ICT in the teaching of English for basic education: a systematic review
Article Sidebar
Main Article Content
Abstract
This article has investigated the integration of ICT in Basic Education to improve the teaching of the English language. This has allowed significant information to be obtained by relating knowledge to reality, which is why it has been considered important to investigate the use of ICT in this process. A documentary review of a qualitative-descriptive, non-experimental nature has been carried out.
For the systematic search, different databases have been used such as: Scielo, Google Academic, Redalyc, La Reference, Dialnet and Refseek. Among the results, it has been highlighted that from a total of 100 articles and after rigorous filtering, 33 valid articles were obtained for this research, which meets the standards established in the selection. The results have revealed that ICT are effective tools to improve English learning, as they provide interactive and motivating resources for students. However, challenges have also been identified in the implementation of ICT, such as the lack of teacher training and limited access to technology in some schools, so it is suggested that teacher training be promoted and access to technologies be guaranteed. ICT to take advantage of its potential in teaching English in basic education.
Keywords: ICT, language teaching, basic education, English
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Derechos de autor
Las obras que se publican en 593 Digital Publisher CEIT están sujetas a los siguientes términos:
1.1. 593 Digital Publisher CEIT, conserva los derechos patrimoniales (copyright) de las obras publicadas, favorece y permite la reutilización de las mismas bajo la licencia Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0, por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
1.1.a. Se cite la autoría y fuente original de su publicación (revista, editorial, URL).
1.1.b. No se usen para fines comerciales u onerosos.
1.1.c. Se mencione la existencia y especificaciones de esta licencia de uso.
María Fernanda Yánez-Goyes, Universidad Bolivariana del Ecuador - Ecuador
http://orcid.org/0000-0002-6677-9104
Graduate in Economics at the Universidad Nacional de Chimborazo, I have a B2 certification in English. For four years I have been part of the teaching staff at the Unidad Educativa Santa Mariana de Jesús in Riobamba City and will soon have a Master's Degree in Education with a mention in Pedagogy in Digital Environments from the Universidad Bolivariana del Ecuador.
Karina Marilú Peñaherrera-Solarte, Universidad Bolivariana del Ecuador - Ecuador
http://orcid.org/0009-0007-5022-4271
I am an engineer in Foreign Trade from ESPOCH, I am currently studying the Master's Degree in Education with a mention in Pedagogy in Digital Environments since I consider it very important to expand my knowledge and my opportunities both at work and on a personal level to be able to contribute to the productive development of the country and society, I also work as a teacher and I can say that it is the most enriching experience of my professional life, I am convinced that we are all responsible for contributing and working for the wellbeing of our children and young people.
Esther Lucrecia Carlín-Chávez, Universidad Estatal de Milagro - Ecuador
http://orcid.org/0000-0002-5262-1533
Research teacher with 20 years of experience in the design, development and evaluation of research projects and community service; Which has held positions of direction and coordination in higher education, currently accompanies students in research work, working with the collaborative approach in the construction and transfer of knowledge.
Josué Reinaldo Bonilla-Tenesaca, Universidad de Guayaquil / Universidad Bolivariana del Ecuador - Ecuador
http://orcid.org/0000-0002-6748-2345
Josué Reinaldo Bonilla Tenesaca, Universidad Bolivariana del Ecuador (UBE) – Ecuador Ph.D. in Pedagogical Sciences. Bachelor's degree in Educational Sciences with a major in English. Commercial Engineer. Master's degree in Pedagogy of National and Foreign Languages with a specialization in English teaching. Master's degree in Educational Technology and Innovation. Professor and researcher at UBE. Author and creator of online learning platforms and MOOCs.
References
Aguaded, J. I., Cabero, J., Pérez, M., Pérez, M. A., Monescillo, M., Barroso, J. M., Marchena, J., Del Pozo, F., Morduchowicz, R., Martínez, F., Salinas, J., Cebrian, M., García, P., Reia, V., Trápaga, F., Dorrego, E., Fandos, M., Borrás, I., Iriat, C., & Romero, P. (1995). Educación y medios de comunicación en el contexto iberoamericano. En Universidad de Andalucía (Editor), Encounters Iberoamericanos (Anma/Huelva) (sin detalles de páginas)
Aguirre Idrogo, Y. M., Vargas Navarro, R., Huamán Guzmán, A. M., & Gutiérrez Narrea, G. S. (2021). Uso de las TIC en la comprensión de textos del idioma Inglés en estudiantes de secundaria. Horizontes. Revista de investigación en ciencias de la educación, 5(21), 1419–1429. https://doi.org/10.33996/revistahorizontes.v5i21.285
Alghamdi, A., & Khan, M. S. H. (2021). Role of ICT in teaching English language skills to EFL learners at the primary level: Overview and future directions for research. International Journal of Instructional Technology and Distance Learning, 18(7), 9–23.
Bauman, Z. (2007). Retos de la educación en la modernidad líquida. Revista Andina de Educación, mayo-octubre, 2021, 4(2), 119–120. https://doi.org/10.32719/26312816.2021.4.2.r1
Brand Fonseca, K. A., Barrantes Elizondo, L., Segura Arias, R., & Arguedas Zúñiga, R. (2023). Needs for professional development training in English language education: Case study from the Region Brunca of Costa Rica. Revista Educación. Obtenido de https://doi.org/10.15517/revedu.v47i1.52010
Calderón Rojas, B. M., & Córdova Esparza, D. M. (2020). B-learning en la enseñanza del idioma inglés como segunda lengua: una revisión sistemática de la literatura. Edutec. Revista Electrónica de Tecnología Educativa, (73), 105-121. https://doi.org/10.21556/edutec.2020.73.1745
Cango-Patiño, A. E., & Bravo-Reyes, M. Á. (2020). Teaching English at public educational institutions in Ecuador in the digital age. Polo del Conocimiento, 5(3), 51–68. https://doi.org/10.23857/pc.v5i3.1322
Carranza Alcántar, M. del R., Islas Torres, C., & Maciel Gómez, M. L. (2018). Students' perception about the use of information communication technology (ICT) and learning English. Apertura, 10(2), 50–63. https://doi.org/10.32870/ap.v10n2.1391
Castañeda-Trujillo, J. E., & Jaime Osorio, M. F. (2021). Pedagogical strategies used by English teacher educators to address the challenges imposed by emergency remote teaching due to the COVID-19 pandemic. Ikala, 26(3), 697–713. https://doi.org/10.17533/udea.ikala/v26n3a12
Cohen, S. L., & Calderón Aponte, D. (2021). Powerful pedagogies in times of COVID: Online collaborative work among EFL learners and ESL student teachers. Ikala, 26(3), 731–745. https://doi.org/10.17533/udea.ikala.v26n3a14
Cruz Picón, P. E., & Hernández Correa, L. J. (2021). Bauman, Zygmunt. (2007). Los retos de la educación en la modernidad líquida. Gedisa. Revista Andina de Educación 4 (mayo-octubre, 2021), 4(2), 119–120. https://doi.org/10.32719/26312816.2021.4.2.r1
Cuberos de Quintero, M. A., & Vivas García, M. (2017). The relationship between methodology, management, and educational uses of ICT. Actualidades investigativas en educación, 17(1). https://doi.org/10.15517/aie.v17i1.27198
Dover-Carrillo, Y., Rosales-Acosta, A., & Pérez-Vidaurre, R. (2019). Construction of a methodology for English learning in rural settings: Contribution of apprentices. Electronic Journal Education Care, 23(1), 1–24. https://doi.org/10.15359/ree.23-1.14
Fořtová, N., Sedláčková, J., & Tůma, F. (2021). "'And My Screen Would Not Share':" Preservice Teachers' Perspectives on Using Information Communication Technology in Online Practice and Instruction. Ikala, 26(3), 513–529. https://doi.org/10.17533/udea.ikala/v26n3a03
Galindo, A., & Moreno, L. M. (2019). Spanish-English bilingual education in three public schools in Quindío, Colombia: Case study. Lenguaje, 47(2S), 648–684. https://doi.org/10.25100/lenguaje.v47i3.6906
Gómez Domíнгuez, C. E., Ramírez Romero, J. L., Martínez-González, O., & Chuc Piña, I. (2019). Use of ICT in English instruction in primary public schools. Revista de estudios y experiencias en educación, 18(36), 75–94. https://doi.org/10.21703/rexe.20191836gomez4
González-García, O., Pérez-Paredes, P., & Ruano-Ramírez, Á. (2021). Using mobile devices to teach reading comprehension strategies through collaborative tasks among young children: A systematic literature review. Computers & Education, 163, 104148. https://doi.org/10.1016/j.compedu.2021.104148
Hernández Cruz, J. A., Rojas León, P. del R., & Eslava Gómez, H. O. (2023). Analyses of TIC in teaching-learning process in one ESOL institution. Cinzontle, 15(30), 26–34. https://doi.org/10.19136/cz5085x23
Hernández, D. (2019). Didactic use of Learning Technologies and Knowledge (LTK) by secondary and middle school teachers. Horizontes. Revista de investigación en ciencias de la educación, 2(7), 190–209. https://doi.org/10.33996/revistahorizontes.v2i7.56
Izquierdo, J., de-la-Cruz-Villegas, V., Aquino-Zúñiga, S.-P., Sandoval-Caraveo, M.-C., & García-Martínez, V. (2017). Teachers' use of ICTs in public language education: Evidence from second language secondary-school classrooms. Comunicar, 25(50), 33–41. https://doi.org/10.3916/c50-2017-03
Jaimes, M., & Jaimes, C. (2014). Las tecnologías de la información y la comunicación (TIC) como herramienta de enseñanza del inglés en las instituciones de educación básica primaria de la región dos (2-4). Recuperado de http://www.computadoresparaeducar.gov.co/PaginaWeb/images/biblioteca/InvestigaTIC/Region%202/INvestigacion%203/articulo.pdf (consultado el 4 de diciembre de 2016)
Laura, K., Noa, S., Lujano, Y., Alburque qu eque, M., Medina, G., & Pilicit a, H. (2021). New perspective through English teaching. Invisible learning contributions to foreign language acquisition. Revista Innova Educación, 3(3), 140–148. https://doi.org/10.35622/j.rie.2021.03.009
Lizasoain C., A., Ortiz de Zárate F., A., & Becchi Mansilla, C. (2018). Usage of a technological tool for English teaching in a rural setting. Educação e Pesquisa, 44(0). https://doi.org/10.1590/s1678-4634201844167454
Llamas-Salguero, F., & Macías Gómez, E. (2017). Initial teacher training in elementary education for generating knowledge with information and communications technologies. Revista Complutense de Educación, 29(2), 577–593. https://doi.org/10.5209/rced.53520
Llanos Encalada, M., & Criollo Quimí, L. K. (2022). Use of technological tools in the teaching-learning process of English in the rural area of Ecuadorian countryside. Revista de la Universidad del Zulia, 13(38), 714–733. https://doi.org/10.46925//rdluz.38.39
Mantuano-Cedeño, G. Y., & Rivadeneira-Barreiro, J. C. (2022). Technological tools and their impact on English language teaching and learning in the rural zone of Cantón Jipijapa. Yachasun – Revista científica multidisciplinaria arbitrada, 6(11 Ed. Esp.), 221–243. https://doi.org/10.46296/yc.v6i11edespag.0212
Martínez Molina, O. A. (2018). Use of information and communication technologies in basic education. Scientific Review, 3(10), 154–174. https://doi.org/10.29394/scientific.issn.2542-2987.2018.3.10.8.154-174
Olivares Garita, C., Brenes Sánchez, V., & Valverde Marín, E. (2019). R2D2: An effective model to integrate ICTs into the EFL classroom? Actualidades investigativas en educación, 20(1), 32. https://doi.org/10.15517/aie.v20i1.40098
Ortiz Rodriguez, H. G., & Tejeda Díaz, R. (2023). Use of ICTs for English learning among high school students. Revista Cognosis, 8(EE1), 127–142. https://doi.org/10.33936/cognosis.v8iee1.5301
Pamplón Irigoyen, E. N., Ramírez Romero, J. L., & Universidad de Sonora. (2018). Textbooks for English teaching in Mexican public primary schools and alignment with official approach. Ikala, 23(1), 141–157. https://doi.org/10.17533/udea.ikala.v23n01a10
Pérez Benítez, W. E., & Ricardo Barreto, C. T. (2022). Factors affecting reading comprehension skills of basic education students and its relation to ICTs. Ikala, 27(2), 332–354. https://doi.org/10.17533/udea.ikala.v27n2a03
Pérez-Benítez, W. E., & Ricardo Barreto, C. T. (2021). Characteristics of enhanced learning environments using ICTs for reading comprehension within Basic Education cycle. Saber Ciencia y Libertad, 16(1). https://doi.org/10.18041/2382-3240/saber.2021v16n1.7533
Quiñonez Pech, S. H. (2020). Digital competence of English teachers in primary education in southeastern Mexico. RIDE Revista iberoamericana para la investigación y el desarrollo educativo, 11(21). https://doi.org/10.23913/ride.v11i21.752
Roldán, Á. M., Amigó, F. Ú. L., Peláez Henao, O. A., & Amigó, F. Ú. L. (2017). Relevance of policies for English teaching in a Colombian rural area: A case study in Antioquia. Ikala, 22(2), 121–139. https://doi.org/10.17533/udea.ikala.v22n01a08
Roys Romero, N. R. (2019). Integration of ICTs to improve linguistic abilities of vulnerable communities' EFL students. Sophia, 15(2), 4–17. https://doi.org/10.18634/sophiaj.15v.2i.770
Saborío-Taylor, S. (2019). Curriculum proposal based on a bi-modal approach and interactive infographic medium for "Didactic Resources Course for English Language Teaching". Revista Electrónica Educare, 23(3), 1–19. https://doi.org/10.15359/ree.23-3.11
Swapna, K., & Tammelin, N. (2008). Integrating ICTs for second languages teaching/learning: A guide for European secondary, university, and adult education institutions. Austria: Johannes Kepler University Linz. Recuperado de https://ensinodelinguascomtic.files.wordpress.com/2010/03/livro_integrar_las_tic_en_ensenanza-aprendizaje_de_lenguas_2008.pdf
Tapia, C. (2020). Typologies of educational uses of Information and Communication Technologies: A systematic literature review. Edutec. Revista Electrónica de Tecnología Educativa, (71), 16–34. https://doi.org/10.21556/edutec.2020.71.1489
Tutillo-Piña, J. M., García-Herrera, D. G., Castro-Salazar, A. Z., & Erazo-Álvarez, J. C. (2020). Genially as an interactive tool for verbs learning in English. Interdisciplinary Peer-Reviewed Journal Koinonía, 5(5), 250. https://doi.org/10.35381/r.k.v5i5.1042
Zainal, A. Z., & Zainuddin, S. Z. (2021). Malaysian English language teachers' agency in utilizing digital technologies during the pandemic: A narrative inquiry. Ikala, 26(3), 587–602. https://doi.org/10.17533/udea.ikala.v26n3a07
Zambrano Mero, J. A., Lemoine Quintero, F. Á., Carvajal Zambrano, G. V., & Williams Zambrano, M. S. (2017). Application of information and communication technologies in the English language teaching-learning process. Revista Cognosis (ISSN 2588-0578), 2(4), 57. https://doi.org/10.33936/cognosis.v2i4.940