a sample of 71 students was considered, these students
belong to the rst year of high school. The students belong to
medium-low class society, they are between 14 and 16 years old,
most of them, live in the urban area, a few of them live in the
rural area.
In addition, a population of ve teachers from the English area
was also taken, for the application of the interview. In the rst
week, the information was gathered and analyzed according
to the subject, the instruments. The instruments were a) the
questionnaire, which was made up of nine questions with multiple
answers related to scientic tasks and related to the use of
technological tools adapted to each rhythm and style of learning
the English language in high school students. b) The interview,
which was prepared for the teachers, consisted of nine questions
to verify the use of technological tools adapted to the rhythm and
style of learning the English language in secondary schools.
The choice, of course, was specically for sampling purposes and
for the study of this research; that is, the sample was random and
convenient, since they were students and teachers in their rst
year of high school.
Results
Interviews
After the analysis of the information provided by the teachers
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through the interviews, it is evident that there are dierent
situations in terms of technological applications adapted to the
rhythm and style of learning in BGU students.
Table 1.
Interview with teachers.
Questions Analysis of the answers.
Q1
From your point of view, how
important is the use of techno-
logical resources, as didactic
support in the teaching and
learning processes?
100% (ve) of the interviewed teachers state that the use of technological means
is important because they allow sharing information, working in real-time with
students on various websites, especially in virtuality it was very useful because
students exhibited greater interest and participation in classes on the other hand,
in person, they are no longer so essential, but they are a great didactic support.
Q2
Do you use technological appli-
cations adapted to the rhythm
and style of learning the English
language, if so, which ones do
you use?
100% (ve) of teachers use technological applications adapted to the rhythm and
learning style of students during classes and in pedagogical accompaniments
such as Collected, Paddle, music, YouTube videos, among other websites and
digital applications. However, it is not always used because the institution and
the students sometimes do not have internet to access the websites.
Q3
How important is the use of
technological resources, as
didactic support in the teaching
and learning processes of the
English language?
100% (ve) of the teachers stated that the use of technological resources is im-
portant for the teaching and learning process, which allows them to have an
interactive, aable and dynamic class through games, and interactive activities
according to the rhythm and level of the students. students.
Q4
Do you think that technological
resources inuence the acqui-
sition of learning by students
in the subject of English? If so,
how?
80% of teachers believe that technological resources do inuence language ac-
quisition because if a student has an electronic medium in which they have In-
ternet access, they can access websites and practice English skills, although it
aects them students who do not have an electronic device or internet, which
further delays learning. The other 20% believe that there is no feasible way to
check if students really learn with the use of technological resources since there
is no way to fully evaluate all the parameters because students can show a posi-
tive result and have no knowledge.
Q5
Do you think that Google trans-
lator is better than a physical
dictionary when analyzing the
social and technological factors
of modern education?
80% agree that the google translator is better than a physical dictionary because
they consider it faster and the internet is often not needed, depending on the
application. While the other 20% do not agree that the google tool is better than
a dictionary because they stated that students are easily distracted by access-
ing other applications or social networks and that the translator does not always
translate correctly.
Q6
How often do you receive train-
ing on the use of technological
tools as didactic support in the
teaching and learning processes
of the English language?
80% (four) of teachers do not receive training from the Ministry of Education,
they have to nd the means, courses and institutions to train themselves to learn
and improve their practices as educators. The other 20% (one) were in a program
by the Minister of Education “Ecuador speaks English” on technological tools
to apply to students.
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Q7
Do you consider that techno-
logical resources allow greater
production/interaction in the
teaching-learning process of the
English language, motivating
students? Why
100% (ve) expressed those technological resources allow greater production/
interaction in the teaching-learning process of the English language because stu-
dents who know how to use the applications improve quickly, and those who
do not know, learn how to use them while at the same time, they learn English,
increasing their production in the teaching-learning process. Furthermore, if the
institution had the necessary equipment, and an English laboratory, learning
would be much more eective and faster.
Q8
Do you consider it necessary to
use technological resources in
teaching the English language?
Why?
100% (ve) stated that the use of technological resources in teaching English
is necessary because to learn an L2 you need to practice the 4 (four) skills and
through the videos, they can improve listening, and they even mentioned that
there are students who through applications or videos are more interested in En-
glish than in the traditional way, which is grammar in books.
Q9
Do you think it is possible for
students to change the way they
perceive learning the English
language with the use of techno-
logical resources?
100% (ve) expressed those technological resources do change the way they
perceive English since they are more interested in using technology because with
videos, music, games, messaging applications and interactive activities they can
practice the language, even more so if more hours are taught in the week and the
infrastructure will be available in the educational institution.
Elaboración propia
Table 2
Student survey.
In the survey applied to 71 students of the rst year of Bacca-
laureate of the Educational Unit “Amazonas” about Technologi-
cal applications adapted to the rhythm and style of learning in
high school students, the following results were obtained for each
question asked.
1. When does the English teacher use technology in class?
At the beginning of class. 15 (22%)
At the middle of class 25 (36%)
At the end of class 29 (42%)
Analysis. According to the results of the student survey of when
the teacher uses technology in class, 42% (29 students) mentio-
ned that the teacher uses the technology at the end of the class,
on the other hand, 36% (25 students) said that the teacher uses
technology in the middle of class, nally 22% (15 students) stated
that teachers use technology at the beginning of class.
2. How useful do you consider technological instruments in
learning the English language in you a student, being 1 not at
all useful and 4 quite useful?
Quite useful 52 (74%)
Moderately useful 13 (18%)
Little useful 5 (7%)
Nothing useful 1 (1%)
Analysis. According to the results obtained in the survey on how
useful students consider the use of technology in learning the
English language, the two most relevant results mention: that
73% (52 students) consider it quite useful, on the other on the
other hand, 18% (13 students) consider the use of technology
moderately useful.
3. When the teacher uses technology, what are the most
common problems that happen the most in the classroom?
The teacher does not know how to use technology 2 (3%)
The technology used by the teacher is obsolete. 2 (3%)
Internet failure. 27 (38%)
The failure of technology by students. 12 (17%)
Others 28 (39%)
Analysis. According to the results obtained in the survey about
what are the common problems that happen in a classroom, the
two most relevant results mention: on the one hand, 38% (27
students) mentioned it is due to the internet failure, on the other
hand, 39% (28 students) expressed it was due to others such as
they do not have data, the technology of the devices does not
support the platform. A third group, 17% (12 students) said it is
because the failure of technology by students.
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4. When the teacher uses technology, how does it aect the
class when there are connection problems to the server,
network, or computer?
A lot. 19 (27%)
A little 34 (48%)
Nothing 18 (25%)
Analysis. According to the results of how connection, network
or computer problems aect the class when the teacher uses
technology, 48% (34 students) agree that it does aect connection
problems a little, on the other hand, 27 % (19 students) said that
it aects a lot, a third group of 25% (18 students) mentioned that
it does not aect anything.
5. Does the teacher implement technology in the classroom as
a teaching tool?
Always 4 (6%)
Almost always 9 (13%)
Sometimes 29 (41%)
Rarely 23 (32%)
Never 6 (8%)
Analysis. According to the results obtained on whether the teacher
implements technology in the classroom as a teaching tool,
emphasizing the highest values we have that 41% (29 students)
indicated that the teacher applies technology as a teaching tool
only sometimes, while that 32% (23 students) mentioned that
they rarely apply them.
6. Which of the following media or technological resources do
teachers use in class?
Computer 13 (18%)
TV 0 (0%)
Cell 45 (64%)
Speakers 0 (0%)
Projector 13 (18%)
Analysis. According to the results obtained on the technological
resources used by teachers in class, we highlight the following:
63% (45 students) indicated that the telephone is used as a
technological resource, on the other 18% (13 students) mentioned
that they use computers as a technological resource and lastly 18%
(13 students) indicated the use of projectors as a technological
resource that teachers use in class.
7. Do you, as a student, have the necessary technological tools
to use technology in your academic English tasks?
I don´t have 9 (13%)
Yes, but with limitation 38 (54%)
Yes comfortably 24 (34%)
Analysis. According to the results of the survey on whether
students have the necessary technological tools to carry out
their academic tasks in English, among the most relevant results
we have that 54% (38 students) answered yes but in a limited
way, while that 34% (24 students) answered that they do have
technological tools to carry out their academic tasks in English.
8. Do you consider important the technological resources that
support the learning of a foreign language?
Very important 41 (58%)
Important 26 (37%)
Unimportant 3 (4%)
Nothing important 1 (1%)
Analysis. According to the results obtained on the importance
of technological resources that support the learning of a foreign
language, among the relevant results we have: that 58% (41
students) mentioned that they consider it very important, while
37% (26 students) consider the use of these tools important.
9. How often does the teacher implement technology in the
classroom as a teaching tool?
Many time 10 (14%)
Sometime 29 (41%)
Rarely 29 (41%)
Never 3 (4%)
Analysis. According to the results obtained on the frequency with
which the teacher implements technology in the classroom as a
didactic tool, among the most relevant results we have that 41%
(29 students) indicated that the teacher implements technology
only sometimes, another 41% (29 students) said that a few times.
Discussion
Castro (2004) Information technology can be used to compensate
for what conventional systems cannot aord to oer. If this is
done, the reach of serious education can be extended to reach
populations that would otherwise have much poorer quality
instruction or none at all. Alternatively, information technology
can be used in conjunction with factors that are case and costly,
such as highly trained and motivated teachers. Until now the
conception of education was somewhat static, because although it
is true that technology has gained ground, it was not always used
in the classroom or as a tool to improve knowledge. Due to the
pandemic, it was necessary to make a radical change, for example
with the use of technological tools entering the digital age, taking
language teaching to another level.
Barreiro (2021) Education is one of the elds in which the
industrial revolution, driven by technological development,
exerted a signicant impact, as technology allowed the student
to freely access more information and therefore more knowledge.
Therefore, incorporating technological tools in education brings
benets that promote knowledge and interaction, as well as
eciency and productivity in the classroom, although many
people still like to rely on traditional teaching methods, the
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possibilities that are open when technology is brought into the
classroom are endless.
(Rodríguez-Fórtiz, et al., 2013) Students with special education
have diculties to develop cognitive abilities and acquire new
knowledge. They could also need to improve their behavior,
communication, and relationships with their environment. The
development of customizable and adaptable applications tailored
to them provides many benets as it helps mold the learning
process to dierent cognitive, sensorial or mobility impairments.
(Leong Chiew Har Amelia and Mohamad Jafre Zainol Abidin.
2019) As perceived by the learners, there was one obvious and
clear eect of using the digital storytelling application on tablets
to learn vocabulary. It was observed that the language learning
impacts on learners’ listening, speaking, reading, writing skills
and vocabulary competency resulted from the use of this digital
storytelling application. Although many people still like to rely
on traditional teaching methods, the possibilities that open when
technology is brought into the classroom are endless, learning
based on technological tools adapted to the learning styles of each
student in order to develop the dierent abilities.
Conclusions
In the present investigation it was possible to discover that the
roles that students play in the English learning process vary
according to the activities where they participate actively with
the use of technological tools in the teaching of the English
language adapted to each rhythm. and students’ learning style in
the construction of knowledge, causing the subjects to carry out a
process where a series of skills are displayed for their educational
performance.
The theoretical systematization carried out in this work has
allowed us to revalidate the importance of technological tools
adapted to each rhythm and style of learning in the area of English
in high school students.
The new technological tools are very important when it comes to
motivating students in their daily learning, and this ranges from
the use of computers to mobile devices, in this institution they
do not have an English laboratory, therefore it is the closest they
come to mobile technology are phones.
Regarding digital skills, teachers are not able to interact through
dierent technological platforms or manage digital identity,
noting deciencies in access to technological resources and
teacher training.
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