Browsing by Author "Bonilla Tenesaca, Josué Reinaldo"
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Item AI-powered podcast interventions for enhancing speaking skills in English Language Teaching (ELT) Adult A1 students(ARANDU-UTIC, 2025-09-25) Olohunse Aremu, Isiaka; Paredes Espinosa, Karen Estefanía; Intriago Cañizares, Fernando; Bonilla Tenesaca, Josué ReinaldoThe global increase in the use of the English language has created new demands for accessible tools to enhance speaking skills. These resources are largely unavailable in low-resource contexts in Ecuador. Improving speaking skills is essential, as the Common European Framework of Reference for Languages (CEFR) states that they are crucial components of communicative competence. Challenges include limited vocabulary, pronunciation difficulties, and anxiety, worsened by socio-economic and bilingual barriers (Spanish–Quechua). This work investigated the use of Google’s NotebookLM, a free podcast-based Artificial Intelligence (AI) intervention to improve speaking skills in English. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model guided the study, supported by Vygotsky’s Zone of Proximal Development, Cognitive Load Theory, and Communicative Language Teaching. A mixed-methods design involved a general population of 305 adult learners, with a purposive sample of 20 students aged 18–30. Instruments included pre- and post-tests, the Field Observation and Conversation Analysis Protocol (FOCAP), a co-validated IELTS-based speaking analysis protocol. Results showed AI-driven real-time feedback and podcast activities improved fluency (84.8%) and reduced hesitation by Session 6. Interactional growth improved by 70%, turn management by 30%, and conversational logic by 40%. The majority of participating students who were initially at the CEFR Pre-A1 level reported having self-reported an improvement beyond that level. These outcomes suggest that free AI tools can support English proficiency in marginalized communities, providing a scalable model for English as a Foreign Language in Ecuador and similar contexts.Item Applying the Scenario-based Learning (sbl) to Improve Writing Fluency in A2 Learners(Identidad Bolivariana, 2026-05-21) Soria Naranjo, Angelli Natali; Guerrero Segura, Rodrigo Antonio; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana CarolinaThis study examines the effectiveness of Scenario-Based Learning (SBL) as a pedagogical strategy to enhance writing fluency among A2-level English lear-ners at a public school in Riobamba, Ecuador. A mixed-methods approach was used, combining quantitative and qualitative instruments for comprehensive analysis. A quasi-experimental pretest-posttest design involved 35 seventh gra-ders attending 12 sessions over three weeks. Writing fluency was measured through rubric-based pre- and post-tests. A Likert-scale survey gathered lear-ners’ perceptions of SBL, while qualitative field notes documented participation, engagement, and progress. Methodological triangulation validated findings by comparing quantitative and qualitative data. Learners are expected to improve in writing fluency, especially in coherence and lexical diversity, and to express positive attitudes toward SBL.Item Assessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills(MQRInvestigar, 2025-08-13) Martínez Urgilés, Christian Paú; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué ReinaldoDeveloping speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.Item Chat GPT como Tutor Pedagógico Virtual en la Optimización de la Enseñanza del Inglés en Bachillerato: Impacto en la Motivación y el Rendimiento(MQRINVESTIGAR, 2025-08-01) Negrete Saltos,Andrés Alejandro; Paredes Granda, Darío Javier; Jurado Martínez, María Gabriela; Bonilla Tenesaca, Josué ReinaldoLa Inteligencia Artificial (IA) ha demostrado ser una aliada en el aprendizaje estudiantil, a través de su atención personalizada, rapidez y precisión. Este estudio exploró el impacto de ChatGPT en el aprendizaje del inglés como segunda lengua (ESL) y la motivación de estudiantes de bachillerato en un entorno no inmersivo. El objetivo fue analizar como ChatGPT como tutor virtual, influye en el desarrollo de competencias lingüísticas y en la motivación académica de 58 estudiantes del nivel B2 del Colegio Marie Clarac de Quito-Ecuador durante el año lectivo 2024-2025. Mediante un enfoque mixto con encuestas estructuradas y grupos focales, se evaluaron sus percepciones y rendimiento. Los resultados revelaron mejoras significativas en la producción oral y escrita, y una expansión del vocabulario a niveles superiores. Los estudiantes reportaron mayor motivación, superación de miedos e inseguridades, y una notable mejora en su participación gracias a la retroalimentación de la IA. Aunque ChatGPT es una herramienta eficaz, se concluye que no reemplaza el contacto humano del docente. Este trabajo subraya el valor complementario de la IA en la educación, proponiendo su integración estratégica para optimizar el aprendizaje.Item Creatividad lingüística en riesgo: el impacto de la Inteligencia Artificial en la escritura en inglés(Arandu UTIC, 2026-02-11) Bonilla Raimundo, Jesús Aníbal; Diaz Cedeño, Kerly Mariuxi; López Collazo, Zeidy Sandra; Bonilla Tenesaca, Josué ReinaldoEl presente estudio analiza el impacto del uso excesivo de herramientas de inteligencia artificial (IA) en la creatividad lingüística de los estudiantes de tercero de Bachillerato de la Unidad Educativa Bilingüe Nueva Semilla. El objetivo fue diseñar e implementar una estrategia pedagógica que fomente un uso crítico, ético y equilibrado de la IA en la escritura en inglés. La investigación adoptó un enfoque mixto, con tres fases evaluativas: pre-test (uso libre de IA), test intermedio (sin IA) y post-test (uso guiado de IA). Los resultados evidenciaron que la dependencia tecnológica reduce la autenticidad, la autonomía y la expresión creativa en los textos escritos. Sin embargo, tras la aplicación de la estrategia pedagógica, se observó una mejora significativa en la calidad y originalidad de las producciones. Los estudiantes lograron integrar la IA de forma reflexiva, demostrando un mayor dominio del idioma y una voz propia más consistente. Se concluye que la IA puede ser una herramienta pedagógica eficaz siempre que esté acompañada de mediación docente, reflexión metacognitiva y un enfoque que priorice la autoría y la creatividad humana en los procesos educativos.Item Entorno virtual en Google Sites para motivar escritura y lectura en inglés en 8vo. educación general básica(ALFA PUBLICACIONES, 2025-10-03) Medina Bonilla, Darwin Fabián; Pérez Luisataxi, Deisi Judith; Beltrán Mesa, María; Bonilla Tenesaca, Josué ReinaldoIntroducción: En América Latina, y particularmente en Ecuador se impulsaron diversas políticas educativas orientadas a fortalecer la enseñanza del inglés como idioma extranjero en los distintos niveles del sistema educativo. Sin embargo, aún persisten desafíos importantes, especialmente en lo relacionado con el uso efectivo de herramientas tecnológicas dentro del aula. Objetivo: El presente artículo tiene como propósito proponer el diseño de un Entorno Virtual de Aprendizaje (EVA) en Google Sites, orientado a fortalecer las habilidades de escritura y lectura en el uso del presente simple en inglés, dirigido a estudiantes de octavo año de la Unidad Educativa “Sagrado Corazón de Jesús” Hnas. Bethlemitas, en Quito, Ecuador. Metodología: Para la investigación se empleó una metodología mixta (cuantitativa-cualitativa) con un enfoque descriptivo y aplicativo, lo que permitió abordar el problema de manera integral. Desde el enfoque cuantitativo, se aplicaron pruebas pedagógicas y encuestas estructuradas para evaluar el rendimiento académico y el nivel de dominio del presente simple. A nivel cualitativo, se analizaron las percepciones y actitudes de las estudiantes frente al uso de recursos digitales, así como su relación con la motivación y el desempeño. El enfoque descriptivo permitió identificar dificultades específicas en lectura y escritura sin alterar las condiciones del entorno, mientras que el aplicativo se concretó en una propuesta pedagógica basada en los hallazgos obtenidos. Resultados: Los resultados revelaron que el 76,6 % de las estudiantes presentaban dificultades significativas, principalmente en conjugación verbal, formulación de preguntas y comprensión lectora. Aunque la mayoría mostró preferencia por metodologías activas (56,7 %) y herramientas digitales (66,7 %), solo el 20 % las utilizaba regularmente. Esta brecha evidenció la necesidad de integrar tecnologías motivadoras. Conclusiones: Ante ello se diseñó el EVA English Adventure, una propuesta interactiva que combina contenidos visuales, actividades contextualizadas y recursos dinámicos para mejorar las competencias lingüísticas y fomentar una enseñanza más efectiva del presente simple. Área de estudio general: Educación. Área de estudio específica: Tecnologías educativas y aprendizaje de idiomas. Tipo de estudio: original.Item Herramientas Tecnológicas y su integración en la Planificación docente en la asignatura de Educación Cultural y Artística.(REVISTA CIENTÍFICA MULTIDISCIPLINAR G-NER@NDO, 2025-07-26) Bravo Arteaga, Katherine Lissette; Flores Velásquez, Petterson René; Viscaino Naranjo, Fausto Alberto; Bonilla Tenesaca, Josué ReinaldoLa incorporación de herramientas tecnológicas en la planificación docente representa un reto fundamental para mejorar la calidad educativa en entornos digitales. El propósito de este estudio fue diseñar y validar una guía didáctica orientada a facilitar la incorporación de herramientas tecnológicas en la planificación de la asignatura de Educación Cultural y Artística, en el nivel de bachillerato. Mediante un enfoque metodológico mixto, se aplicaron encuestas dirigidas a estudiantes y docentes, además de realizar entrevistas con las autoridades de la institución, lo que permitió diagnosticar el nivel de uso de las herramientas tecnológicas y las necesidades de formación de los docentes. Los resultados muestran que hay poca frecuencia en el uso de herramientas tecnológicas durante la planificación, a pesar de que se tiene una opinión positiva sobre su efecto en la enseñanza. En respuesta, se creó una guía didáctica que se centra en un método basado en proyectos y la utilización de tecnologías accesibles. La sugerencia fue aprobada por tres especialistas en educación, tecnología e innovación, quienes estuvieron de acuerdo en su utilidad, relevancia y valor educativo. Se determina que la guía didáctica es un recurso específico y replicable que ayuda a reducir la distancia entre la teoría y la práctica, fomentando una planificación educativa más innovadora, adaptada al contexto y orientada al desarrollo integral del estudiante.Item Las TIC en la enseñanza del inglés para la educación básica: una revisión sistemática(Revista Digital Publisher CEIT, 2024-05-08) Yánez Goyes, María Fernanda; Peñaherrera Solarte, Karina Marilú; Carlín Chávez, Esther Lucrecia; Bonilla Tenesaca, Josué ReinaldoEn este artículo se ha investigado acerca de la integración de las TIC en la Educación Básica para mejorar la enseñanza del idioma inglés. Esto ha permitido obtener información significativa al relacionar los conocimientos con la realidad, por lo cual se ha considerado importante indagar sobre el uso de las TIC en este proceso. Se ha realizado una revisión documental de carácter cualitativa-descriptiva, no experimental. Para la búsqueda sistemática se han utilizado diferentes bases de datos como: Scielo, Google Académico, Redalyc, La Referencia, Dialnet y Refseek. Entre los resultados se ha destacado que de un total de 100 artículos y luego de una rigurosa filtración, se obtuvieron 33 artículos válidos para esta investigación, los cuales cumplen con los estándares establecidos en la selección. Los resultados han revelado que las TIC son herramientas efectivas para mejorar el aprendizaje del inglés, ya que proporcionan recursos interactivos y motivadores para los estudiantes. Sin embargo, también se han identificado desafíos en la implementación de las TIC, como la falta de capacitación docente y el acceso limitado a la tecnología en algunas escuelas, por lo que se sugiere que se promueva la capacitación docente y se garantice el acceso a las TIC para aprovechar su potencial en la enseñanza del inglés en la educación básica.Item Talkpal as a Digital Tool to Support B1 English Speaking Skill Development(Arandu UTIC, 2026-02-25) Díaz Díaz, Sonia Elizabeth; Salazar Sánchez, Emily Rocío; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué ReinaldoThe implementation of artificial intelligence (AI) tools in second language learning is presented as a transformative strategy for promoting communicative competence, one of the most significant challenges for students and one that teachers seek to optimize. This article aims to conduct an in-depth analysis of the impact of the digital tool Talkpal, a personalized conversational platform powered by AI that offers an interactive learning experience, as a scaffolding strategy to optimize oral proficiency in B1 English learners. To achieve this objective, this research employs a mixed-methods approach, combining quantitative and qualitative methods to analyze students’ performance before and after using the Talkpal application and to obtain a comprehensive understanding of the relationship between the dependent and independent variables. Results were obtained through various instruments, including classroom observation, initial and final survey on students’ perception of the Talkpal tool, pre- and post-intervention speaking tests assessed using a B1-level rubric, and exit tickets collected after each session. The findings, based on a sample of 22 B1-level students, suggest that the conversational tool creates a real, dynamic, adaptive, and interactive practice environment, leading to improvements in fluency and pronunciation, as well as greater student motivation and confidence in oral communication.Item The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students(Maestro y Sociedad, 2025-12-25) Guzmán Brito, Dayana Dailé; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué ReinaldoIntroduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.Item The effectiveness of oral corrective feedback for improving segmental pronunciation in a2 efl learners in a military context(Ciencia Y Educación, 2026-04-25) Casa Molina, Pamela Elizabeth; Núñez Melo, Nayeli Nicole; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana CarolinaThe aim of this study was to examine the effects of oral corrective feedback on the development of segmental pronunciation among A2-level English as a Foreign Language (EFL) learners in a military educational context. The study employed a quasi-experimental design with a mixed-methods approach. Thirty adult learners participated and received communicative English instruction with the systematic integration of pronunciation into oral activities. Corrective feedback was provided naturally during classroom interaction, with an emphasis on recasts and explicit correction. Data were collected through pronunciation tests administered before and after the intervention, as well as classroom recordings used to identify feedback types and learner response patterns. Quantitative results revealed a statistically significant improvement in segmental pronunciation accuracy at the end of the instructional period. Qualitative analysis showed that, although recasts were the most frequently used type of feedback, explicit correction generated higher levels of learner uptake with repair. In addition, recurrent difficulties were identified in the production of specific English consonant and vowel sounds. The findings suggest that oral corrective feedback is an effective pedagogical strategy for promoting the development of segmental pronunciation among beginner-level learners. In particular, explicit correction appears to be especially beneficial in facilitating the immediate identification and modification of phonological errors in learners with limited linguistic proficiency.Item The effectiveness of phonological instruction for the development of oral skills in A1 level students(Revista Científica Multidisciplinar G-Nerando, 2026-04-17) Alarcón Franco, Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué ReinaldoThis study examined the effectiveness of a phonological instruction program in developing oral skills among A1-level students in a rural school in Ecuador. The research was conducted at La Siberia Educational Unit in Mache, Pedernales (Manabí), with a group of seven elementary school students. The program incorporated phonological activities, including explicit instruction on segmental features (vowels, consonants, and minimal pairs), as well as suprasegmental elements such as stress and rhythm. In addition, communicative pronunciation tasks were implemented to promote meaningful oral production. A mixed-methods design was adopted, combining quantitative data from pre-and post-speaking assessments with qualitative data obtained through classroom observations and student perception questionnaires. The findings revealed noticeable improvements in students’ intelligibility, pronunciation accuracy, and confidence when speaking English. Furthermore, students showed positive attitudes toward the phonological activities, which helped them organize and use language more effectively. Overall, the results suggest that this type of instruction can support the development of oral skills and contribute to more equitable language learning opportunities in rural contexts.Item The Use of Podcasts to Develop Speaking Skills in A2-Level EFL Students(Revista Científica Multidisciplinar G-Nerando, 2025-11-25) Morales Vera, Diana Elizabeth; Sánchez Oviedo, Edison Daniel; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué ReinaldoDeveloping speaking skills remains one of the significant challenges in English as a Foreign Language (EFL) classrooms for learners at the A2 Level. This study addresses the urgent need to apply accessible teaching strategies that foster fluency, pronunciation, and coherence in oral production. Podcasts are becoming increasingly popular as digital tools that offer exposure to authentic language, encourage repetition and reflection, and enable students to become content creators through planning, scripting, and recording. While educational technology continues to expand, few studies have focused on the impact of structured podcast-based activities on the oral performance of lower-level learners in schools with limited resources. This research aims to explore the effect of implementing speaking tasks to guide and evaluate the oral performance of A2 students using podcast production on their speaking development, using rubrics that emphasize fluency and communicative competence. The study will be conducted with students from a public high school in Guayaquil, and the results will provide insights for EFL educators seeking low-cost, practical methods to enhance speaking skills in early-stage learners using technology.Item The Use of Task-Based Language Teaching (TBLT) to Improve Writing Skills(Universidad Y Sociedad, 2026-04-30) Sailema Moyolema, Lizbeth Valeria; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué ReinaldoThis study examined the effectiveness of Task-Based Language Teaching (TBLT) in improving writing skills among beginner EFL learners. The research addressed the need to move beyond traditional teacher-centered ap-proaches by adopting communicative methodologies that promote meaningful language use in real contexts. The main objective was to evaluate the impact of structured task-based activities on students’ writing performance, motivation, and engagement. A mixed-methods design was implemented, integrating quantitative and qualitati-ve data collection techniques. Pre- and post-writing tests were administered to measure students’ performance, while classroom observations and an emotional perception survey provided insights into learners’ experiences and attitudes. The intervention was conducted over six weeks and was organized through structured task sequences, guiding students from initial preparation to post-task re-flection. The findings revealed significant improvements in vocabulary use, grammatical accuracy, coherence, and task completion. Additionally, students reported increa-sed motivation, greater confidence, and reduced anxiety when participating in writing activities. These results su-ggested that TBLT supported both linguistic development and emotional engagement. The study highlighted the im-portance of incorporating structured communicative tasks into EFL writing instruction at the beginner level.Item Using Communicative Language Teaching (CLT) to improve speaking skills in a1-level 8th graders(Arandu UTIC, 2025-09-24) Rivera Rivera, Adriana Salomé; Acosta Ortega, María José; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué ReinaldoThis study evaluated the impact of implementing Communicative Language Teaching (CLT) strategies on the development of English-speaking skills among eighth-grade students at the A1 level. A mixed-methods approach with an explanatory sequential design was used, combining quantitative oral assessments conducted before and after the CLT program implementation with qualitative data obtained through student surveys. Forty students from a public basic education school in the city of Guayaquil participated, engaging for five weeks in communicative activities such as role-plays, collaborative pair work, and listening comprehension exercises. Quantitative results showed significant improvements in students’ fluency, pronunciation, and coherence in conversations. Additionally, qualitative data demonstrated an increase in student motivation and participation. Despite some difficulties, the results show that this communicative methodology is effective and can be applied in similar environments.Item Uso de herramientas de gamificación para desarrollar habilidades de escritura en estudiantes de nivel a1(Ciencia Y Educación, 2025-10-06) Muñoz Casa, Ana Gabriela; Durán Muñoz, Gloria Susana de Lourdes; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué ReinaldoThe purpose of this study was to determine how gamification tools can enhance writing skills in A1-level English as a Foreign Language (EFL) students. The research was conducted at Unidad Educativa Particular Cristiana New Life with a purposive sample of 40 seventh-grade students aged 11 to 12, who demonstrated basic digital literacy and were actively enrolled in EFL writing classes. The study employed a mixed-methods approach to collect both qualitative and quantitative data. A pretest-posttest methodology was used for the quantitative component, which was assessed using a rubric linked with the CEFR that prioritized vocabulary, sentence structure, grammar, coherence, and fluency. In order to investigate emotional and motivational reactions during gamified writing exercises using platforms like Wordwall and Quizizz, the qualitative component comprised a student perception questionnaire. The results revealed notable improvements in sentence construction, vocabulary usage, and overall writing fluency. Additionally, when taking part in gamified writing assignments, students demonstrated increased levels of creativity, confidence, and involvement. According to these results, including gamification techniques into writing teaching can create a more engaging and welcoming classroom. Based on the outcomes of this study, gamification can be considered an effective pedagogical strategy for developing foundational writing skills in young A1-level EFL learners.Item Wordwall en el proceso de enseñanza del idioma Inglés-a1 en la Escuela de Formación de Soldados del Ecuador(MQRInvestigar, 2025-07-09) Bocancho Tonato, Jenny Paola; Sinche Caraguay, Nancy Irene; Jurado Martínez, María Gabriela; Bonilla Tenesaca, Josué ReinaldoEn el ámbito del aprendizaje de idiomas, la ampliación del vocabulario constituye un punto de suma importancia para el desenvolvimiento de la competencia lingüística. El vocabulario es la base fundamental para mejorar cualquier idioma. El presente artículo incluye la necesidad de aplicación de recursos digitales en el proceso de enseñanza del idioma inglés A1 en estudiantes de la Escuela de Formación de Soldados del Ecuador. Este marco metodológico se sometió a un diseño cuasiexperimental. Se incluyeron 25estudiantes seleccionados mediante un muestreo no probabilístico por conveniencia; por lo tanto, se emplearon técnicas cualitativas y cuantitativas para la evaluación. Los resultados indicaron una mejora estadísticamente significativa. Las intervenciones se centraron en el uso de la plataforma para incrementar el vocabulario en inglés, y fue necesario aplicar una encuesta para recopilar información sobre la utilización de este recurso tecnológico. Como resultados previos a la aplicación de actividades con uso de la plataforma se evidenció que la mayoría, aunque había escuchado sobre esta plataforma no tenía clara sus funciones y beneficios, pero una vez aplicadas las actividades afirmaron que fueron de su interés ya que les permitió ampliar su vocabulario para así mejorar su fluidez a la hora de hablar en inglés y además obtuvieron un aspecto positivo al mejorar la ortografía en el idioma. En conclusión, el uso de la plataforma Wordwall tuvo un acogimiento positivo dentro de la institución, ya que, mediante numerosos ejercicios en la plataforma, fomentó el autoaprendizaje y los motivó a practicar. Finalmente, sería importante contar con la plataforma Wordwall como una herramienta clave para aprender el idioma inglés de forma activa y de esta forma motivar a un aprendizaje constructivo de este dialecto.