ABSTRACT
This study aimed to determine the effectiveness of the "engage,study, activate” (ESA) approach using interactive technological tools at a private university in southern Ecuador. The participants were 67 undergraduate and postgraduate students enrolled in two English as a foreign language (EFL) programs. The study was conducted over a period of ten weeks in three different courses, in which the ESA approach was implemented in an online remote learning environment due to the Covid-19 pandemic. The research instruments included an online diagnostic questionnaire, an observation checklist, an online perceptions questionnaire, and semi-structured interview. In each stage of the ESA approach, activities focusing on developing students' knowledge were designed using interactive technological tools such as Zoom, Canvas, Quizizz, Canva, and Padlet. The results show that in the engage stage, participants felt comfortable, relaxed, and motivated about learning something new. In addition, dialogues and groupwork were the favorite activities during the study stage, where participants shared their ideas with one another. The use of ICT tools was especially effective in the activate stage, because it allowed participants to work collaboratively and receive feedback. All the stages of the ESA approach helped the participants improve their linguistic and pedagogical skills since the use of technological tools allowed them to be actively involved in the learning process. © 2023 Society for Research and Knowledge Management. All rights reserved.
ABSTRACT
This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students' perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners' academic performance in online instruction, particularly in aspects related to students' knowledge of grammar and vocabulary in context. Besides, it was found that according to students' perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided. © 2022 The Author(s).
ABSTRACT
The purpose of this study was to analyze perceptions of how online feedback was provided in English as a Foreign Language (EFL) classes, particularly to enhance speaking and writing skills, during the COVID-19 pandemic. The participants were 102 teachers, 40 managers, 80 parents and 120 students from junior high school, senior high school, and higher education levels from 40 public and private educational institutions in southern Ecuador. The sample selection was based on purposeful sampling (voluntary participation). The instruments included questionnaires from students, teachers, parents and educational authorities. In addition, an interview was used to ascertain students’ views about the feedback received in speaking and writing activities. The instruments were designed to collect information about perceptions regarding online feedback in EFL remote teaching of speaking and writing skills. The questionnaires were designed to collect information about feedback for productive skills in EFL remote teaching. The collected data were tabulated and analyzed using descriptive statistics. The results indicate that online feedback is perceived as an aspect that seems to have a better quality in private institutions, especially in activities related to EFL speaking and writing skills. Another important finding was that technological tools in the EFL classroom are believed to be efficient since teachers in public and private institutions use a variety of technological resources for teaching speaking and writing skills. The fundamental aspects of feedback were time and teacher training. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
ABSTRACT
The study examined the use of Pixton to support the teaching of English as a foreign language (EFL) writing to students at a private university in southern Ecuador. For this purpose, 52 EFL students (male and female, aged 19–24 years old) who were enrolled in a writing course participated in the study for a period of five months. At the start, most of these students had an A1+ proficiency level, according to the Common European Framework of Reference for Languages (CEFR). The study employed an action research design. A diagnostic test was applied at the beginning of the instruction period, and, at the end, a final exam and a perceptions questionnaire were administered. The findings indicate positive perceptions about Pixton, and students’ online writing skills improved due to the pedagogical use of this technological tool. Furthermore, Pixton increased students’ engagement, motivation and dynamic work to a remarkable extent. Finally, an improvement was observed in aspects of students’ writing, such as grammar, vocabulary, coherence and cohesion. © Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).