Eficacia de los cursos interactivos en línea para el desarrollo de la competencia lingüística en estudiantes no licenciados en idiomas

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2024.18.03.16

Palabras clave:

Métodos interactivos, eficacia del aprendizaje, competencia oral, cursos en línea, aprendizaje inmersivo, carreras no lingüísticas.

Resumen

Los cursos interactivos en línea son cada vez más populares entre los estudiantes de lenguas extranjeras. El objetivo de este artículo es analizar la eficacia de los cursos interactivos en línea en el desarrollo de las competencias lingüísticas de los estudiantes no licenciados en idiomas. Los métodos de investigación incluyeron encuestas a los estudiantes, pruebas antes y después de los cursos interactivos en línea, métodos estadísticos matemáticos (prueba t, escala de Likert). Las pruebas mostraron una mejora significativa en los resultados del grupo experimental (GE) que estudió utilizando cursos interactivos en línea (B2 - 43,5% de los estudiantes, C1 - 21,7%, C2 - 21,7%). Se comprobó que los cursos en línea ofrecían valiosas oportunidades para la práctica real del idioma, con una puntuación media de 3,6. La interfaz de usuario y las funciones resultaron fáciles de usar y navegar, con una puntuación media de 3,5. La variedad de temas tratados en los cursos interactivos en línea se consideró beneficiosa para las competencias lingüísticas generales, con una puntuación media de 3,6. La flexibilidad en la planificación del estudio fue coherente con los beneficios, recibiendo una alta puntuación media de 3,8. El valor práctico de estos resultados es su capacidad para mejorar la práctica del aprendizaje de lenguas extranjeras. Los resultados aportan información importante sobre la eficacia de los cursos interactivos en línea.

Biografía del autor/a

Alla Bilichenko, Bila Tserkva National Agrarian University, Bila Tserkva, Ukraine.

Bila Tserkva National Agrarian University, Bila Tserkva, Ukraine.

Nadiia Martynenko, Flight Academy of the National Aviation University, Kropyvnytskyi, Ukraine.

Flight Academy of the National Aviation University, Kropyvnytskyi, Ukraine.

Liudmyla Derevianko, National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine.

National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine.

Olha Mizina, National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine.

National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava, Ukraine.

Maksym Iatsyna, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.

Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.

Citas

Albashtawi, A., & Al Bataineh, K. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning (iJET), 15(11), 78-88. https://doi.org/10.3991/ijet.v15i11.12865

Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232-238. http://dx.doi.org/10.17507/jltr.1002.03

Ali, R., & Abdalgane, M. (2022). The impact of gamification “Kahoot app” in teaching English for academic purposes. World Journal of English Language, 12(7), 18-27. http://dx.doi.org/10.5430/wjel.v12n7p18

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. http://dx.doi.org/10.61969/jai.1337500

Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3), 2563-2583. https://doi.org/10.1007/s10639-020-10369-z

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the Coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R. … & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. http://dx.doi.org/10.37074/jalt.2020.3.1.7

Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128

Goksu, I. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491. https://doi.org/10.1016/j.tele.2020.101491

González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260-269. https://doi.org/10.1111/flan.12466

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. https://doi.org/10.1007/s10639-021-10523-1

Gunawan, G., Suranti, N. M. Y., & Fathoroni, F. (2020). Variations of models and learning platforms for prospective teachers during the COVID-19 pandemic period. Indonesian Journal of Teacher Education, 1(2), 61-70. https://journal.publication-center.com/index.php/ijte/article/view/95

Gustanti, Y., & Ayu, M. (2021). The correlation between cognitive reading strategies and students’ English proficiency test score. Journal of English Language Teaching and Learning, 2(2), 95-100.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F. … Kasneci G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kubaczka, K., & Polok, K. (2023). Effectiveness of teaching English by Quizlet to online taught 8th grade students. Society. Education. Language, 17, 125-136. https://doi.org/10.19251/sej/2023.17(8)

La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. https://doi.org/10.1080/02607476.2020.1803051

Lapitan J.R, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116-131. https://doi.org/10.1016%2Fj.ece.2021.01.012

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. http://dx.doi.org/10.1017/S0261444817000350

Murray, D. E., & Christison, M. (2019). What English language teachers need to know. Volume I: Understanding learning. New York: Routledge.

Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 115-140. http://dx.doi.org/10.29240/ef.v4i2.1494

Nelson, R. L., & Bonnac, M. A. (2022). How adult EFL teachers can effectively utilize Duolingo. Saint Paul: Hamline University.

Novita, D. (2021). Integrating technology and humanity into language teaching book 1: English language teaching. Yogyakarta: Deepublish.

Rojabi, A. R. (2020). Exploring EFL students' perception of online learning via Microsoft teams: University level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. http://dx.doi.org/10.12928/eltej.v3i2.2349

Sari, F. M. (2020). Exploring English learners’ engagement and their roles in the online language course. Journal of English Language Teaching and Linguistics, 5(3), 349-361. http://dx.doi.org/10.21462/jeltl.v5i3.446

Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate students' perceptions toward blended learning through Instagram in English for business class. International Journal of Language Education, 3(1), 64-73. DOI: 10.26858/ijole.v1i1.7064

Simanjuntak, M. B., Suseno, M., Setiadi, S., Lustyantie, N., & Barus, I. R. G. R. G. (2022). Integration of curricula (Curriculum 2013 and Cambridge curriculum for junior high school level in three subjects) in pandemic situation. Ideas: Journal of Education, Social, and Culture, 8(1), 77-86. http://dx.doi.org/10.32884/ideas.v8i1.615

Tinh, D. T., Thuy, N. T., & Ngoc Huy, D. T. (2021). Doing business research and teaching methodology for undergraduate, postgraduate and doctoral students-case in various markets including Vietnam. Primary Education Online, 20(1). https://dinhtranngochuy.com/218-1612176123.pdf

Tursunovich, R. I. (2022). Guidelines for designing effective language teaching materials. American Journal of Research in Humanities and Social Sciences, 7, 65-70. https://americanjournal.org/index.php/ajrhss/article/view/276

Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s out, but class’ on', the largest online education in the world today: Taking China’s practical exploration during The COVID-19 epidemic prevention and control as an example. Best Evid Chin Edu, 4(2), 501-519. https://dx.doi.org/10.2139/ssrn.3555520

Zhylin, M., Mendelo, V., Cherusheva, G., Romanova, I., & Borysenko, K. (2023). Analysis of the role of emotional intelligence in the formation of identity in different European cultures. Amazonia Investiga, 12(62), 319-326. https://doi.org/10.34069/AI/2023.62.02.32

Publicado

2024-09-30

Cómo citar

Bilichenko, A., Martynenko, N., Derevianko, L., Mizina, O., & Iatsyna, M. (2024). Eficacia de los cursos interactivos en línea para el desarrollo de la competencia lingüística en estudiantes no licenciados en idiomas. Revista Eduweb, 18(3), 204–222. https://doi.org/10.46502/issn.1856-7576/2024.18.03.16

Número

Sección

Articles