Nativos digitales y tecnologías para el aprendizaje de L2s fuera del aula
DOI:
https://doi.org/10.32870/Ap.v12n1.1801Keywords:
Enseñanza de idiomas, tecnología educativa, estudiantes de primariaAbstract
Diversos estudios han explorado los recursos tecnológicos que favorecen el aprendizaje de lenguas segundas/extranjeras dentro del aula con estudiantes que constituyen migrantes digitales. Al emplear un enfoque mixto, este estudio exploró el empleo de la tecnología para el aprendizaje del inglés fuera del aula en un grupo de nativos digitales, así como las características de los recursos tecnológicos que prefieren. En la fase cuantitativa, se administró un cuestionario a 158 niños, con una edad entre nueve y once años, en una escuela privada del sureste mexicano. En la fase cualitativa se entrevistó a quince niños que mostraron actitudes negativas o positivas en el cuestionario. Los resultados indican que los niños se sentían cómodos empleando la tecnología para aprender inglés. No obstante, este empleo lo relacionaron exclusivamente con el aula. Las características de los recursos tecnológicos preferidos se vincularon con los procesos cognitivos que regulan el aprendizaje de lenguas a temprana edad.
References
Bikowski, D. & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22, 119-13, http://doi.org/10125/44584
Butler, Y. (2018). The role of context in Young Learners’ processes for responding to self-assessment items. The Modern Language Journal, 102, 242-261. http://doi.org/10.1111/modl.12459
Campbell, C. & Jane, B. (2012). Motivating children to learn: The role of technology education. International Journal of Technology and Design Education, 22, 1-11. http://doi.org/10.1007/s10798-010-9134-4
Cameron, L. (2001). Teaching languages to young learners. NY, USA: Cambridge University Press.
Cartelli, A. (2013). Fostering 21st century Digital literacy and Technical competency. USA: Information Science Reference.
Coyle, Y. & Reverte, M. J. (2017). Children’s interaction and lexical acquisition intext-based online chat. Language Learning & Technology, 21, 179-199, Retrieved from: http://llt.msu.edu/issues/june2017/coylereverte.pdf
Creswell, J. (2018). Research design. Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. USA: Routledge.
Edwards, V.; Pemberton, L.; Knight, J. & Monaghan, F. (2002) Fabula: A bilingual multimedia authoring environment for children exploring minority languages. Language Learning & Technology. 6, 59-69. Retrieved from: http://llt.msu.edu/vol6num2/edwards
Fabila, A.; Minami, H. & Izquierdo, J. (2012). La escala Likert en la evaluación docente: acercamiento a sus características y principios metodológicos. Perspectivas Docentes, 50. Retrieved from: https://www.researchgate.net/publication/275962852
Gimeno-Sanz, A. (2016) Moving a step further from “integrative CALL”. What's to come? Computer Assisted Language Learning, 29, 1102-1115. http://doi.org/10/1080/09588221.2015.1103271
Golonka, E.; Bowles, A.; Frank, V.; Richardson, D. & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70-105. http://doi.org/10.1080/09588221.2012.700315
Hannibal, J. S. (2019). Language learning in the wild: A young user perspective. Language Learning and Technology, 23, 72-86. http://doi.org/10125/44673
Hémard, D. (2006). Design issues related to the evaluation of learner-computer interaction in a web-based environment: Activities vs. tasks. Computer Assisted Language Learning, 19, 261-276. http://doi.org/10.1017/S0958344001000313
Hsu, H. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29, 968-983. http://doi.org/10.1080/09588221.2015.1113185
Hung. Y. & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer Assisted Language Learning, 29, 901-924. http://doi.org/10.1080/09588221.2015.1074589
Hwang, W.; Chen, H.; Shadiev, R.; Huang, Y. & Chen Ch. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378. http://doi.org/10.1080/09588221.2012.733711
Izquierdo, J.; De la Cruz, V.; Aquino, S.; Sandoval, M. C. & García, V. (2017). Teachers’ use of ICTs in public language education: Evidence from second language secondary-school classrooms. Comunicar, 50, 33-41. http://doi.org/10.3916/C50-2017-03
Izquierdo, J.; García, V.; Garza, G. & Aquino, S. (2016). First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms. System, 61, 20-30.
Izquierdo, J.; Simard, D. & Garza, G. (2015). Multimedia & Language learning attitudes: A study with university-students. Revista Electrónica de Investigación Educativa, 17(2), 101-115.
Izquierdo, J. (2014). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70, 188-219. http://doi.org/10.3138/cmlr.1697
Lee, S. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. The Turkish Online Journal of Education Technology, 11, 279-307. https://files.eric.ed.gov/fulltext/EJ989221.pdf
Liu, Ch.; Wang, P. & Tai, S. (2016). An analysis if student engagement patterns in Language learning facilitated by Web 2.0 technologies. ReCALL, 28, 104-122. http://doi.org/10.1017/S095834401600001X
Macaro, E.; Handley, Z. & Walter, C. (2011). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45, 1-43. http://doi.org/10.1017/S0261444811000395
Mahfouz, S. & Ihmeideh, F. (2009). Attitudes of Jordanian university students toward using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 207-227. http://doi.org/10.1080/09588220902920151
Moon, J. (2000). Children learning English. A guidebook for English language teachers. Oxford, UK: McMillan.
Murray, D. & Christison, M. (2011). What English language teachers need to know. Volume II. NY, USA: Routledge.
Navarro-Pablo, M.; López-Gándara, Y. & García-Jiménez, E. (2019). The use of digital resources and materials in and outside the bilingual classroom. Comunicar Media Education Research Journal, 59, 83-92. http://doi.org/10.3916/C59-2019-08
Newgarden, K. & Zheng, D. (2016). Recurrent languaging activities in World of Warcraft: Skill linguistic action meets the Common European Framework of Reference. ReCALL, 28, 274-304. http://doi.org/10.1017/S0958344016000112
OECD. (2015). Students, computers and learning. Making the connection. PISA: OECD Publishing. http://doi.org/10.1787/9789264239555-en
SEP. (2017). Aprendizajes clave para la educación integral Plan y Programas de estudio para la educación básica. México: Secretaría de Educación Pública.
Sundqvist, P. & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26, 3-20. http://doi.org/10.1017/S0958344013000232
World Bank (2007). Ampliar oportunidades y construir competencias para los jóvenes. Una agenda para la educación secundaria. Bogotá, Colombia: Banco Mundial.
Yáñez, L. & Coyle, Y. (2011). Children’s perceptions of learning with an interactive whiteboard. ELT journal, 65, 446-457. Retrieved from: http://www.academia.edu/download/35361690/Oxford_publication.pdf
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
