A A web-based methodology effects on digital tools’ use for English teaching
DOI:
https://doi.org/10.24310/ijtei.121.2026.21842Keywords:
Educational technology, Digital Literacy, Professional Development, Instructional DesignAbstract
Emergency remote teaching during the Pandemic marked a significant milestone in the incorporation of technology into teaching. In English teaching, digital tools enhance language skills and foster the development of intercultural competence. This research article presents the implementation results for a Web-Based methodology in a 200-hour course with 47 English teachers as part of a didactic innovation study on teaching professional development. The Web-Based Learning Design integrates online and offline instruction into eight learning moments grounded in solid theoretical frameworks. The primary objective is to assess the effectiveness of the methodology in incorporating digital tools into English teaching, and the specific aim is to identify differences in the population groups regarding teaching experience and teaching levels. A mixed-method approach was used to analyze the collected data from an online Likert scale-type questionnaire, comments from an online forum, and implementation videos. Results show the high effectiveness of the methodology in incorporating digital tools into skills development. Teacher-learners made significant advancements in incorporating new digital tools, primarily to develop productive skills. They continued to utilize traditional resources, such as YouTube, and tried new tools, including Canva, Jam Board, and Quizizz. More than augmenting the number of tools, what becomes significant is the change in attitude toward technology.
Downloads
References
Akbana, Y. E., Rathert, S., & Ağçam, R., (2021). Emergency Remote Education in Foreign and Second Language Teaching. Turkish Journal of Education, 10(2), 97-124. https://doi.org/10.19128/turje.865344
Akpen, C. N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on students’ performance and engagement: A systematic review. Discover Education, 3, 205. https://doi.org/10.1007/s44217-024-00253-0
Alakrash, H. M., & Abdul, N. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), Article 12304. https://doi.org/10.3390/su132112304
Albero-Posac, S. (2019). Using Digital Resources for Content and Language Integrated Learning: A Proposal for the ICT-Enrichment of a Course on Biology and Geology. Research in Education and Learning Innovation Archives, 22, 11–28, Article 14112. http://dx.doi.org/10.7203/realia.22.14112
Alibrahim, A. A. (2024). E-learning after the Pandemic from the perspective of digital skills teachers. Journal of Education and Learning, 13(2), 149. https://doi.org/10.5539/jel.v13n2p149
Aruleba, K., & Jere, N. (2022). Exploring digital transforming challenges in rural areas of South Africa through a systematic review of empirical studies. Scientific African, 16, e01190. https://doi.org/10.1016/j.sciaf.2022.e01190
Budke, A., Sanchez-Kirsch, N., & Quintero-Rivas, E. (2023). Long-term didactic innovations in higher education teaching caused by the coronavirus pandemic? Frontiers in Education, 8, 1–13. https://doi.org/10.3389/feduc.2023.1204818
Creswell, J.W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage.
Creswell, J.W. (2020). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). Pearson.
Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. G. (2021). Learning with technology during emergencies: A systematic review of K-12education. British Journal of Educational Technology, 52, 1554–1575. https://doi.org/10.1111/bjet.13114
Czerwinski, A. (2017). Artefact selection. In M. Allen (Ed.), The Sage Encyclopedia of communication research methods (pp. 57-59). SAGE Publications. https://dx.doi.org/10.4135/9781483381411.n23
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Ferrari, A., Bacco, M., Gaber, K., Jedlitschka, A., Hess, S., Kaipainen, J., Koltsida, P., Toli, E., & Brunori, G. (2022). Drivers, Barriers, and Impacts of Digitalisation in Rural Areas from the Viewpoint of Experts. Information and Software Technology, 145, 106816. https://doi.org/10.1016/j.infsof.2021.106816
García, M., Morales, M.J., y Gisbert, M. (2022). El desarrollo de la Competencia Digital Docente en Educación Superior. Una revisión sistemática de la literatura. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, 13, 173-199. https://doi.org/10.6018/riite.543011
García-Ruiz, R., Buenestado-Fernández, M., & Ramírez-Montoya, M.S. (2023). Assessment of Digital Teaching Competence: instruments, results, and proposals. Systematic literature review. Educación XXI, 26(1), 273-301. https://doi.org/10.5944/educxx1.33520
Gomes Junior, R. C., Silva, L. de O., & Paiva, V. L. (2022). Tecnologias digitais para aprender e ensinar inglês no Brasil. Texto Livre, 15, e38008. https://doi.org/10.35699/1983-3652.2022.38008
Hepp K., P., Prats Fernández, M. À., & Holgado García, J. (2015). Teacher training: Technology Helping to Develop an Innovative and Reflective Professional Profile. RUSC. Universities and Knowledge Society Journal, 12(2), 30-43. http://dx.doi.org/10.7238/rusc.v12i2.2458
Lim, T. M., & Yunus, M. M. (2021). Teachers’ Perception Towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability, 13, 6436. https://doi.org/10.3390/su13116436
Mackey, A., & Gas, S. M. (2005). Second language research: Methodology and Design. Lawrence Erlbaum Associates Publishes. https://doi.org/10.4324/9781315750606
Martí Climent, A. (2025). Las herramientas digitales del profesorado para la docencia: Un estudio comparativo mediante Symbaloo. DER, (46), 14–25. https://doi.org/10.1344/der.2025.46.14-25
Matviyenko O. V., Pershukova O. O., Vasyukovych O. M., & Kudina, V. V. (2022). The Use of Reference Internet Resources in Teaching Aviation English to Representatives of the Digital Generation. Information Technologies and Learning Tools, 87(1), 199–217,. https://doi.org/10.33407/itlt.v87i1.4744
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Moorhouse, B. L., & Yan, L. (2023). Use of Digital Tools by English Language Schoolteachers. Education Sciences, 13(3), Article 226. https://doi.org/10.3390/educsci13030226
Mosquera, I. (2023). Perspectiva docente sobre el aprendizaje de inglés con herramientas digitales: implicaciones emocionales y actitudinales/Teaching perspective on English learning with digital tools: emotional and attitudinal implications. TEJUELO. Didáctica de la Lengua y la Literatura. Educación, 38, 13-42. https://doi.org/10.17398/1988-8430.38.13
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1632010
Onyekwere, J., & Enamul Hoque, K. (2023). Relación entre el cambio tecnológico, la digitalización y las actitudes de los estudiantes hacia la educación a distancia en institutos de Educación Superior de Lagos. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 126–142. https://doi.org/10.24310/innoeduca.2023.v9i1.15286
Perna, C. B. L., Delgado, H. O. K., & Silva, A. D. C. (2021). Successful Digital Resources to Enhance English Lessons. Ilha Do Desterro, 74(3), 445–461. https://doi.org/10.5007/2175-8026.2021.e80739
Quintana-Ordorika, A., Garay-Ruiz, U., & Portillo-Berasaluce, J. (2024). A Systematic Review of the Literature on Maker Education and Teacher Training. Education Sciences, 14(12), 1310. https://doi.org/10.3390/educsci14121310
Saleh, S., & AlAli, R. (2022). Digital learning tools (institutional - open) and their relationship to educational self-effectiveness and achievement in online learning environments. Social Space Journal, 2(3).
Sindakis, S., & Showkat, G. (2024). The Digital Revolution in India: Bridging the Gap in Rural Technology Adoption. Journal of Innovation and Entrepreneurship, 13(29). https://doi.org/10.1186/s13731-024-00380-w
Souza, A. C., & Menezes, V. (2019). Research on Language, Technology, and English Language Teaching in the Northern Region of Brazil: Implications for Teacher Education. Texto Livre, 12(2), 80–97. https://doi.org/10.17851/1983-3652.12.2.80-97
Üzüm, B., Akayoglu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162-177. https://doi.org/10.1017/S0958344019000235
Vashetina, O. V., Asafova, E. V., Kaur, B., Singh, B., Sharma, P., Prata-Linhares, M. M., Oliveira Vieira, V.M., Almeida Pimenta, M.A., Ribeiro Resende, M., & Sibgatullina10, T. V. (2022). Professional Development of Teachers and Future Teachers: Factors and Challenges. Education and Self Development, 17(3), 100–117.
Velandia Rodriguez, C. A., Mena-Guacas, A. F., Tobón, S., & López-Meneses, E. (2022). Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review. International Journal of Environmental Research and Public Health, 19(24), 16828. https://doi.org/10.3390/ijerph192416828
Zarean, Z., Samadi, P., Ahmadi, P., & Ghoraishi Khorasgani, M. S. (2024). Analyzing new teachers’ professional challenges in teacher training faculties in Iran. Teacher Development, 1–18. https://doi.org/10.1080/13664530.2024.2417696
Published
Dimensions
Citations
Issue
Section
License
Copyright (c) 2026 Innoeduca. International Journal of Technology and Educational Innovation
All contents published by Innoeduca. International Journal of Technology and Educational Innovation are subject to Creative Commons Attribution-Nocomercial-NoDerivatives 4.0 International License, whose complete text can be consulted at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. Thus, copying, distribution, public communication, derivative works and commercial use of content are permitted as of the aforementioned issue provided that the source and the author of the text are cited.
It is the responsibility of the authors to obtain the necessary permits for images that are subject to copyright.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
242.png)
