131

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)

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), 131-139. Obtenido de

https://revistas.uleam.edu.ec/index.php/

uleam_bahia_magazine

Cita sugerida (APA, séptima edición)

enero - julio 2024

Vol. 5 - Núm. 8

e-ISSN 2600-6006

Revista Cientíca 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 dicult 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.

Palabras clave: Tecnología; enseñanza; lengua inglesa; estilo de aprendizaje.

Recibido: 29/04/2023 - Revisado: 10/07/2023 - Publicado: 19/01/2024

132 Universidad Laica Eloy Alfaro de Manabí (ULEAM) - Ecuador

Revista Cientíca Multidisciplinaria ULEAM Bahía Magazine (UBM)

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 dierent from the mother tongue

(Mei, 2008).

The process of learning English as a foreign language gene-

rally takes place in the classroom, a place in which dierent

controlled activities are carried out. Despite the fact that this

process occurs for the most part in the educational eld, stu-

dents can reach a high degree of English language develop-

ment 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 trans-

formation, 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 environ-

ments”. Cognitive styles, then, can be described as particular

predispositions to approach learning that are directly related

to personality types. The dierent ways in which people res-

pond to learning situations reect dierences in their cogni-

tive styles.

Cognitive learning styles can be improved through the use of

programs or technological applications. According to Harmer

(2001), language teaching computer programs oer 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 tea-

ching skills were taken into account.

In April 2016, the Higher Education Council, in the Codied

Higher Education Regulations, article 31, established that

university students must reach a B2 level, upper intermedia-

te, according to the Common European Framework in order

to graduate.

On the other hand, with the help of technology, methodo-

logies 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 Al-

faro” 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 ex-

perience 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” Educa-

tional Unit where the pre-professional practices were carried

out, the creators of this work wanted to delve into the sub-

ject 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 ‘’Amazo-

nas’’ do not apply these technological tools during classes,

not adapting them to the rhythm and learning style of the stu-

dents, 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 gene-

ral objective is to analyze the impact that technological appli-

cations have had on the teaching-learning process of Engli-

sh adapted to the rhythm and learning style of high school

students, likewise; Determine what technological applica-

tions 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 techno-

logical applications in the teaching of English, analyze the

factors that inuence the use of technological applications by

students.

Literary review

Adaptive e-learning changes the level of instruction dynami-

cally based on student learning styles and personalized ins-

truction to enhance or accelerate a student’s success. Direc-

ting instruction to each student’s strengths and content needs

can minimize course dropout rates, increase student outco-

mes and the speed at which they are accomplished. The per-

sonalized learning approach focuses on providing an eec-

tive, customized, and ecient 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 accor-

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ding to the pace and style in which they learn, to know their

weaknesses and strengths, and to obtain eective learning

since each student or person learns dierently.

The handing of course materials is an important issue of per-

sonalized learning. Moreover, designing a well-designed,

eective, adaptive e-learning system represents a challenge

due to complication of adapting to the dierent needs of lear-

ners (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 adapti-

ve 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 accommo-

date 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 fa-

vorable 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 impor-

tant research topic because it aects a student’s nal grade,

and course dropout rate (Staikopoulos, A., Keee, I., Yousuf,

B. et al., 2015)

It is of the utmost importance to maintain the active participa-

tion 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 eectively use emerging digital educational tech-

nologies educators should reect on how these technologies

inuence student learning, including student creativity.

The purpose of our systematic review was to identify and

synthesize articles in the eld of creativity and education con-

cerning 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 inuence student learning

and if it awakens creativity in them.Nonverbal immediacy be-

haviors are under researched in the online teaching environ-

ment. Using social presence theory as a guiding framework,

this study explores several online nonverbal immediacy beha-

viors: 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-Sta-

cy, C., Weister, T., & Lauer, S., 2017)

There are various forms of communication, in the virtual sce-

narios 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 accep-

tance of the Internet has resulted in the creation of Virtual

Learning Environments (VLEs) in teaching at any educatio-

nal 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 adap-

tations to teach the class and that education did not stop,

therefore the virtual environment had benets 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

signicantly 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 sys-

tems. With the knowledge of dierent styles, the system can

oer 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 traditio-

nal 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 oers an obvious

solution, attention must be given to these methods’ pedago-

gical 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, B. K., & Butson, R. J., 2021)

It is important to keep track of the student when he recei-

ves virtual classes because students learn in dierent ways

and when they learn kinesthetically, they usually fall asleep

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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 so-

cial 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 signicant 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 be-

nets to the teaching and learning of Social Sciences by faci-

litating 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 ecient, in-

cluding the ipped classroom, gamication and project-ba-

sed 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 techno-

logically training the teachers of Basic General Education.

(Aguilera Ruiz, et al., 2017)

It is important to recognize that ICTs currently matter and

greatly inuence modern education due to their learning

style, whether virtual or interactive through educational

applications that serve to make students autonomous in lear-

ning 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 ecient and others

that are not so ecient.

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 dicult 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 ecient 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 benets 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 scientic 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 specically 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

through the interviews, it is evident that there are dierent

situations in terms of technological applications adapted to

the rhythm and style of learning in BGU students.

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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, aable 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 inuence the acqui-

sition of learning by students

in the subject of English? If so,

how?

80% of teachers believe that technological resources do inuence 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

aects 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 eective 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.

Table 2

Student survey.

In the survey applied to 71 students of the rst year of

Baccalaureate of the Educational Unit “Amazonas” about

Technological 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%)W

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)

mentioned 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%)W

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 aect 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 aect the class when the

teacher uses technology, 48% (34 students) agree that it does

aect connection problems a little, on the other hand, 27 %

(19 students) said that it aects a lot, a third group of 25% (18

students) mentioned that it does not aect 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 aord to

oer. 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 signicant impact, as technology allowed the

138 ULEAM - Extensión Sucre - Bahía de Caráquez

e-ISSN 2600-6006, enero - julio 2024, Vol. 5 - Núm 8

student to freely access more information and therefore

more knowledge. Therefore, incorporating technological

tools in education brings benets that promote knowledge

and interaction, as well as eciency and productivity in

the classroom, although many people still like to rely on

traditional teaching methods, the possibilities that are open

when technology is brought into the classroom are endless.

(Rodríguez-Fórtiz, et al., 2013) Students with special

education have diculties 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

benets as it helps mold the learning process to dierent

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 eect 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 dierent 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 dierent technological platforms or manage digital

identity, noting deciencies in access to technological

resources and teacher training.

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