Implementation of mobile learning strategies and their effect on English Language Teaching (ELT)

Authors

  • Martha Isabel Díaz-Ramírez Universidad Santo Tomás. Bogotá, D.C. (Colombia)
  • Katherin Johanna Rodríguez-Silva Universidad Santo Tomás. Bogotá, D.C. (Colombia)
  • Herberth Alfonso Mendieta-Ramírez Universidad Santo Tomás. Bogotá, D.C. (Colombia)
  • Yomaira Angélica Herreño-Contreras University of Auckland. Auckland. (New Zeeland)

DOI:

https://doi.org/10.17981/cultedusoc.14.2.2023.02

Keywords:

English as a Foreign Language (EFL), Information technology, Higher education, Mobile learning

Abstract

Introduction: Mobile learning strategies are related to remote learning because they motivate learners to use technological devices such as computers, tablets or smartphones for academic purposes. As a result, greater indexes of compromise, learning, and development of communicative competencies in a foreign language are generated. Objective: This study explores how to boost the level of English proficiency among professors by implementing m-learning strategies as a response to the university’s foreign language policy. Methodology: The study was based on action research with data collection instruments such as an entry test, forums, perception surveys, and students’ learning products. Results and discussion: m-learning strategies were used to foster the attainment of academic goals by participants and to enrich their professional growth as teachers and students. Furthermore, they were prompted to update and incorporate technological resources while the didactic teaching process. Conclusions: participants developed a metacognitive process when using m-learning strategies so that they could make autonomous learning decisions and enhance their pedagogical practice.

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Author Biographies

Martha Isabel Díaz-Ramírez, Universidad Santo Tomás. Bogotá, D.C. (Colombia)

Martha Isabel Díaz Ramírez is an English teacher. She holds two masters, one in Teaching English as a Foreign English and other in Teaching English as a Foreign Language. She is a doctoral candidate in Education Sciences. She is a researcher from USTALEARNING group at Santo Tomás University. https://orcid.org/0000-0001-5991-8447

Katherin Johanna Rodríguez-Silva, Universidad Santo Tomás. Bogotá, D.C. (Colombia)

 Is an English teacher with experience in university population. She has a Master in Education and currently works as a research professor at  Universidad Santo Tomás de Colombia. She is a researcher from USTA-LEARNING group at Universidad Santo Tomás. https://orcid.org/0000-0002-7711-6832

Herberth Alfonso Mendieta-Ramírez , Universidad Santo Tomás. Bogotá, D.C. (Colombia)

 Spanish and English from Universidad Pedagógica Nacional and a master’s degree in Education from Universidad Santo Tomás. He is an ELT teacher for undergraduate programs and teacher trainer in ICT tools for academic purposes. He is a researcher from USTA-LEARNING group at  Universidad Santo Tomás. http://orcid.org/0000-0002-1631-5416

 

Yomaira Angélica Herreño-Contreras , University of Auckland. Auckland. (New Zeeland)

 Holds a B.A. in Modern Languages (Universidad Surcolombiana  in Colombia) and a M.A. in Comparative Literature and Literary Translation  (Universitat Pompeu Fabra in Spain). She is a Ph.D candidate in Comparative Literature.  Currently, she is an English professor and researcher at USTA (Villavicencio), member of the research group DRIE and an article reviewer for some scholarly journals in Colombia and abroad. https://orcid.org/0000-0002-2132-9222

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Published

2023-04-28

How to Cite

Díaz-Ramírez, M. . I. ., Rodríguez-Silva, K. J. ., Mendieta-Ramírez , H. A. ., & Herreño-Contreras , Y. A. (2023). Implementation of mobile learning strategies and their effect on English Language Teaching (ELT). CULTURA EDUCACIÓN Y SOCIEDAD, 14(2), 25–48. https://doi.org/10.17981/cultedusoc.14.2.2023.02

Issue

Vol. 14 No. 2 (2023): Cultura Educación y Sociedad

Section

ARTICLES

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