EDMODO COMO HERRAMIENTA DE APRENDIZAJE TELECOLABORATIVO ONLINE EN EL AULA DE INGLÉS
DOI:
https://doi.org/10.37536/ej.2020.28.1914Palabras clave:
telecolaboración, redes sociales, Edmodo, aprendizaje basado en tareas, aprendizaje de idiomas, competencia digital, competencia intercultural, motivaciónResumen
Este artículo presenta una experiencia piloto en el uso de Edmodo como herramienta de enseñanza de idiomas a nivel universitario. A través de esta plataforma se ha creado un espacio de telecolaboración entre estudiantes de la Universidad de Zaragoza (España) y de la Universidad Maria Curie-Skłodowska (Polonia). Con una metodología de aprendizaje basado en tareas, la interacción entre los estudiantes españoles y polacos ha tenido como objeto principal aumentar la motivación de los participantes a la hora de utilizar el lenguaje y mejorar sus estrategias de escritura en lengua inglesa en un entorno de interacción social real y motivador, cercano a la experiencia habitual de las redes sociales que tienen los jóvenes, pero dentro de un contexto académico y supervisado. El análisis cuantitativo de los resultados revela que el proyecto ha contribuido al desarrollo de las destrezas de redacción de los estudiantes, así como a la reflexión sobre sus propios procesos de escritura. También ha ayudado a desarrollar el pensamiento crítico de los participantes a través de una serie de tareas y la evaluación de las de sus compañeros. Por el contrario, la experiencia no ha sido tan satisfactoria como cabía esperar inicialmente en lo concerniente al desarrollo de la competencia intercultural, pues en la mayoría de casos los intercambios no han trascendido lo puramente académico, quedándose muchas veces en la superficie.
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