MONOGRAPH

“USE OF THE INTERNET IN THE LANGUAGE

ENGLISH"

PRESENTED BY:

ZAMORA COWBOY SAYRA JAZMIN

TO OBTAIN THE TITLE OF:

DEGREE IN ENGLISH LANGUAGE

SALTILLO COAHUILA AUGUST, 2023

 MONOGRAPHY

USE OF THE INTERNET IN THE LANGUAGE

SPANISH

WORK ADVISED BY:

LIC. ARACELY NOHEMI VILLARREAL DE LUNA

PRINCIPAL OF THE UNIVERSITY:

MC.EFRAIN ZUNIGA CASTANEDA

SALTILLO COAHUILA AUGUST, 2023

 GRATITUDE

I appreciate mom's support for being where I am right now and continuing to make
the best decisions, and thanks for the advice that keeps me where I am today.

Today I feel fortunate and very grateful to be able to say that I achieved the dream
that one day you asked me for and that today I give it totally to you and I know that
you are proud of your daughter. (RIP)

Thank you for the support of the teachers that I took in the career course and they
helped us to finish a professional stage.
 RESUMEN

Para la realización de este trabajo se eligió como descriptores de categorías los

términos: tecnologías en la educación, os resultados de la recopilación exhiben la
manera en que la visión de las TIC en la educación ha cambiado, desde su utilidad
como medio, herramienta de conectividad, de aprendizaje, empoderamiento, entre
otros; hasta proyectarlas como elementos asociados a la cotidianeidad imposibles de
separar de las acciones humanas convirtiéndose en parte sustancial de la forma de
vida de quienes conviven en los contextos educativos. El surgimiento y desarrollo del
internet representó la multiplicación de posibilidades en el acceso a la información,
las transacciones comerciales, los espacios de formación, y la reestructuración de
actividades que la mayoría de los humanos realizan.

Palabras clave: TIC; educación; alcances; limitaciones; prospectiva

ABSTRACT

To carry out this work, the terms were chosen as category descriptors: technologies
in education, the results of the compilation show the way in which the vision of ICT in
education has changed, from its usefulness as a means, connectivity tool, learning,
empowerment , among others; to the point of projecting them as elements associated
with everyday life that are impossible to separate from human actions, becoming a
substantial part of the way of life of those who live in educational contexts. The
emergence and development of the internet represented the multiplication of
possibilities in access to information, commercial transactions, training spaces, and
the restructuring of activities that most humans carry out.

Keywords:ICT; educational; carry; vision; access

 Index

Introduction………………………………………………………………………………………...…7
Chapter 1. Nature of the investigation ................................................................................... 9
1.1Problem Statement ........................................................................................................ 10
1.2Justification .................................................................................................................... 11
1.3Objectives……………………………………………………………………………………6
1.3.1General objective ........................................................................................................ 12
1.3.2Specific goal ............................................................................................................ 12
1.5Research questions .................................................................................................... 12
1.6Scope and limitations ................................................................................................. 12
Episode 2.Investigation Development ................................................................................. 13
2.1Background .................................................................................................................... 14
2.2referential framework ..................................................................................................... 16
2.2.1 International Scope………………………………………………………..…….11
2.2.2National Scope…………………………………………………….……………….11
23Theoretical framework .................................................................................................. 18
2.3.1 Theories of learning a second language…………………………………..12
2.4Conceptual framework ................................................................................................... 22
2.4.1 The teaching of foreign languages: current approaches……………..………16
2.4.2 About the constructivist approach……………………………………………...16
2.4.3 The communicative approach…………………………………………………………17
Chapter 3.empirical studies ................................................................................................. 24
3.1Population and Sample............................................................................................... 29
3.2Instruments................................................................................................................. 29
Chapter 4.Conclusion.......................................................................................................... 35
4.1 Bibliography………………………………………………………………………………31
4.2Boards ........................................................................................................................... 40
4.3Annexes ......................................................................................................................... 42
4.4Glossary......................................................................................................................... 43
 7

INTRODUCTION

In previous years, the tools for sharing and editing information on the Internet were
scarce, the limited access and mastery of students as well as teachers were
insufficient, limiting their support capacity to the background and in many cases
they were considered a luxury that many students, teachers and institutions could
not afford it.

In the cases in which these support tools were present in the classroom, they were
not considered fundamental in the educational context. A short time later, with the
emergence of new tools and the rapid advance of technology, the educational
profession could not be left out of these trends and in many aspects, both teachers
and institutions and students were almost forced to start updating their ways. Thus,
a new world of possibilities began to be discovered that the internet began to offer
to education and its protagonists.

The Internet facilitates collective interaction, especially in the process of acquiring

a foreign language such as English, either by intention to learn that language or
by indirect contact through certain content such as videos or online games.

However, although the teachers in charge of teaching this language have had the
intention of implementing them in their didactics, they have used different methods
and activities in terms of their nature and dynamics of use. Some of the resources
used in the teaching and learning processes of this language have been
appropriate, convenient and effective; others not so much.

After the appearance and consequent use of the representative technology of the
digital age: computers and later the connections to networks through the Internet,
it became necessary to assume in theory and practice the frequent and efficient
inclusion of these media.

It cannot be denied that the internet is currently one of the most important tools. In
the present with the new modality of online classes it becomes even more
necessary and useful.
 8

It is an important tool that should facilitate learning for students. The Internet is an
environment in which image, sound and text converge with means of establishing
remote contact between users.

From time to date, in many universities around the world, the use of technology
has become one of the main factors that promote change and adaptation to new
ways of doing things and thinking, and it is important that students are able to be
able to adapt to these changes.

On the other hand, there are aspects that They can limit the user such as: lack of
internet access. This is a very common fact today, the lack of it in remote
communities can be an essential problem.
 9

CHAPTER 1. NATURE OF THE INVESTIGATION

 10

1.1 APPROACH TO THE PROBLEM

The global panorama of demand and competition increasingly requires students

who graduate from higher education institutions with extensive knowledge of
technology, focusing on the importance of comprehensive preparation that faces
the challenges of professional life. .

The learning process is not only carried out in the classroom, but also jumps to an
environment closer to young people, allowing them to learn about other cultures,
experience other realities to enrich their own. From this perspective, mastering a
language other than the mother tongue represents an advantage of preparation
and therefore improvement. Learning English has become a requirement for
competitiveness among professionals and even among groups of people with
technical and technological training.

With the global situation of the pandemic, the great socioeconomic gap that the
country is experiencing became more evident, making it clear that the Mexican
educational system is not ready to face a change that should have occurred a long
time ago: the model of hybrid classes or online classes. Few families have the
necessary resources so that all the members of the Mass who are still studying
have access to the Internet and their own computer with the necessary
characteristics.

Added to this, the little or no preparation of both parents, students and teachers to
use the internet as a tool beyond the search for information, but rather the use of
various platforms, applications or software.
 11

1.2 JUSTIFICATION

To acquire any new knowledge, it is important to use various strategies that

facilitate it, not only favorable environments for it, but also the efficiency and
interaction in these processes. Due to this, the importance of a different,
transdisciplinary and cooperative point of view that makes use of new
technologies, taking into account that its dynamic inclusion mainly requires
profound changes in customs and academic interaction routines.

The internet, as a representative technology of the digital age, is not the objective
of teaching or education, but it is a powerful medium for the implementation and
support of innovative pedagogical models Through this medium, teachers and
students could acquire new and different roles that would generate new dynamics
of communication and collective construction of knowledge.

It is important to make an analysis of how the teaching process can be improved

taking into account the tools that are at hand. It cannot be said that the internet is
one of these "new tools" because it has been around for many years, but it is until
now that the educational landscape at all levels has been forced to make use of it.
 12

1.3 GENERAL OBJECTIVE

Analyze the use of the Internet and its different resources as a tool to improve
English teaching techniques in controlled environments.

1.4 SPECIFIC OBJECTIVES

Examine frequently used didactic strategies of the Internet oriented in the learning
approach.

Describe the pedagogical practices that can promote the use of the Internet in
learning English.

Investigate how the use of the Internet can benefit the learning of a second
language.

1.5 RESEARCH QUESTIONS

How is the use of the internet used in learning English?

What didactic strategies exist that involve the use of the Internet for the teaching-
learning process of English?

Can using the internet benefit learning English?

1.6 SCOPE AND LIMITATIONS

scopes

The present investigation will be of a documentary nature, it will try to investigate

as far as possible English language study programs that use technological tools
such as the Internet and how they are used.

limitations

Lack of knowledge of software (applications, etc.), misuse or no use and therefore

the wasting of the Internet as a tool for teaching English.
 13

CHAPTER 2. DEVELOPMENT OF THE INVESTIGATION

 14

2.1 BACKGROUND

In the time prior to the year 2004, the tools for sharing and editing information on
the Internet were scarce, limited access, and the mastery of students and teachers
was insufficient, limiting their ability to support their students' learning of English.
In the case in which these support tools were present in the classroom, they were
not considered fundamental in the educational context.
A short time later, Web 2.0 arose, encouraging users to use the web with their own
applications, developing the ability not only to act on the content but also to
reproduce and share it. It is also pointed out that the approach and identity with
technology occur when people satisfy needs, generally due to previously
established objectives, although the characteristics of use, search and
development are not easy to use. This process can occur both individually and
collectively.
Web 2.0 has facilitated this collective interaction, especially in the process of
acquiring a foreign language such as English. However, although the teachers in
charge of teaching this language have had the intention of implementing them in
their didactics, they have used different methods and activities in terms of their
nature and dynamics of use.
Some of the resources used in the teaching and learning processes of this
language have been appropriate, convenient and effective; others not so much.
However, after the appearance and consequent use of the representative
technology of the Digital Age: computers and later the connections to networks
through the Internet, it became necessary to assume in theory and practice the
frequent and efficient inclusion of these media. .
Due to the emergence of technologies based on the multiple functions of
computers, the Pedagogy evident in the daily didactic practices of teaching English
has also been renewed, changing the dynamics in the classroom, the habits and
abilities to learn this language outside of it. , in most programs, if not all.
Years after the use of computers in the classroom, the Internet appeared, with
various uses and emerging languages. Initially, its use was informative, it has
quickly become formative. Today it is much more interactive and therefore social.
 15

As a result, the web has also evolved, generating new languages and forms of
communication, in addition to demanding that society, and more specifically
education, train people who have the necessary skills for responsible
management. Consequently, due to the proliferation of social networks such as
Facebook and Twitter (microblogging) or blogs such as Blogger and Wordpress,
the Internet has reached other dimensions, making its penetration and influence
in everyday life indisputable.
 16

2.2 REFERENCE FRAMEWORK

The use of ICT within the educational field has led researchers from all over the
world to question the implications and incidences that these have on the formative
dynamics. In this sense, in the area of English, the use of technology has
configured a broad panorama of multiple investigations that show the interest in
understanding and identifying how technological integration favors or
disadvantages the teaching and learning processes of a language. The state of
the art that is presented below is built from a documentary review of studies carried
out regarding the use of ICT in the area of English within a 5-year observation
window (from 2013 to 2018).
The search was carried out in different databases such as Google Scholar,
EBSCO, Dialnet, PsycNET and Web of Science, using search descriptors such as
learning, English, technology, ICT, learning, technology, English, among others
that , allowed to identify the tendencies in the methodological designs, concepts,
results and conclusions, which evidences the development that the theme
addressed by the present research work has had in recent years. The main
findings found reveal that the use of ICT for learning English favors, in particular,
issues such as motivation and interest when building learning. However, several
authors (Depres 1994; Bonagertz, 1989; Lindstrom, 2001).

They point out that, despite the technological advances that currently exist, neither
teachers nor students recognize the formative value that these tools can have.
Therefore, it is necessary not only to train teachers to carry out good pedagogical
and educational practices with the integration of ICT, but it is also urgent to train
students so that they can autonomously use technological tools for educational
purposes. .

Next, an analysis of the research found in the international, national and local
spheres is presented in order to have a broader vision of what has been
investigated on the subject of the use of ICT for learning English.
 17

2.2.1 INTERNATIONAL SCOPE

The appearance of ICT in the educational context has given way to new situations,
scenarios and practices that give new meaning to the teaching and learning
processes. In this sense, the investigations that will be presented here give an
account of the new logics in which the training processes operate, particularly, in
the area of English. The results of the search in the international field allowed us
to consider, mainly, master's and doctoral theses, indexed journal articles and
papers presented at scientific events.

The results revealed that most of the students prefer to watch videos instead of
just listening to audios to work on their oral skills in English and, additionally, they
highlight the need for more entertaining and interactive content in order to get them
more involved in the lessons. learning activities. Finally, it is concluded that ICTs
favor the motivation and interest of students, which favors the acquisition of
learning in a second language.

2.2.2 NATIONAL SCOPE

The documentary review for the state of the matter at the national level was carried
out using search descriptors such as: learning English, ICT, technology, second
language. On the other hand, given the few investigations found at the national
level, the search was expanded in different institutional repositories of universities.

The chosen population has the particularity of belonging to a rural sector

permeated by the armed conflict and with a very low academic performance in
English. The methodological design of the research was quasi-experimental with
non-equivalent groups (experimental and control) based on pre-test and post-test
measurements with a quantitative approach and the use of an m-learning
methodology where the Duolingo application was used. The instruments used
were an objective test, an ordinal scale, and performance pills and Likert-type
attitudes. In general,
 18

2.3 THEORETICAL FRAMEWORK

2.3.1 LEARNING THEORIES OF A SECOND LANGUAGE

(Deprez, 1994) bilingualismFrom the preschool level it facilitates the learning of
other languages, at the same time that the capacity for contemplation, the
interaction between linguistic and cultural skills, listening, adaptation, creativity
and criteria are developed. The set of all these metalinguistic capacities that are
developed in each school grade favors the learning processes of other educational
disciplines, prepares the student to conceptualize the two linguistic systems and
contributes to the development of the mother tongue. The development of
symbolic, abstract, and logical skills is more evident in bilingual children than in
those who only speak one language. Bilingualism is defined as the ability of an
individual to use two languages interchangeably; a bilingual person is one who
can understand, communicate and express themselves clearly and precisely in
two languages. Even Piaget (1961) called this process assimilation or early
stimulation. Both Piaget and Vygotsky maintain that this is the most important
learning and growth process of the human being, which will continue for the rest
of life.

(Bongaerts, 1989) it is not only a physiological issue that restricts the ability to
learn another language at a certain age, but other factors directly related to age
must also be taken into account, such as the motivation to acquire a second
language, the integration into a foreign-speaking community, the availability of
time to study and practice, the collaboration of native speakers, the interference
of the mother tongue, the fear of ridicule, among others. Normally children do not
have prejudices to assimilate a new phonic, semantic and grammatical system,
and they are less afraid of making mistakes than adults, who find it more difficult
to learn a language.

Lindstrom (2001) argues that one of the main capacities that human beings have
to communicate is language. He means that its development impliesa complicated
process and essentially involves the senses of sight and hearing. The
newsLinguistic theories for teaching the English language at an early age, are
resuming phonological awareness as a tool that guarantees, first, the knowledge
 19

of teachers, and then the teaching-learning process of reading and writing in the
acquisition of another language; Phonological awareness is defined as the ability
that enables children to recognize, identify, distinguish, deliberately manipulate
and therefore act with the sounds or phonemes that make up words. Children do
not acquire it spontaneously; This must be learned and its development is
essential before the graphic teaching of the alphabet begins. This corroborates
that as the reflection of the tongue increases, anxiety is reduced.

Jones (1989) argues that awareness of the sounds that make up words contributes
to the child's spontaneous approach to writing. When he finds a way to graph a
sound and recognize normal spelling, he can autonomously write other words as
a result. It is worth mentioning that the language ofa child is consolidated until five
years of age, so teachers must respect this process. It is important that the child
manipulates the sound of the phoneme and not the name of the letter, because
the latter can cause confusion in writing.

According to Vygotsky (1989) the acquisition and improvement of the child's

mother tongue helps him to learn the English language because it does not
interfere in this process. When the two languages (the first or mother tongue and
the second) have affective, cultural and social values, children build their learning
and develop comprehension skills in daily life in the classroom, where they interact
and exchange experiences and judgments. The determination of cognitive
development, according to this author, comes from the relationship between the
student and his thinking.

In essence, the aforementioned theories can be summarized as follows: 1. Focus

on phonological awareness: The theory that highlights the importance of
phonological awareness in the teaching-learning process of reading and
writing in the acquisition of a second language ranks first in terms of relevance.
This is due to its emphasis on developing fundamental skills for understanding and
producing sounds and phonemes in the new language.

2. Early Stimulation Theory: The theory that bilingualism is

from the preschool level facilitates the learning of other languages and promotes
development of metalinguistic, abstract and logical skills ranks second
place in relevance. This is due to his focus on the role of early bilingualism.
in the overall development of the individual.
 20

3. Role of the mother tongue in learning: The theory that highlights the role
positive use of the mother tongue in the learning of a second language occupies
the
third place in relevance. This is due to his recognition of the benefits of
have a solid base in the mother tongue for the acquisition of new languages.

4. Age-related factors: The theory that emphasizes the importance of

factors such as motivation, integration into a foreign-speaking community and
other aspects related to age rank fourth in relevance.
Although these factors are important, their impact is considered to be less
determinant compared to previous theories.

The Internet, as a platform for information and communication services, makes it

possible to learn English on different pages and for free. In the dissimilar spaces
offered, you can find everything from learning courses with different levels of
difficulty to a wide range of additional resources that facilitate contact with the
language we select. The variety of areas and contents that make up each one of
the Web platforms on the Internet guarantees that it is always possible to find the
appropriate resources for the level of communication skills of each one of the
users.

ICTs motivate students to recognize the English language as a means of

communication and an essential tool for accessing sources of information. They
enable the design and development of a large number of supplementary materials,
allow the design of individualized assessment processes, and establish self-
assessment as a teaching resource. In the same way, they facilitate the design of
programs that adapt to the student's learning style. With the use of ICT, the
principle of "learning to learn" materializes, since it focuses on the autonomy of
the student in the classroom and outside of it.

The student listens to his own intervention and can check his mistakes through
feedback. The level of motivation is significantly higher when ICTs are used, since
a range of possibilities opens up for the user when interacting with the different
resources.
 21

The student is an active learner, since he controls his linguistic learning process,
strengthens and stimulates independent study. ICTs facilitate contact between
students and teachers, which gives the possibility of raising and clarifying doubts,
exchanging ideas and debating, they also facilitate the development of linguistic
skills such as reading comprehension, listening comprehension, oral expression
and the written expression.
 22

2.4 CONCEPTUAL FRAMEWORK

2.4.1 THE TEACHING OF FOREIGN LANGUAGES: CURRENT

APPROACHES.
In the current teaching of foreign languages, two approaches stand out: the
constructivist approach, as a theory of learning, and the communicative approach
in what concerns foreign languages.

2.4.2 ABOUT THE CONSTRUCTIVIST APPROACH

The constructivist approach, according to Sanhueza (2004) is based on the
construction of learning, being clear that all constructive learning involves a
conception that is carried out through a mental process that ends with the
acquisition of new knowledge.

It can be inferred that the student's previous knowledge will be key to the
construction of this new knowledge. For his part, Escalona (2000) clarifies that in
many educational systems different constructivist theories of learning coexist,
which are focused on a main objective: the construction of knowledge by the
student. According to these theories, learning is not considered as an individual
activity, but rather as a social one, valuing the importance of social interaction and
proving that the student learns more effectively when he does so cooperatively.
Teaching must also be individualized in the sense of allowing each student to work
independently and at their own pace; it is necessary to promote collaboration and
group work, since better relationships are established with others, they learn more
and feel more motivated, their self-esteem increases and they learn more effective
social skills.
 23

2.4.3 THE COMMUNICATIVE APPROACH.

The French Didactics Dictionary (2003:24) defines it as: The methodological

choices to develop in the student the competence to communicate presented to
be adaptable and open to the diversity of concepts always organized according to
the objectives based on the functions (word acts) and notions (semantic-
grammatical categories such as time, space, etc.).
Bérard (1995) explains that the communicative approach is developed from a
critique of audio-oral and audio-visual methodologies for language teaching. Its
fundamental purpose is to establish communication, taking into account the needs
of the student, with the use of authentic documents of daily life for a better and
faster acquisition of the language. The knowledge acquired will be used in real
situations, respecting socio-cultural codes.

The concept of the use of information and communication technologies, for the
purposes of this work, will be understood as a set of practices that are built in a
specific sociocultural context to respond to the needs and interests of society,
which are are constantly changing. For this reason, ICTs have become an
essential element for cultural, political, economic development and, especially, in
the educational field where they "raise the quality of the educational process,
breaking down the barriers of space and time, allowing interaction and
collaboration between people for the collective construction of knowledge,
facilitating access to sources of quality information and the development of
individuals” (Cobo, 2009,).
 24

CHAPTER 3. EMPIRICAL STUDIES

 25

In order to determine the impact of virtuality on learning the English language at

the University of Chacín, it is proposed to use the research method, since there is
no exact previous history of a similar study, it seeks to collect specialized
bibliographic information from various sources, with the aim of objective of making
a significant approach to the Internet in the classroom. From this, over the years it
can be indicated that the main uses of the Internet for teachers and students could
be those that are presented below.

Exercise in the foreign language, of the "classic" type

The student performs activities independently that will not be taken up again in
class. In this context, they will generally be comprehension activities, written in
most cases. When working in the institution with the presence of the teacher,
group activities can be planned that will allow greater oral practice.

documentation
Multimedia materials provide information that will be used in expositions or
debates on a given topic. The activities in class will be mainly oral expression but
also written.

reuse of the foreign language

The student uses the structures learned in the classroom to carry out various
activities, thus evaluating what has been studied. The Internet also allows a
practice of the language close to reality, through email, discussion forums, the
creation of sites in schools, the animation of electronic newspapers, among others.
On the other hand, it is also proposed to analyze the contributions of the Internet
from the point of view of the task to be carried out, either from the perspective of
the teacher or the student. He then distinguishes two functions of the Internet: as
a source of information (assigning it a task) and as a means of information (through
a project).
 26

Role of teachers
One of the most recurrent hypotheses in these studies is the new role of teachers
in terms of the use of the Internet or ICTs in the class, which could see their role
in the classroom diminished or even disappear. Computers would replace the
teacher. We must affirm that computers and the Internet do not teach or teach
badly. The same fears have arisen with every technological advance. The videos
at the time, predicted great changes or revolutions in teaching. But by itself
television is neither a method nor does it replace the teacher. Obviously, the role
of the teacher must change as new technologies are introduced in the classroom.

In this regard, García (2001) points out that the use of technologies in education
as work tools places teachers at two poles: technophobes and technophiles. On
the one hand, there are people who reject the use of machines and who, even
when using them, feel displeasure since they prefer to work without them. At the
other extreme are those who feel fully incorporated into the world of technology,
those who enthusiastically follow its evolution and innovation. It is clear that the
use of these technologies involves information and teacher training.

Approach

The focus of this investigative work is symbolic interactionism, meanwhile, it refers

to a critical reflection on the subject, subjectivity and significance within the
framework of interaction and mediation processes (Giraldo, 2009).

Symbolic interactionism, as proposed by Carabaña and Lamo (1978): is not limited

to accepting social interaction, but recognizes its vital importance in itself. Such
importance resides in the fact that interaction is a process that shapes human
behavior, rather than being a mere means or framework for its expression and
release.

Therefore, in relation to the research topic, this approach becomes very relevant
given that the object of study, in this case, is not the use of technology per se but
the technologically mediated experience in the processes of learning English. .

Giraldo (2009) points out that this approach is more interested in “micro-level
studies, without claims of great generalizations, which does not make it less
 27

rigorous and demanding; but qualitatively deeper" research approach, according

to Blumer (1982), is developed through the formulation of questions about social
reality to transform them into problems of

investigation, then the data of interest and the possible ways of obtaining them are
determined to later establish the relationships between the data and interpret the
findings.

Kind of investigation
The present investigation is of a qualitative type, which is defined in the words of
Chaves, Zapata and Arteaga (2015) as a type of investigation that addresses "the
real as a cultural process, from a subjective perspective, with which an attempt is
made to understand and interpret all human actions, experiences, feelings, in
order to create ways of being in the world of life”

Wynn and Money (2009) point out that qualitative research "seeks the
understanding of social phenomena from the experiences and points of view of
social actors, and the understanding of the meanings that they assign to their
actions, beliefs and values".

So, qualitative research becomes very relevant for this research topic, as it allows
students to investigate various aspects related to the experience they have had
regarding the use of ICT in learning English.

Qualitative research is characterized by accounting for the vision and perspective

of the subjects investigated, which alludes to a specific sociocultural context that
allows the understanding of the actions and symbolism of the subjects. In this
regard, Cerón and Cerâon (2006) affirm that: The qualitative researcher moves in
the order of meanings and their rules of meaning: codes and documents, or
meanings.

Methodologically, the point is how to enable a reproduction of the community or

group of speakers of a common language for its analysis and understanding.
Whether as an in-depth interviewed speech, or as a group speech, or as a focused
group speech, as an autobiography or as a testimonial, it is always a question of
reaching the structure of the observation of the other.
 28

Indeed, this type of research seeks the understanding of the other, which implies
the recognition of their subjectivity.

Methodological design
The methodological design of this research is Qualitative-descriptive because
what is sought is "to get to know the prevailing situations, customs and attitudes
through the exact description of activities, objects, processes and people"
(Morales, 2012). .

In this sense, this research is not limited to data collection, but mainly seeks to
identify the relationships that arise between the use of ICT and the learning of
English as a second language through description and interpretation. Abreu (2012)
points out that a Qualitative-descriptive design aims to:

Describe, explain and validate the results. The description emerges after the
creative exploration, and serves to organize the results in order to fit the
explanations, and then to test or validate the explanations.

In this regard, the description is the first step carried out by the researcher to
comply with the three main objectives of an investigation with a Qualitative-
descriptive design, as indicated by Krathwohl (1993).

Navarrete (2011) points out that one of the peculiarities of a qualitative-descriptive

design is that it contemplates empirical and descriptive statements in order to
identify aspects of interest in the object of study. Indeed, "descriptive analysis is a
stage of detailed examination of qualitative data that allows the emergence of
statements of the lowest level, empirical and descriptive generalizations of the
investigated reality are built" (Navarrete, 2001).
 29

This research aims to characterize the uses that students in grade 4 of the
University of Chacín give to ICT for learning English, so it is vitally important to
recognize and describe activities, practices, attitudes, objects, processes and
people in order to comply with it.

3.1 POPULATION AND SAMPLE

The present investigation will be carried out at the College of the University of
Chacín, Venezuelan headquarters, with the students of the 4th grade of primary
school in the morning session in a period of two months (from April to May of the
year 2023). ). The sample corresponds to 33 students in the fourth grade of
primary school who are between the ages of 8 and 9 years old, most of whom
come from strata 3, 4 and 5.

3.2 INSTRUMENTS
The instruments that were applied to collect the information in the present
investigation were two. On the one hand, a survey was designed for students in
order to characterize the uses they give to ICT for learning English and describe
which of these uses are the most carried out.

On the other hand, a semi-structured interview was developed for teachers in

order to recognize the perception that students have when technology is used in
the English class.

survey closed
The survey was designed based on a bibliographic search, which allowed the
identification of three categories of analysis: the characterization of the population,
uses of ICTs, and uses of ICTs for learning English.
 30

In this sense, the survey sought, in the first instance, to identify the possession,
accessibility, frequency of use and the type of use that students give to ICT to later
compare these issues with the use of ICT for learning English. .

There were 13 questions in total and the response options were closed based on
the following options: YES/NO.

semi-structured interview
The type of interview that was developed for teachers was semi-structured.
Therefore, despite initially having a total of 7 questions, the characteristics of this
type of interview gave way to the configuration of other questions that arose in the
midst of data collection. Although this interview was designed to recognize how
4th grade students perceive the use of ICT for learning English, it was not applied
to students but to teachers, given the knowledge they have about the most
frequent attitudes of students towards time to use technology in the classroom

This category analyzes the possibilities that ICT-mediated learning environments

allow in the process of acquiring a second language, in this case, English. In this
regard, both teachers agree in pointing out that the use of technology in the English
class makes it possible to teach knowledge much more since it allows the contents
to be displayed in different formats such as videos, images, audio, among others.

Additionally, the use of ICT allows to strengthen learning since through web pages,
digital platforms or applications students can review the content seen in class,
which makes it possible for students to learn English at any time and at any time.
place favoring autonomy.

In relation to the above, both teachers claim to have a web page, of their own
authorship, in order to support and complement what is seen in class, as
evidenced below: I have a web page (https://upbmyriam.jimdo.com /) where I
share complementary resources with the students so that they deepen the
contents seen in class, this strategy has been very enriching since the parents
have told me that the children have felt very motivated to learn English.
 31

At the end of a theme we have a virtual page of the text that we handle, there are
some practice activities and it is through labyrinth games, looking for the couple
on two boards where one looks for the question, here is the answer, look for the
image well They love it, they really like that part. In this sense, it is notable how
teachers begin to integrate ICTs more into their teaching practices given the
benefits that these show in the processes of learning English.

The motivation category refers to the elements that teachers identify that increase
students' interest in learning English through the use of ICT. In this sense, the
teachers interviewed point out that one of the fundamental issues for which they
use ICT in the English class is because they promote the motivation of students
to learn through games, songs, online activities, among other issues, which
promote the development of skills and competencies in a second language. This
is evidenced when he states that:

The fundamental purpose with which I use ICT is to motivate students, offer them
a different type of teaching from the one I received where the classes were rather
boring and not very didactic, facilitate their learning and allow them to integrate
their technological tools in the classroom at all times. and when it is for training
purposes. According to what was indicated by both teachers, motivation is an
essential factor in the acquisition of knowledge since it favors the willingness and
attitude to acquire new knowledge.

On the other hand, given the possibilities that ICTs allow, learning English can be
more dynamic, attractive and interesting for students, which favors attention and
commitment to new knowledge.

This generation is now very visual so the children love how that whole part and
that catches them and they learn very easily, because by visualizing and how we
always use images or activities from the environment of what they handle that are
very close to them, so that motivate more.
 32

Technologically mediated activities, exercises and dynamics in class encourage

students to be more proactive and participatory given the audiovisual and
multimodal nature that characterizes ICT.

There are a lot of exercises and activities in English that are good for you, like
work, and good for them, because learning is not the same as listening to a native
doing an activity or explaining something that someone who is not a native then
That favors all learning, the activities, there are lots of video exercises, things that
one can use in class and that they love.

The use of ICT in the educational field has allowed students to get closer to other
contexts and scenarios that were not possible before, while access to these tools,
in addition to democratizing knowledge, allows time and space to no longer be a
inconvenient to learn.

In relation to the above, ICTs for learning English have made it possible for
students to not necessarily have to be in the classroom to learn, since from their
homes or any other place they can access a wide amount of content and activities.
, which allows to consolidate, review or deepen the topics seen in class.

In this sense, he affirms that: On other occasions we are going to consolidate a

theme with a video, I am going to expand an aspect of what we are working on
and sometimes it is only like a little piece and I leave it as an activity for them at
home to finish visualizing it or Consult or see how you can use that tool.

So, the use of ICT for learning English promotes autonomy and self-discipline in
students since the space-time limitations have been overcome thanks to these
tools.

Finally, it is important to highlight that teachers point out that learning English with
ICT is more fun both for them and for students because they can see images of
interest, videos, listen to songs, do online activities, among other playful matters
that increase the motivation and interest
 33

of the students, as evidenced by the staff's response: I love the songs because
we introduce themes with the songs and they like it because we move there, we
dance one follows the other says no so let's sing, there's a part of karaoke where
one also only puts the song and the music and they sing, they definitely enjoy it.

Since learning must have the active participation of the student in order to be
meaningful, it is of vital importance that the activities that are carried out not only
make sense for the student, but also that it is an attractive experience in which
they enjoy and have fun.

Finally, in this last category, we analyze those aspects that teachers indicate that
ICT disadvantages in learning English. In the first place, it is important to mention
the distracting behaviors that the use of ICT in class can generate, so it is
necessary that the implementation of these tools in the classroom have a clear
learning purpose.

In relation to this, as the staff mentions, "with some children it happens that one
does not see progress because they are children who talk constantly in class or
are on another planet, so they do not understand what we are doing." Therefore,
it is necessary that there is adequate guidance from the teacher so that students
who are more susceptible to distraction can concentrate well on the activity
proposed by the teacher.

On the other hand, an issue that, although it does not have much to do with the
use of ICT, is pertinent to mention, is that parents also have an impact on student
learning, while the lack of accompaniment of the students in their homes
represents a low academic performance as pointed out by the staff: These children
are very lonely children because the parents work both days, morning and
afternoon, so those children have the parents when they are almost asleep, the
parents arrive then one finds With a difference in childhood and family that we
were used to, they are two people working at the same time to be able to support
a home.
 34

Consequently, both teachers and parents must be constantly accompanying and

guiding children so that they can make proper use of ICT in order to favor their
learning processes, in this case, English.

The use of ICT in the educational setting brings with it great advantages for the
English learning processes of children and young people. However, it also brings
with it great challenges and challenges associated with the proper use of these
tools, the design of experiences according to the ages, needs, styles and interests
of the students and the correct integration of them into the classroom.
In short, there are many possibilities that ICTs allow for learning English, but there
are also many disadvantages that they can generate if there is no good guidance
on its use in academic contexts.

ICTs are not always serving to improve and transform the educational reality. The
relevance of the commitment assumed by the educational authorities and its
impact are reflected in the last graph presented, where it is verified which factors
constitute difficulties for the full integration of ICT in the classroom. Among them,
it is appropriate to point out that several of these factors are directly linked to
organizational and coordination aspects, a facet not usually identified in this type
of study.

In the same way, it would be necessary to influence the need for schools to react
in a more agile and effective way to the changing demands of work and their social
implications. The implementation of ICT in schools is something that has been
becoming effective progressively and constantly over time. Hence, in parallel, the
development of digital competence is taken into account and formulas are sought
to measure the development of digital competence in teaching planning.
 35

CHAPTER 4. CONCLUSION

The use of the Internet can be used significantly in learning English, according to
the theories presented. It provides easy access to online resources, allowing
students to develop and improve their language skills in an interactive and
autonomous way.

There are various didactic strategies that involve the use of the Internet in the
teaching-learning process of English. These include the use of online learning
platforms, where students can access structured courses and interactive
exercises. In addition, they can use multimedia resources such as videos, audios
and podcasts to improve listening comprehension and pronunciation.

Online communication also plays an important role. Through tools such as forums,
chats, and video conferencing, students can practice their conversation skills with
native speakers or with other English learners, which favors interaction and the
development of verbal fluency.

Online educational games and applications are another strategy used for learning
English. These offer playful and entertaining activities to practice vocabulary,
grammar and comprehension.

In general terms, the use of the Internet can benefit the learning of English by
providing access to a wide range of authentic, updated and varied resources. In
addition, it encourages student autonomy and provides more dynamic and
motivating learning opportunities.

It is important to emphasize that the use of the Internet must be complementary to

a structured educational approach guided by a trained teacher. The teacher plays
a critical role in selecting and targeting online resources, as well as providing
personalized guidance and feedback to students.

In summary, the use of the Internet in the process of learning English presents
numerous advantages and benefits for students. By taking advantage of the
various online tools and resources, students have access to a wide range of
authentic and up-to-date materials that contribute to the development of their
language skills.
 36

The internet offers online learning platforms that provide structured courses,
interactive exercises, and assessments, allowing students to learn at their own
pace and tailor their study to their individual needs. These platforms combine
quality content with interactive technology to create a rich learning experience.

In addition, the Internet provides multimedia resources, such as videos, audios,

and podcasts, that help improve listening comprehension, pronunciation, and
intonation. Students can access authentic and varied material that allows them to
become familiar with different accents and speaking styles in English.

It is essential to bear in mind that the use of the Internet must complement a
structured educational approach, guided by a qualified teacher. The teacher plays
a crucial role in selecting and targeting online resources appropriately, providing
personalized support, and facilitating a balanced and meaningful learning
environment.

In conclusion, the use of the Internet in learning English provides numerous

opportunities to improve language skills. By providing access to authentic
resources, fostering online communication, offering multimedia materials, and
promoting participation through educational games, the Internet becomes a
valuable tool for English language development.
 37

4.1BIBLIOGRAPHY

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ROIG VILA, Rosabel, "New technologies applied to education: elements for a

didactic articulation of information and communication technologies", Marfil, Alcoy,
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Vygotsky, L. (1978), Thought and language, Madrid: Paidós

 40

4.2 TABLES

Application in Teaching
Theory Author Summary of Theory English

Bilingualism from the preschool

level facilitates the learning of Teaching English in a
other languages and develops bilingual environment from an
Bilingualism and metalinguistic skills, abstraction, early age, encouraging
Depress,
Development of cultural interaction, listening, linguistic and cultural
1994
Metalinguistic Skills adaptation, creativity and interaction, creativity and the
judgment. It also favors the development of
development of symbolic, metalinguistic skills.
abstract and logical skills.

Learning a second language is

not only limited by physiological
Foster intrinsic motivation in
factors, but also by aspects such
learning English, create
Social Factors and as motivation, social integration,
opportunities for interaction
Motivation in Bongaerts, availability of time, and
with native speakers,
Learning a Second 1989 collaboration of native speakers.
establish a supportive
Language Children are less afraid of
environment, and reduce the
making mistakes and have an
pressure to make mistakes.
easier time assimilating new
language systems.
 41

Phonological awareness is Incorporate phonological

essential in the process of awareness activities into the
acquiring a second language. teaching of English, such as
Development of Recognizing, identifying and identifying and manipulating
Lindstrom,
Phonological deliberately manipulating the sounds, practicing correct
2001
Awareness sounds that make up words is pronunciation, and
crucial before graphic teaching of developing the ability to listen
the alphabet. Increasing linguistic and distinguish sounds in
reflection reduces anxiety. different contexts.

Awareness of the sounds that

make up words favors a natural Teach English with a
approach to writing. It is phonetic approach, help
Awareness of important to allow children to students associate sounds
Jones, 1989
Sounds and Writing manipulate the sounds of the with the corresponding letters
phoneme instead of focusing and practice writing based on
solely on the name of the letters the sounds they hear.
to avoid confusion in writing.
 42

4.3 ANNEXES

Semi-structured interview addressed to the teachers of grade 4 of the College of

the Chacín University

Objective: To recognize how fourth grade students perceive the use of ICT for
learning English.

Date
Interviewed name
Duration

Questionnaire

1) What is the role of ICT in English classes?

2) What are the technological devices you use to teach English and for what
purpose?

3) At what times in class do you use ICT? and because?

4) When you use ICT to teach English, what is the attitude of the children
compared to when you do not use it?

5) What is the favorite activity that children prefer to do in the English class with
the use of ICT?

6) How do you show that ICTs favor or hinder the development of communication
skills in learning English?
 43

4.4 GLOSSARY

Didactics- Part of pedagogy that studies teaching techniques and methods.

Linguistics- Part of linguistics that applies the knowledge of linguistics to the needs
of society, such as language teaching, automatic speech recognition, etc.

Enriching- Enriching, especially from a non-economic point of view.

Fluency- is the ability of a speech to express itself correctly with a certain ease
and spontaneity, both in its mother tongue and in a second language; this allows
the speaker to develop in a correct way.

Inalienability-Refers to the situation of a person from whom an asset or right

cannot be taken away or denied, because the latter are inalienable.

Learning-Result observed in the form of a more or less permanent change in the

behavior of a person, which occurs as a consequence of a systematic action (for
example, of teaching) or simply of a practice carried out by the apprentice.

Educator. It is said that the teacher acts as an educator when he is concerned with
the integral formation of the student (personal, social, professional development),
not only with the assimilation of theoretical content.

Motivation. Set of processes that a facilitator (teacher or another person, a

resource) develops to activate, direct and maintain certain behavior in another
person (for example, a student) or in a group

ICT- Information and Communication Technologies