Use of technological applications for teaching and learning English language during the pandemic.
Palabras clave:
Liveworksheets, English learning, pandemic, communicative competenciesResumen
New information and communication technologies began to be used more frequently in the learning of English in the last three years, with the arrival of the Covid-19 pandemic, its use intensified during the development, practice, and feedback of virtual classes. The objective of the present work consisted of evaluating the use of the technological application Liveworksheets to favor English language skills in the students of the Second High School of the "Amazonas" Educational Unit of the Chone canton. The information was obtained from 23 students and 6 English teachers. This is a qualitative research participatory research type. Surveys and interviews were applied to teachers and students and an exhaustive review of the literature was made where it was obtained as a result that there is still a lack of knowledge about the use of technological applications for language learning and that the Liveworksheets application was the most used in the Amazonas educational institution, which encouraged the motivation of teachers and students. It is concluded that the Live worksheets application favors the process of teaching and learning English despite the limitations such as the lack of preparation of teachers in the use of technology and it is recommended to continue using this platform as support material given the advantages it offers to teachers and students.
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Arteaga-Flores, R., Palacios-Briones, N., Mero-Mero, R., & Cruz-Mera, R. (2021). Virtuality And Its Impact on the Educational Processin the Face of Covid-19 in Ecuador. Revista Científica FIPCAEC (Fomento De La investigación Y publicación En Ciencias Administrativas, Económicas Y Contables), 6(4), 320-335. Retrieved from https://www.fipcaec.com/index.php/fipcaec/article/view/484/845
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González, B. (2021). Use of ICT and attention to diversity in times of COVID. Texto Livre, 14(2), e33578. Retrieved from https://www.scielo.br/j/tl/a/3gNkTjt5fKnWJyFvRJMw8tF/?format=pdf&lang=es Gooding de Palacios, F. A. (2020). Approaches to second language learning: expectations in English language proficiency. Orbis Cognita, 4(1), 20-38. Retrieved from http://portal.amelica.org/ameli/jatsRepo/213/213972002/html/index.html Herrera, J. (n.d.). La investigación cualitativa. Retrieved from Repositorio UDGVirtual : https://biblioteca.udgvirtual.udg.mx/jspui/handle/123456789/1167 Hurtado, M., Saucedo, M. A., & Acosta, C. (2022). B-learning and its influence on teaching performance in the English area. Revista Mapa, 4(27), 51–67. Retrieved from https://www.revistamapa.org/index.php/es/article/view/328/476 Liveworksheets. (2022). About this site. Retrieved from Liveworksheets: https://es.liveworksheets.com/aboutthis_es.asp López, M., Herrera, M., & Apolo, D. (2021). Quality education and pandemic: challenges, experiences and proposals fromstudents in teacher training in Ecuador. Texto Libre, 14(2), e33991. Retrieved from https://periodicos.ufmg.br/index.php/textolivre/article/view/33991 Machado, A., & Orozco, D. (2021). Las TIC y la música como herramientas lúdicas en el aprendizaje del inglés como segunda lengua en el nivel de preescolar de la Institución Etnoeducativa Paraíso del municipio de San Jacinto Bolívar . Retrieved from Fundación Universitaria Los Libertadores: https://repository.libertadores.edu.co/bitstream/handle/11371/4574/Machado_Orozco_2021.pdf?sequence=1&isAllowed=y Mendoza-Bozada, C. (2020). Technology in Ecuadorian education achievements, problems and weaknesses. Dominio de las ciencias, 6(3), 496-516. Retrieved from https://dialnet.unirioja.es/descarga/articulo/7539706.pdf Mora, H. (2022). El uso de herramientas digitales en la enseñanza. Retrieved from Universidad Pedagógica Nacional:http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17610/Trabajo%20de%20grado-Uso%20de%20herramientas%20digitales%20en%20la%20ense%c3%b1anza%20de%20ingl%c3%a9s%20como%20lengua%20extranjera%20en%20primaria%20-%20Heimy%20Mora.pdf?sequence=1&
Moreira-Aguayo, P., & Venegas-Loor, L. (2020). Development of communicative skills of the English language. Dominio de las Ciencias, 6(4), 1292-1303. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=8638089 Oviedo, M. O. (2021). Education during Covid from Thomas Popkewitz’s social epistemology. SciELO, 211-235. Retrieved from http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&pid=S1390-86262021000200211 Patiño-Quizhpi, D., García-Herrera, D., Álvarez-Lozano, M., & Erazo-Álvarez, J. (2020). Ludic strategies will be applied to develop literary skills by using the platform Liveworksheets. CIENCIAMATRIA, 6(3), 408-427. Retrieved from https://www.cienciamatriarevista.org.ve/index.php/cm/article/view/408 Prieto, G., & Ramírez, A. (2020). The challenges faced by English teachers in Bogotá during the Pandemic in the Colombian context. Revista Boletin Redipe, 9(11), 130-141. Retrieved from https://repository.udistrital.edu.co/bitstream/handle/11349/26256/PrietoGuerreroGinaMaritza2020.Los%20desaf%c3%ados%20que%20enfrentaron%20los%20profesores%20de%20ingl%c3%a9s%20en%20Bogot%c3%a1%20durante%20la%20pandemia%20en%20el%20contexto%20colombiano.pd Solér, V. (2008). El uso de las TIC (tecnologías de la información y la comunicación) como herramienta didáctica en la escuela. Retrieved from Eumed.net: https://www.eumed.net/rev/cccss/02/vsp.htm Torres, P. C., & Cobo, J. K. (2017). Educational technology and its role in the achievement of educational purposes. Educere, 21(68), 31-40. Retrieved from https://www.redalyc.org/pdf/356/35652744004.pdf Zambrano, L., & Alirio, E. (2001). Aplicación del enfoque comunicativo a la enseñanza-aprendizaje del inglés en los establecimientos de secundaria en Neiva. Entornos, 2(14), 27-32. Retrieved from Entornos: https://journalusco.edu.co/index.php/entornos/article/view/364
Zambrano-Hidalgo, F., & Arroyo-Cobeña, M. (2022). Digital narratives and their impact on literacy in second year basic students of the Sathya Sai Fiscomisional Educational Unit of Bahía de Caráquez. Revista científica multidisciplinaria arbitrada YACHASUN, 6(11), 89-118. Retrieved from http://www.editorialibkn.com/index.php/Yachasun/article/view/241
Bozkurt, A., & Sharma, R. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus. Asian Journal of Distance Education, 15(1), 1-6. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/download/447/297 Brovetto, C. (2011). Alcances y limitaciones del uso de tecnologías para la enseñanza de inglés en educación primaria. Retrieved from Universidad de la República y Asociación de Universidades Grupo Montevideo: https://revistas.unc.edu.ar/index.php/RDPL/article/download/8667/9524/0#page=37 Cabero, J. (2003). New technologies in a global age. Comunicar(21), 23-30. Retrieved from https://www.redalyc.org/pdf/158/15802104.pdf Castillo, M., & Canese, V. (2021). Criteria for evaluating language learning applications. Revista científica en ciencias sociales, 3(1), 34-48. Retrieved from http://www.upacifico.edu.py:8040/index.php/PublicacionesUP_Sociales/article/view/113/291 Cedeño-Solorzano, V., Pico-Franco, L., Palacios-Saltos, L., & Niemes-Muñoz, P. (2021). The effectiveness of virtual education in the face of the pandemic in Ecuador. Dominio de las Ciencias, 7(2), 959-967. Retrieved from https://www.dominiodelasciencias.com/ojs/index.php/es/article/view/1839 Cisneros, C. (2009). Competencias Comunicativas . Retrieved from 1Library: https://1library.co/document/zp632p7q-modulo-competencias-comunicativas.html Córdova, D., Muñoz, M., Pozo, D., & Castro, W. (2022). The development of linguistic competences in the teaching of the English Language in higher education in the face of Covid-19. International Journal of Innovation and Applied Studies, 36(2), 320-328. Retrieved from https://www.researchgate.net/profile/Aruna-Jarju/publication/360400527_ijias_0036_002_1/links/627425f5973bbb29cc64a344/ijias-0036-002-1.pdf#page=21 Franco, M., & Gracía, E. (2019). Influence of the use of a free platform in learning English in Babahoyo. Dialnet, 5(2), 209-222. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=7343665 Garzón, F. A. (2021). Implementación de estrategias para la enseñanza del idioma inglés desde la plataforma Live Worksheets para niños de primer año de educación básica. Retrieved from Universidad Casa Grande: http://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/2746/1/Tesis2908GARi.pdf
González, B. (2021). Use of ICT and attention to diversity in times of COVID. Texto Livre, 14(2), e33578. Retrieved from https://www.scielo.br/j/tl/a/3gNkTjt5fKnWJyFvRJMw8tF/?format=pdf&lang=es Gooding de Palacios, F. A. (2020). Approaches to second language learning: expectations in English language proficiency. Orbis Cognita, 4(1), 20-38. Retrieved from http://portal.amelica.org/ameli/jatsRepo/213/213972002/html/index.html Herrera, J. (n.d.). La investigación cualitativa. Retrieved from Repositorio UDGVirtual : https://biblioteca.udgvirtual.udg.mx/jspui/handle/123456789/1167 Hurtado, M., Saucedo, M. A., & Acosta, C. (2022). B-learning and its influence on teaching performance in the English area. Revista Mapa, 4(27), 51–67. Retrieved from https://www.revistamapa.org/index.php/es/article/view/328/476 Liveworksheets. (2022). About this site. Retrieved from Liveworksheets: https://es.liveworksheets.com/aboutthis_es.asp López, M., Herrera, M., & Apolo, D. (2021). Quality education and pandemic: challenges, experiences and proposals fromstudents in teacher training in Ecuador. Texto Libre, 14(2), e33991. Retrieved from https://periodicos.ufmg.br/index.php/textolivre/article/view/33991 Machado, A., & Orozco, D. (2021). Las TIC y la música como herramientas lúdicas en el aprendizaje del inglés como segunda lengua en el nivel de preescolar de la Institución Etnoeducativa Paraíso del municipio de San Jacinto Bolívar . Retrieved from Fundación Universitaria Los Libertadores: https://repository.libertadores.edu.co/bitstream/handle/11371/4574/Machado_Orozco_2021.pdf?sequence=1&isAllowed=y Mendoza-Bozada, C. (2020). Technology in Ecuadorian education achievements, problems and weaknesses. Dominio de las ciencias, 6(3), 496-516. Retrieved from https://dialnet.unirioja.es/descarga/articulo/7539706.pdf Mora, H. (2022). El uso de herramientas digitales en la enseñanza. Retrieved from Universidad Pedagógica Nacional:http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/17610/Trabajo%20de%20grado-Uso%20de%20herramientas%20digitales%20en%20la%20ense%c3%b1anza%20de%20ingl%c3%a9s%20como%20lengua%20extranjera%20en%20primaria%20-%20Heimy%20Mora.pdf?sequence=1&
Moreira-Aguayo, P., & Venegas-Loor, L. (2020). Development of communicative skills of the English language. Dominio de las Ciencias, 6(4), 1292-1303. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=8638089 Oviedo, M. O. (2021). Education during Covid from Thomas Popkewitz’s social epistemology. SciELO, 211-235. Retrieved from http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&pid=S1390-86262021000200211 Patiño-Quizhpi, D., García-Herrera, D., Álvarez-Lozano, M., & Erazo-Álvarez, J. (2020). Ludic strategies will be applied to develop literary skills by using the platform Liveworksheets. CIENCIAMATRIA, 6(3), 408-427. Retrieved from https://www.cienciamatriarevista.org.ve/index.php/cm/article/view/408 Prieto, G., & Ramírez, A. (2020). The challenges faced by English teachers in Bogotá during the Pandemic in the Colombian context. Revista Boletin Redipe, 9(11), 130-141. Retrieved from https://repository.udistrital.edu.co/bitstream/handle/11349/26256/PrietoGuerreroGinaMaritza2020.Los%20desaf%c3%ados%20que%20enfrentaron%20los%20profesores%20de%20ingl%c3%a9s%20en%20Bogot%c3%a1%20durante%20la%20pandemia%20en%20el%20contexto%20colombiano.pd Solér, V. (2008). El uso de las TIC (tecnologías de la información y la comunicación) como herramienta didáctica en la escuela. Retrieved from Eumed.net: https://www.eumed.net/rev/cccss/02/vsp.htm Torres, P. C., & Cobo, J. K. (2017). Educational technology and its role in the achievement of educational purposes. Educere, 21(68), 31-40. Retrieved from https://www.redalyc.org/pdf/356/35652744004.pdf Zambrano, L., & Alirio, E. (2001). Aplicación del enfoque comunicativo a la enseñanza-aprendizaje del inglés en los establecimientos de secundaria en Neiva. Entornos, 2(14), 27-32. Retrieved from Entornos: https://journalusco.edu.co/index.php/entornos/article/view/364
Zambrano-Hidalgo, F., & Arroyo-Cobeña, M. (2022). Digital narratives and their impact on literacy in second year basic students of the Sathya Sai Fiscomisional Educational Unit of Bahía de Caráquez. Revista científica multidisciplinaria arbitrada YACHASUN, 6(11), 89-118. Retrieved from http://www.editorialibkn.com/index.php/Yachasun/article/view/241
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2023-07-29
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Cedeño Montalván, S. J., Mendoza Santana, S. J., & Macias Sera, R. (2023). Use of technological applications for teaching and learning English language during the pandemic. ULEAM Bahía Magazine (UBM) E-ISSN 2600-6006, 4(7), 265–304. Recuperado a partir de https://revistas.uleam.edu.ec/index.php/uleam_bahia_magazine/article/view/392
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