La integración de la tecnología como herramienta significativa en la enseñanza del inglés como lengua extranjera.

Technology integration as significative tools in english teaching as foreing language

Contenido principal del artículo

Heriberto Gonzalez Valencia

El presente artículo pretende mostrar como la integración de las tecnologías de la información y comunicaciones afecta positivamente los procesos de enseñanza-aprendizaje del inglés como lengua extranjera. La información se fundamenta en los resultados hallados  del proceso de investigación de cuatro cursos de pregrado de las Universidades Santiago de Cali y Autónoma de Occidente durante dos semestres de estudio. Todo el soporte teórico ayuda a fundamentar sólidamente la investigación hecha en el aula de clase con estudiantes de ambas universidades para lograr llegar a unas conclusiones y recomendaciones que pueden aportar al mejoramiento de la enseñanza del inglés. 

Palabras clave


Los datos de descargas todavía no están disponibles.

Detalles del artículo

Biografía del autor/a / Ver

Heriberto Gonzalez Valencia, Universidad Santiago de Cali. Universidad Autónoma de Occidente. Escuela Superior de Administración Publica.

Valle, Investigador Docente

Becker, H.J. & Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use [Teaching, Learning, and Computing: 1998 National Survey, Report 7]. Irvine, CA: CRITO (University of California) / University of Minnesota. Disponible en

Chamilo Association. (2010). Chamilo MLS 1.9.4 [software]. Bruselas, Bélgica: Yannick Warnier

Chinnery, G. (2005). Speaking and listening online, a survey of internet resources. English Teaching Forum. Volume 43, number 3.

Cox, M., Preston, C. & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms? [Ponencia presentada en la British Educational Research Association Annual Conference, University of Sussex, Brighton, November, 1999.

Cuban, L. (1993) Computers meet classroom, classroom wins. Teachers College Record, 95(2), 185-210

Dillenbourg, P., Schneider, D.K. & Synteta, P. (2002). Virtual Learning Environments. En A. Dimitracopoulou (Ed). Proceedings of the 3rd Hellenic Conference "Information & Communication Technologies in Education" (pp. 3-18). Atenas, Grecia: Kastaniotis

Dougiamas, M. (2002). Module object-oriented dynamic learning environment, Moodle, [software]. Melbourne, Australia:

ESL Video (2007). [portal]. Recuperado de

Gonglewski, M. and Meloni, C. and Brant J. (2001). Using E-mail in Foreign Language Teaching: Rationale and Suggestions. The Internet TESL Journal, 7 (3), pp.1-12.

Goodwyn, A., Adams, A. & Clarke, S. (1997). The great god of the future: The views of current and future English teachers on the place of it in literacy. English and Education. 31(2), 54-62

Harmer, J. (2007). The practice of English language teaching. 4th ed. Harlow, England: Longman.

Healy, S. (2011). Motivation and the use of visual images. Paper presented at CUE 2011 Conference: Foreign Language Motivation in Japan, Tokyo, Japan.

Hui-fang, S. (2005). E-mail Dialogue Journaling: Attitudes and Impact on L2 Reading Performance. Educational Studies, 31 (2).

Iwasaki, I. (2008). From cyberspace to the classroom: Using e-mail to enhance the EFL environment. Volume 44, number 1.

Lafford, P. A., and Lafford, B. A. (1997). Learning language and culture with Internet technologies.

Maki, R.H. and Maki, W.S. (2007). Online Courses. In F.T. Durso (Ed.), Handbook of applied cognition (2nd ed., pp. 527-552). New York: Wiley & Sons, Ltd.

Mumtaz, S. (2002). Factors affecting teacher’s use of information and communication technology. Journal of information technology for teacher education, 2(1), 77-104

Nagel, P.S. (1999). E-mail in the Virtual ESL/EFL Classroom. The Internet TESL Journal, 5 (7).

Nihat Sad, S. (2008). Using Mobile Phone Technology in EFL Classes. English Teaching Forum 4

Oblinger, D. (2004). Educating the Net generation. Louisville, CO: Educause

Reinders, H. (2010). Twenty Ideas for Using Mobile Phones in the Language Classroom. English teaching Forum, number 3.

Sabieh, C. (2002). The Influence of E-mail on Language Learning: A Positive Impact. Paper presented at the 22nd Symposium, Annual Center for Developing English Language Symposium, Cairo, Egypt.

Sheer, V.C. and Fung, T.K. (2007). Can E-mail Communication Enhance Professor-Student Relationship and Student Evaluation of Professor? Some Empirical Evidence. Journal of Educational Computing Research, 37 (3).

So, H. J. and Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51.

Rosen, L.D. & Weil, M.M. (1995) Computer Availability, Computer Experience, and Technophobia Among Public School Teachers. Computers in Human Behavior, 11, 9-31

Sheingold, K. & Hadley, M. (1990). Accomplished teachers: integrating computers into classroom practice. New York, NY: Bank Street College of Education

Tao, L. and Reinking, D. (1996). What Research Reveals About E-mail in Education. Paper presented at the 40th Annual Conference of the College Reading Association, Charleston, South Carolina.

Taylor, G. (2012). Making a Place for PowerPoint in EFL Classrooms. OnCUE Journal, 6(1). Nanzan University.

Tufte, E.R. (1990). Envisioning information. Cheshire, Connecticut: Graphics Press.

Tufte, E.R. (1992). The visual display of quantitative information. Cheshire, Connecticut: Graphics Press.

Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal 13 (2).

Voxopop/Chinswing Pty (2009). Voxopop [portal]. Recuperado de