Uso de Recursos Educativos Abiertos para el desarrollo de habilidades comunicativas en inglés como lengua extranjera en estudiantes A1
Palabras clave:
competencia oral, recursos educativos Abiertos, Enseñanza de idiomas, Entornos virtuales, Innovación pedagógicaResumen
La presente investigación tuvo como objetivo describir el uso de Recursos Educativos Abiertos (REA) específicos para el desarrollo de la competencia oral en inglés en estudiantes de nivel A1 de InnovaEducativa. La fundamentación teórica se sustentó en la necesidad de innovación pedagógica en entornos virtuales, utilizando un enfoque mixto con diseño experimental y nivel descriptivo. La metodología empleó técnicas de observación, grupos focales y encuestas aplicadas a una muestra de 28 estudiantes. Los resultados evidenciaron que la integración de herramientas como Vocaroo, Voki, Flipgrid y TED-Ed mejoró significativamente la fluidez, pronunciación y confianza de los participantes. Se concluye que la implementación de REA, alineada con el currículo, constituye una estrategia eficaz para superar las limitaciones de la práctica oral en modalidad en línea, promoviendo la autonomía y la inclusión educativa.
Referencias
Aktas, E. (2023). The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1183037
Bhatt, D., & Bunkar, A. (2019). Enhancing teaching and learning skills with open educational resources. Journal of Entrepreneurship and Business Resilience (JEBR), 2(1), 13-25. https://jebr.fimek.edu.rs/index.php/jebr/article/view/60
Butarbutar, R. (2021). How does Technology Vocaroo Improve Students’ Speaking Ability? A Study from Learner, Teacher, and Researcher’s Perspective. Journal of Positive Psychology & Wellbeing, 5(3), 1635–1640. https://doi.org/10.17507/jltr.1203.15
Cantón, MI, & Pérez, BE (2017). Oral competence in English at the end of primary education. Porta Linguarum, 27, 37-48. https://dialnet.unirioja.es/descarga/articulo/6267751.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dang, T.N.Y., Lu, C., & Webb, S. (2023). Open access academic lectures as sources for incidental vocabulary learning: Examining the role of input mode, frequency, type of vocabulary, and elaboration. Applied Linguistics, 44 (4), 747–770. https://doi.org/10.1093/applin/amac044
Elias, M., Oelen , A., Tavakoli, M., Kismihok , G., & Auer, S. (2020). Quality evaluation of open educational resources In European Conference on Technology Enhanced Learning (pp. 410-415). Cham: Springer International Publishing https://doi.org/10.1007/978-3-030-57717-9_36
Feng, R., & Guo, Q. (2022). Second language speech fluency: What is in the picture and what is missing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.859213
Foster, P. (2020). Oral fluency in a second language: A research agenda for the next ten years. Language Teaching, 53 (4), 446–461. https://doi.org/10.1017/S026144482000018X
Gilbert, JB (2012). Clear Speech: Pronunciation and Listening in North American English. Cambridge University Press.
Huang, N. (2022). Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.987729
Panday‐Shukla, P. (2024). Comparing an open educational resource and a traditional textbook: A case study on learner perceptions. Foreign Language Annals, 57(2), 425-449. https://doi.org/10.1111/flan.12727
Pham, T.K.H., & Tran, M.T. (2024). Open education resources in EFL teaching at School of Languages and Tourism: Opportunities and challenges. Vietnam Journals Online . https://jst-haui.vn/media/31/uffile-upload-no-title31291.pdf
Pham, THA, Pham, TTH, & Nguyen, TA (2025). Using open educational resources for self-directed English speaking practice. Journal of Inquiry into Languages and Cultures, 9 (1). https://doi.org/10.63506/jilc.0901.296
Richards, J.C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics . Pearson Education Limited.
Rico Yate, JP, Ramírez Montoya, MS, & Montiel Bautista, S. (2022). Development of oral English competence through open educational resources. Apertura, 16 (1). https://www.scielo.org.mx/scielo.php?pid=S1665-61802016000200006&script=sci_abstract&tlng=en
Singh, S.K., Banerjee, A., De, K.K., & Singh, A.K. (2023). The attitude of students and teachers towards the use of MOOCs for their academic and professional development: A comparative study of two case study sites. Tuning Journal for Higher Education, 10(2), 245-270. https://doi.org/10.18543/tjhe.2481
Thornbury, S. (2005). How to teach speaking . Pearson Education Limited.
Toleuzhan , AT, Sarzhanova , GB, Tleuzhanova , GK, & Erdem, C. (2024). Enhancing speaking fluency in English through the use of open educational resources among secondary school students in Kazakhstan. International Journal of Knowledge and Learning, 18 (1), 32-51. https://doi.org/10.1504/IJKL.2025.143068
Uchihara, T., & Clenton, J. (2023). The role of spoken vocabulary knowledge in second language speaking proficiency. The Language Learning Journal, 51 (3), 376–393. https://doi.org/10.1080/09571736.2022.2080856
Wiley, D., & Hilton III, J.L. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Danilo Flores Flores Montoya, Carmen Gissela Pilaquinga Calapaqui (Author)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
