The use of mobile phones and internet accessibility on e-learning EFL environments

Zárate Torres, María Fernanda; Moreno Rojas, Vallery Alejandra

The use of mobile phones and internet accessibility on e-learning EFL environments

dc.contributor.advisor	Nieves González, Ivan Dario
dc.contributor.author	Zárate Torres, María Fernanda
dc.contributor.author	Moreno Rojas, Vallery Alejandra
dc.contributor.orcid	Zárate Torres, María Fernanda [0000-0002-7598-9488]
dc.contributor.orcid	Moreno Rojas, Vallery Alejandra [0009-0009-9266-7649]
dc.date.accessioned	2024-11-13T00:00:48Z
dc.date.available	2024-11-13T00:00:48Z
dc.date.issued	2024-11
dc.description.abstract	Esta investigación examina los efectos de la accesibilidad a internet y el uso del teléfono inteligente en los resultados de aprendizaje y la motivación de estudiantes de 8 años pertenecientes a la Fundación Funsebas localizada en Bogotá, Colombia. Al emplear un enfoque cualitativo y un diseño de estudio de caso, la investigación explora cómo las limitaciones tecnológicas, como problemas de conexión a internet y la disponibilidad de dispositivos, afectan la experiencia de los estudiantes y su habilidad para involucrarse en el aprendizaje en línea. Los resultados proveen claridad en los desafíos potenciales encontrados durante la enseñanza de Inglés como segunda lengua a nivel remoto, mientras se destaca la importancia del acceso a la tecnología y su impacto en el éxito académico. En última instancia, pero no menos importante, esta investigación tiene como objetivo proporcionar una visión integral de las dificultades enfrentadas por los estudiantes en el contexto de entornos de aprendizaje en línea.
dc.description.abstractenglish	This research examines the effects of internet accessibility and smartphone usage on the learning results and motivation of 8 year old students in virtual English as a second language (EFL) setting at the Funsebas Foundation in Bogotá, Colombia. Employing a qualitative approach and a case study design, this research explores how technological constraints, such as internet connectivity issues and device availability, affect students’ experiences and their ability to engage in online learning. Questionnaires, participant and direct observation, and digital ethnographies were implemented to gather data regarding students' interactions, motivation, and challenges encountered when using smartphones as the main learning tool. The results provide light on the potential and challenges encountered while teaching EFL remotely, while also highlighting the significance of technology access and its impact on academic achievement. Student’s lack of smartphone accesibility and poor quality internet access could indirectly drive students to social isolation, as well, the lack of digital literacy may lead to low EFL performance due to the few information gathered by the students during class, this could also result in lack of homework or classwork delivery. Ultimately, but not insignificantly, this research aims to provide a comprehensive view on difficulties faced by the students in the context of online learning environments.
dc.description.degree	Pregrado	spa
dc.description.degreename	Licenciado en Bilingüismo con Énfasis en la Enseñanza del Inglés	spa
dc.description.sponsorship	Funsebas
dc.format.mimetype	application/pdf
dc.identifier.instname	instname:Universidad El Bosque	spa
dc.identifier.reponame	reponame:Repositorio Institucional Universidad El Bosque	spa
dc.identifier.repourl	repourl:https://repositorio.unbosque.edu.co
dc.identifier.uri	https://hdl.handle.net/20.500.12495/13183
dc.language.iso	en
dc.publisher.faculty	Facultad de Educación	spa
dc.publisher.grantor	Universidad El Bosque	spa
dc.publisher.program	Licenciatura en Bilingüismo con Énfasis en la Enseñanza del Inglés	spa
dc.relation.references	Aguirre, J. D. (2021). Documentary research : the impact of ICT in EFL Education in Colombia. Recuperado de: http://hdl.handle.net/20.500.12209/16692.
dc.relation.references	Audrey, A. (2021). Student perceptions and mobile technology adoption: implications for lower-income students shifting to digital. Educational Technology Research and Development, 69(1), 191-194. https://doi.org/10.1007/s11423-020-09855-5
dc.relation.references	Allen, M. (2017). Participant observation. In: The Saga Encyclopedia of communication research Methods Encyclopedia Sage Publications DOI: https://dx.doi.org/10.4135/9781483381411.n412.
dc.relation.references	Averianova, I. (2012). A Cell Phone in the Classroom: A Friend or a Foe?, THE EUROCALL REVIEW, 20(1), http://www.eurocalllanguages.org/review/20/papers_20/04_averianova.pdf.
dc.relation.references	Aza Ussa, A. (2020). The impact of technology in English as a second language learning from the perspective of students in colombian public schools. Universidad de los Andes. Available at: http://hdl.handle.net/1992/56485
dc.relation.references	Bakar, R. (2014). The Effect of Learning Motivation on Student?s Productive Competencies in Vocational High School, West Sumatra. International Journal of Asian Social Science, 4(6), 722–732. Retrieved from https://archive.aessweb.com/index.php/5007/article/view/2672
dc.relation.references	Behrendtz, J. (2011). Online ethnographic methods: Towards a qualitative understanding of virtual community practices. En Handbook of Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena (pp. 410–428). IGI Global.
dc.relation.references	Brown HD. Principles of language learning and teaching. White Plans, NY. Longman; 2000. Burkholder, C., & Thompson, J. (2020). Fieldnotes in qualitative education and social science research. New York, NY: Routledge. https://doi.
dc.relation.references	Burke, A. (2019). Student retention models in higher education: A literature review. College and University, 94(2), 12-21
dc.relation.references	Cardano, M. (2020). Defending qualitative research : Design, analysis, and textualization. Taylor & Francis Group.
dc.relation.references	Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The Use of Triangulation in Qualitative Research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547
dc.relation.references	Chanchal, S. (2021). Challenges To Online Education: A Review. Journal of Contemporary Issues in Business and Government. Vol. (27), pp. 2443. Recovered from:https://cibgp.com/au/index.php/1323-6903/article/view/718/687
dc.relation.references	Deci, E. L. y Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
dc.relation.references	Dean, Douglas & Davies, Randy & Ball, Nick. (2013). R.S. Davies, D.L. Dean, Nick Ball (2013). "Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course," Educational Technology Research and Development (ETR&D), 61:4, pp. 563-580.. Educational Technology Research and Development (ETR&D). 61. 563-580.
dc.relation.references	Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
dc.relation.references	Díaz Vásquez, Rafael y Bejarano Pérez, Juan Pablo. “Alfabetización Digital. Un ejercicio para la construcción de Paz desde la Localidad de Suba (Bogotá, Colombia)” Revista Historia de la Educación Latinoamericana vol.23 no.37 (2021)
dc.relation.references	Forni, P., & De Grande, P. (2020). Triangulación y métodos mixtos en las ciencias sociales contemporáneas - Triangulation and mixed methods in contemporary social sciences. Revista Mexicana de Sociología, 82(1), 159–190. https://www.jstor.org/stable/26875547
dc.relation.references	Gallegos Erazo, F. A. (2021). Ethics and its Importance in Research. En The social sciences and their contribution to scientific research: empirical studies (pp. 9–22). Grupo Compás.
dc.relation.references	Hernández-Sampieri, R., & Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta.
dc.relation.references	Hockey, J., & Forsey, M. (2020). Ethnography is not participant observation: Reflections on the interview as participatory qualitative research. In The interview (pp. 69-87). Routledge.
dc.relation.references	©IDOSR PUBLICATIONS International Digital Organization for Scientific Research IDOSR JOURNAL OF COMPUTER AND APPLIED SCIENCES 8(1):20-35, 2023. ISSN: 2579-0803
dc.relation.references	Isman, Aytekin & Dabaj, Fahme & Altinay, Fahriye. (2003). Communication Barriers in Distance Education.. Online Submission.
dc.relation.references	Introduction to OLJ Volume 28, Issue 1 Peter Shea, Editor-in-Chief, OLJ University at Albany, SUNY, USA Resource: Online learning OLJ THE OFFICIAL JOURNAL OF OLC.
dc.relation.references	Joo YJ, Kim N, Kim NH. Factors predicting online university students’ use of a mobile learning management system (m-LMS) Educational Technology Research and Development. 2016;64(4):611–630. doi: 10.1007/s11423-016-9436-
dc.relation.references	Kaushal, N E-LEARNING: MEANING, IMPORTANCE, PRINCIPLES AND RELEVANCE IN HIGHER EDUCATION, Paper: VII, Digital Governance: Theory and Practice, Unit II. Recovered from: https://www.lkouniv.ac.in/site/writereaddata/siteContent/202004120815046665Nandita_Kaushal_E_learning.pdf
dc.relation.references	Korkmaz, Ö., Erer, E., & Erer, D. (2022). Internet access and its role on educational inequality during the COVID-19 pandemic. Telecommunications policy, 46(5), 102353. https://doi.org/10.1016/j.telpol.2022.102353
dc.relation.references	Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191-216. https://doi.org/10.1177/2042753018785180
dc.relation.references	Kuo, Yu-Chun & Belland, Brian. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development. 64. 10.1007/s11423-016-9442-9
dc.relation.references	Kuphanga, D. (2024). Questionnaires in Research: Their Role, Advantages, and Main Aspects. In ResearchGate. https://doi.org/10.13140/RG.2.2.15334.64325
dc.relation.references	Lofland, J., Snow, D., Anderson, L., & Lofland, L. H. (2022). Analyzing social settings: A guide to qualitative observation and analysis. Waveland Press.
dc.relation.references	MINISTERIO DE TECNOLOGÍAS DE LA INFORMACIÓN Y LAS COMUNICACIONES. Resolución número 02238 del 24 DE JUNIO DEL 2024. Retrieved from: https://mintic.gov.co/portal/715/articles-2627_Resolucion_2238_de_2024.pdf
dc.relation.references	Morgan, H. (2024). Using Triangulation and Crystallization to Make Qualitative Studies Trustworthy and Rigorous. The Qualitative Report, 29(7), 1844-1856. https://doi.org/10.46743/2160-3715/2024.6071
dc.relation.references	Nilson, L. B., & Goodson, L. A. (2017). Online teaching at its best : Merging instructional design with teaching and learning research. John Wiley & Sons, Incorporated.
dc.relation.references	Nilson, Linda B., and Ludwika A. Goodson. Online Teaching at Its Best : Merging Instructional Design with Teaching and Learning Research, John Wiley & Sons, Incorporated, 2021. ProQuest Ebook Central. Recovered from: https://ebookcentral-proquest-com.ezproxy.unbosque.edu.co/lib/bibliobosque-ebooks/detail.action?docID=6607554
dc.relation.references	Oppenheim, A. N. (1992) Questionnaire design, interviewing and attitude measurement (New edition). CONTINUUM London and New York.
dc.relation.references	Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
dc.relation.references	Peeraer, J., & Van Petegem, P. (2012). The limits of programmed professional development on integration of information and communication technology in education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.809
dc.relation.references	Pozzo, M. I.; Borgobello, A.; Pierella, M. P. Uso de cuestionarios en investigaciones sobre universidad: análisis de experiencias desde una perspectiva situada. Revista Latinoamericana de Metodología de las Ciencias Sociales, Buenos Aires, v. 8, n. 2, p. 1-16, dez. 2018.
dc.relation.references	Persson, Veronica & Nouri, Jalal. (2018). A Systematic Review of Second Language Learning with Mobile Technologies. International Journal of Emerging Technologies in Learning (iJET). 13. 10.3991/ijet.v13i02.8094.
dc.relation.references	Rahiem, Maila. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency Remote Learning. Universal Journal of Educational Research. 8. 6124-6133. 10.13189/ujer.2020.082248.
dc.relation.references	Ricci L, Lanfranchi J-B, Lemetayer F, et al. Qualitative Methods Used to Generate Questionnaire Items: A Systematic Review. Qualitative Health Research. 2019;29(1):149-156. doi:10.1177/1049732318783186
dc.relation.references	Sánchez, C. (29 de noviembre de 2019). Contacto. Normas APA (7ma edición). https://normas-apa.org/contacto/
dc.relation.references	Linneberg, M., & Korsgaard, S. (2019). Coding qualitative data: a synthesis guiding the novice. Qualitative Research Journal, 19(3), 259–270. https://doi.org/10.1108/qrj-12-2018-0012
dc.relation.references	Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.
dc.relation.references	Ta'amneh, Mohammad. (2021). The Use of Smartphones in Learning English Language Skills: A Study of University Students’ Perspectives. International Journal of Applied Linguistics and English Literature. 10. 1. 10.7575/aiac.ijalel.v.10n.1p.1.
dc.relation.references	Tinmaz, H., Lee, YT., Fanea-Ivanovici, M. et al. A systematic review on digital literacy. Smart Learn. Environ. 9, 21 (2022). https://doi.org/10.1186/s40561-022-00204-y
dc.relation.references	Tiwari, Vinita & Tiwari, Abhay. (2021). A study of effectiveness of online learning. International Journal of Future Generation Communication and Networking. Vol. 14, No. 1, (2021), pp. 2177-21-90
dc.relation.references	Ugwu, Chinyere & Eze, Val & Extension, Kiu Publication. (2023). Qualitative Research. 8. 20-35.
dc.relation.references	Vallerand, R. J. y Ratelle, C. (2002). Intrinsic and extrinsic motivation: a hierarchical model. In E. L. Deci y R. M. Ryan (Eds.), Handbook of self-determination research. Rochester: The University of Rochester Press.
dc.relation.references	Villaseñor Ocaña, X. I., & Morales Vázquez, M. E. (2022). Dificultades en la implementación de las clases virtuales para la carrera licenciado en idiomas desde la perspectiva docente. Ciencia Latina Revista Científica Multidisciplinar, 6(5), 2004-2023. https://doi.org/10.37811/cl_rcm.v6i5.3226
dc.relation.references	Volume 7 Issue 1 (2023) Pages 336-344 Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini ISSN: 2549-8959 (Online) 2356-1327 (Print)
dc.relation.references	Yıldız, A. (2020). A Discussion on Accurate and Effective Data Collection for Qualitative Research. Journal of Current Researches on Educational Studies, 10 (2), 17-24
dc.rights	Atribución-NoComercial-CompartirIgual 4.0 Internacional	en
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http:/purl.org/coar/access_right/c_abf2/
dc.rights.local	Acceso abierto	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject	Teléfonos móviles
dc.subject	Internet
dc.subject	E-learning
dc.subject	Retos
dc.subject.ddc	370.1175
dc.subject.keywords	Smartphones
dc.subject.keywords	Internet
dc.subject.keywords	E-Learning
dc.subject.keywords	EFL
dc.subject.keywords	Challenges
dc.title	The use of mobile phones and internet accessibility on e-learning EFL environments
dc.title.translated	El uso de Teléfonos moviles y accesibilidad a Internet en e-learning en contextos de Inglés como lengua extrangera
dc.type.coar	https://purl.org/coar/resource_type/c_7a1f
dc.type.coarversion	https://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driver	info:eu-repo/semantics/bachelorThesis
dc.type.hasversion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado	spa