Vol. 12/ Núm. 4 2025 pág. 1918
https://doi.org/10.69639/arandu.v12i4.1791
Digital Transformation in Ecuadorian Higher Education:
Evaluating the Effectiveness of Technology-Enhanced
Learning Platforms for English Language Instruction
Transformación digital en la educación superior ecuatoriana: evaluación de la eficacia
de las plataformas de aprendizaje potenciadas con tecnología para la enseñanza del
inglés
María Gabriela Molina Párraga
molinamaria452@gmail.com
https://orcid.org/0009-0002-8596-0408
Investigador Independiente
Artículo recibido: 18 noviembre 2025 -Aceptado para publicación: 28 diciembre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study evaluates the effectiveness of technology-enhanced learning (TEL) platforms for
English language instruction at Unidad Educativa Salinas in Ecuador. Using a mixed-methods
design, the study examined 30 Level A2 English learners over one academic semester, combining
quantitative pre-test/post-test assessments with qualitative interviews. Pre-test scores averaged
54.2 (SD=8.67), while post-test scores increased significantly to 72.5 (SD=7.34), representing a
mean gain of 18.3 points (t(29)=10.95, p<.001) with a large effect size (d=2.01). Qualitative
analysis of 12 student interviews and 3 teacher interviews identified key themes including
increased engagement, appreciation for personalized learning opportunities, and preference for
blended approaches combining digital platforms with classroom instruction. Findings indicate
that TEL platforms, when strategically integrated with face-to-face instruction and supported by
professional development, substantially improve English language proficiency. Results suggest
that Ecuadorian institutions should prioritize blended learning approaches, ensure equitable
technology access, and provide comprehensive teacher training to maximize TEL effectiveness
while addressing contextual challenges including limited internet infrastructure.
Keywords: technology-enhanced learning, english language teaching, mixed-methods
research, ecuadorian higher education, blended learning
RESUMEN
Este estudio evalúa la efectividad de plataformas de aprendizaje mejorado por tecnología (TEL)
para la instrucción del idioma inglés en la Unidad Educativa Salinas en Ecuador. Utilizando un
diseño mixto, el estudio examinó 30 estudiantes de inglés nivel A2 durante un semestre
académico, combinando evaluaciones cuantitativas de pre-test/post-test con entrevistas
Vol. 12/ Núm. 4 2025 pág. 1919
cualitativas. Las puntuaciones de pre-test promediaron 54.2 (SD=8.67), mientras que las
puntuaciones de post-test aumentaron significativamente a 72.5 (SD=7.34), representando una
ganancia media de 18.3 puntos (t(29)=10.95, p<.001) con un tamaño de efecto grande (d=2.01).
El análisis cualitativo de 12 entrevistas con estudiantes y 3 con maestros identificó temas clave
incluyendo mayor engagement, apreciación por oportunidades de aprendizaje personalizado y
preferencia por enfoques mixtos que combinan plataformas digitales con instrucción en aula. Los
hallazgos indican que las plataformas TEL, cuando se integran estratégicamente con instrucción
presencial y se apoyan con desarrollo profesional, mejoran sustancialmente la proficiencia en
inglés. Los resultados sugieren que las instituciones ecuatorianas deben priorizar enfoques de
aprendizaje mixto, asegurar acceso equitativo a tecnología y proporcionar capacitación docente
integral.
Palabras clave: aprendizaje mejorado por tecnología, enseñanza del idioma inglés,
investigación mixta, educación superior ecuatoriana, aprendizaje mixto
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
cualitativas. Las puntuaciones de pre-test promediaron 54.2 (SD=8.67), mientras que las
puntuaciones de post-test aumentaron significativamente a 72.5 (SD=7.34), representando una
ganancia media de 18.3 puntos (t(29)=10.95, p<.001) con un tamaño de efecto grande (d=2.01).
El análisis cualitativo de 12 entrevistas con estudiantes y 3 con maestros identificó temas clave
incluyendo mayor engagement, apreciación por oportunidades de aprendizaje personalizado y
preferencia por enfoques mixtos que combinan plataformas digitales con instrucción en aula. Los
hallazgos indican que las plataformas TEL, cuando se integran estratégicamente con instrucción
presencial y se apoyan con desarrollo profesional, mejoran sustancialmente la proficiencia en
inglés. Los resultados sugieren que las instituciones ecuatorianas deben priorizar enfoques de
aprendizaje mixto, asegurar acceso equitativo a tecnología y proporcionar capacitación docente
integral.
Palabras clave: aprendizaje mejorado por tecnología, enseñanza del idioma inglés,
investigación mixta, educación superior ecuatoriana, aprendizaje mixto
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 1920
INTRODUCTION
Digital transformation in higher education has become imperative as educational
institutions worldwide adapt to the demands of increasingly digitalized societies (Baigabylov et
al., 2025; Mondragon-Estrada et al., 2023). This transformation extends beyond mere technology
adoption; it fundamentally restructures how institutions teach, learn, and create value
(Mondragon-Estrada et al., 2023). The COVID-19 pandemic accelerated this process, compelling
institutions to implement remote teaching modalities and revealing both the potential and
challenges of technology integration (Mondragon-Estrada et al., 2023). Successfully navigating
digital transformation requires attention to multiple dimensions simultaneously: technological
infrastructure, faculty preparation, pedagogical design, and equitable access for diverse learners
(Choi-Lundberg et al., 2023).
In Ecuador, higher education faces distinctive opportunities and challenges within this
digital transformation landscape. Ecuadorian institutions, particularly public universities serving
the majority of students, operate with constrained resources that limit investment in cutting-edge
technology and comprehensive professional development (López-Goyez et al., 2025). Internet
connectivity varies significantly across regions, with rural institutions experiencing particular
challenges. Despite these constraints, Ecuadorian educators demonstrate significant initiative and
interest in implementing innovative digital solutions (López-Goyez et al., 2025). English
language instruction represents a particularly important domain for technology integration in
Ecuador, as English proficiency has become essential for professional competitiveness in global
markets (Duque & Garzón, 2024).
Technology-enhanced learning (TEL) platforms offer promising solutions for improving
English language instruction. When designed according to sound pedagogical principles, these
platforms enable access to authentic language input, facilitate interactive communication practice,
provide personalized feedback, and create opportunities for collaborative learning (Hwang &
Chang, 2025). Effective TEL implementation requires alignment among platform design,
pedagogical principles, teacher preparation, and learner characteristics (Orozco-Messana et al.,
2020). Research demonstrates that technology alone does not improve learning; rather, strategic
integration of digital tools with classroom instruction maximizes effectiveness (Kee, Kuys, &
Zhang, 2025).
This study addresses a significant gap in the literature by evaluating the effectiveness of
technology-enhanced learning platforms for English language instruction within the specific
context of Ecuadorian secondary education. The research question guiding this investigation is:
How effective are technology-enhanced learning platforms for improving English language
proficiency among Level A2 learners at Unidad Educativa Salinas in Ecuador? Specific objectives
include: (1) to measure changes in English language proficiency through quantitative pre-test and
INTRODUCTION
Digital transformation in higher education has become imperative as educational
institutions worldwide adapt to the demands of increasingly digitalized societies (Baigabylov et
al., 2025; Mondragon-Estrada et al., 2023). This transformation extends beyond mere technology
adoption; it fundamentally restructures how institutions teach, learn, and create value
(Mondragon-Estrada et al., 2023). The COVID-19 pandemic accelerated this process, compelling
institutions to implement remote teaching modalities and revealing both the potential and
challenges of technology integration (Mondragon-Estrada et al., 2023). Successfully navigating
digital transformation requires attention to multiple dimensions simultaneously: technological
infrastructure, faculty preparation, pedagogical design, and equitable access for diverse learners
(Choi-Lundberg et al., 2023).
In Ecuador, higher education faces distinctive opportunities and challenges within this
digital transformation landscape. Ecuadorian institutions, particularly public universities serving
the majority of students, operate with constrained resources that limit investment in cutting-edge
technology and comprehensive professional development (López-Goyez et al., 2025). Internet
connectivity varies significantly across regions, with rural institutions experiencing particular
challenges. Despite these constraints, Ecuadorian educators demonstrate significant initiative and
interest in implementing innovative digital solutions (López-Goyez et al., 2025). English
language instruction represents a particularly important domain for technology integration in
Ecuador, as English proficiency has become essential for professional competitiveness in global
markets (Duque & Garzón, 2024).
Technology-enhanced learning (TEL) platforms offer promising solutions for improving
English language instruction. When designed according to sound pedagogical principles, these
platforms enable access to authentic language input, facilitate interactive communication practice,
provide personalized feedback, and create opportunities for collaborative learning (Hwang &
Chang, 2025). Effective TEL implementation requires alignment among platform design,
pedagogical principles, teacher preparation, and learner characteristics (Orozco-Messana et al.,
2020). Research demonstrates that technology alone does not improve learning; rather, strategic
integration of digital tools with classroom instruction maximizes effectiveness (Kee, Kuys, &
Zhang, 2025).
This study addresses a significant gap in the literature by evaluating the effectiveness of
technology-enhanced learning platforms for English language instruction within the specific
context of Ecuadorian secondary education. The research question guiding this investigation is:
How effective are technology-enhanced learning platforms for improving English language
proficiency among Level A2 learners at Unidad Educativa Salinas in Ecuador? Specific objectives
include: (1) to measure changes in English language proficiency through quantitative pre-test and
Vol. 12/ Núm. 4 2025 pág. 1921
post-test assessments; (2) to understand student experiences and perceptions of technology-
enhanced learning through qualitative interviews; (3) to identify factors supporting effectiveness
and barriers to implementation; and (4) to generate recommendations for technology integration
in Ecuadorian educational contexts. Findings from this study contribute to understanding how
TEL can be effectively implemented in resource-limited contexts while promoting educational
equity and improving language learning outcomes.
Theoretical Framework and Literature Review
Digital Transformation in Higher Education
Digital transformation in higher education represents a fundamental shift in how
educational institutions operate, teach, and learn in the contemporary world. This transformation
extends beyond the mere adoption of technology; it encompasses a comprehensive restructuring
of educational processes, institutional strategies, and organizational cultures (Baigabylov et al.,
2025). The digital transformation movement emerged from the recognition that traditional
educational models are insufficient for preparing students in an increasingly digitalized society,
where technological competence and digital literacy have become essential skills for professional
success. The concept of digital transformation in higher education can be understood as the
integration of digital technologies throughout all aspects of the educational institution,
fundamentally changing how value is created, delivered, and captured (Mondragon-Estrada et al.,
2023). This transformation encompasses not only the technological infrastructure but also the
pedagogical approaches, institutional policies, and human resources management. According to
Baigabylov et al. (2025), identifying risks in the digital transformation of higher education is
crucial for successful implementation. These risks include technological obsolescence,
inadequate faculty training, resistance to change, and the potential widening of the digital divide
among students from different socioeconomic backgrounds. The digital transformation of higher
education has been accelerated by global events, particularly the COVID-19 pandemic, which
forced institutions to rapidly adopt remote teaching and learning modalities. Mondragon-Estrada
et al. (2023) examined how professors' experiences during emergency remote teaching revealed
both challenges and opportunities for fostering sustainable digital transformation. Their research
highlighted that while the transition was often chaotic and underprepared, it provided valuable
insights into the necessity of comprehensive institutional planning for digital integration. This
experience demonstrated that digital transformation requires not only technological infrastructure
but also adequate pedagogical support, professional development, and institutional commitment.
The effectiveness of digital transformation in higher education depends on several key factors.
First, institutional leadership must demonstrate clear commitment and vision for digital
integration. Second, faculty members require comprehensive training and support to effectively
utilize digital tools. Third, students need adequate digital literacy instruction to maximize the
benefits of technology-enhanced learning. Fourth, institutions must ensure equitable access to
post-test assessments; (2) to understand student experiences and perceptions of technology-
enhanced learning through qualitative interviews; (3) to identify factors supporting effectiveness
and barriers to implementation; and (4) to generate recommendations for technology integration
in Ecuadorian educational contexts. Findings from this study contribute to understanding how
TEL can be effectively implemented in resource-limited contexts while promoting educational
equity and improving language learning outcomes.
Theoretical Framework and Literature Review
Digital Transformation in Higher Education
Digital transformation in higher education represents a fundamental shift in how
educational institutions operate, teach, and learn in the contemporary world. This transformation
extends beyond the mere adoption of technology; it encompasses a comprehensive restructuring
of educational processes, institutional strategies, and organizational cultures (Baigabylov et al.,
2025). The digital transformation movement emerged from the recognition that traditional
educational models are insufficient for preparing students in an increasingly digitalized society,
where technological competence and digital literacy have become essential skills for professional
success. The concept of digital transformation in higher education can be understood as the
integration of digital technologies throughout all aspects of the educational institution,
fundamentally changing how value is created, delivered, and captured (Mondragon-Estrada et al.,
2023). This transformation encompasses not only the technological infrastructure but also the
pedagogical approaches, institutional policies, and human resources management. According to
Baigabylov et al. (2025), identifying risks in the digital transformation of higher education is
crucial for successful implementation. These risks include technological obsolescence,
inadequate faculty training, resistance to change, and the potential widening of the digital divide
among students from different socioeconomic backgrounds. The digital transformation of higher
education has been accelerated by global events, particularly the COVID-19 pandemic, which
forced institutions to rapidly adopt remote teaching and learning modalities. Mondragon-Estrada
et al. (2023) examined how professors' experiences during emergency remote teaching revealed
both challenges and opportunities for fostering sustainable digital transformation. Their research
highlighted that while the transition was often chaotic and underprepared, it provided valuable
insights into the necessity of comprehensive institutional planning for digital integration. This
experience demonstrated that digital transformation requires not only technological infrastructure
but also adequate pedagogical support, professional development, and institutional commitment.
The effectiveness of digital transformation in higher education depends on several key factors.
First, institutional leadership must demonstrate clear commitment and vision for digital
integration. Second, faculty members require comprehensive training and support to effectively
utilize digital tools. Third, students need adequate digital literacy instruction to maximize the
benefits of technology-enhanced learning. Fourth, institutions must ensure equitable access to
Vol. 12/ Núm. 4 2025 pág. 1922
technology and internet connectivity for all students. Orozco-Messana et al. (2020) emphasized
that sustainable higher education development through technology-enhanced learning requires a
holistic approach that considers pedagogical, technical, and organizational dimensions
simultaneously. Furthermore, the digital transformation process must be contextualized within
each institution's specific circumstances, resources, and educational goals. One-size-fits-all
approaches to digital transformation often fail because they do not account for institutional
culture, existing infrastructure, student populations, and regional economic conditions. Choi-
Lundberg et al. (2023) conducted a systematic review of digital innovations in technology-
enhanced learning designs in higher education, revealing that successful implementations shared
common characteristics: clear pedagogical rationale, adequate technical support, faculty training
programs, and ongoing evaluation of effectiveness. These elements are essential for ensuring that
digital transformation leads to improved learning outcomes rather than merely adding technology
without meaningful educational benefit. The implications of digital transformation for higher
education are profound and multifaceted. Institutions that successfully navigate this
transformation can enhance student engagement, improve accessibility for diverse learners,
enable more personalized learning experiences, and better prepare graduates for digitalized
workplaces. However, without careful planning and implementation, digital transformation can
exacerbate existing inequalities, create additional burdens for faculty, and result in technology
adoption without corresponding pedagogical improvements. Therefore, understanding the
theoretical foundations and practical implications of digital transformation is essential for
educational leaders and researchers working to improve higher education in the twenty-first
century.
Technology-Enhanced Learning (TEL)
Technology-Enhanced Learning (TEL) represents a strategic approach to integrating
technology into educational processes with the explicit goal of enhancing student learning
outcomes and educational effectiveness. Unlike simple technology adoption, TEL is grounded in
sound pedagogical principles and research-based practices that ensure technology serves clear
educational objectives (Choi-Lundberg et al., 2023). TEL encompasses a wide range of
technologies and approaches, including learning management systems, digital assessment
platforms, virtual and augmented reality applications, artificial intelligence-driven tutoring
systems, and collaborative online tools. The theoretical foundations of TEL draw from multiple
educational paradigms, including constructivism, social learning theory, and self-determination
theory. Hwang and Chang (2025) developed a self-determination theory-based digital gaming
approach to enhance EFL learners' competence in applying professional English, demonstrating
how theoretical frameworks can guide the design of effective technology-enhanced learning
experiences. Their research showed that when digital tools are designed with attention to learners'
intrinsic motivation, autonomy, and competence development, they produce significantly better
technology and internet connectivity for all students. Orozco-Messana et al. (2020) emphasized
that sustainable higher education development through technology-enhanced learning requires a
holistic approach that considers pedagogical, technical, and organizational dimensions
simultaneously. Furthermore, the digital transformation process must be contextualized within
each institution's specific circumstances, resources, and educational goals. One-size-fits-all
approaches to digital transformation often fail because they do not account for institutional
culture, existing infrastructure, student populations, and regional economic conditions. Choi-
Lundberg et al. (2023) conducted a systematic review of digital innovations in technology-
enhanced learning designs in higher education, revealing that successful implementations shared
common characteristics: clear pedagogical rationale, adequate technical support, faculty training
programs, and ongoing evaluation of effectiveness. These elements are essential for ensuring that
digital transformation leads to improved learning outcomes rather than merely adding technology
without meaningful educational benefit. The implications of digital transformation for higher
education are profound and multifaceted. Institutions that successfully navigate this
transformation can enhance student engagement, improve accessibility for diverse learners,
enable more personalized learning experiences, and better prepare graduates for digitalized
workplaces. However, without careful planning and implementation, digital transformation can
exacerbate existing inequalities, create additional burdens for faculty, and result in technology
adoption without corresponding pedagogical improvements. Therefore, understanding the
theoretical foundations and practical implications of digital transformation is essential for
educational leaders and researchers working to improve higher education in the twenty-first
century.
Technology-Enhanced Learning (TEL)
Technology-Enhanced Learning (TEL) represents a strategic approach to integrating
technology into educational processes with the explicit goal of enhancing student learning
outcomes and educational effectiveness. Unlike simple technology adoption, TEL is grounded in
sound pedagogical principles and research-based practices that ensure technology serves clear
educational objectives (Choi-Lundberg et al., 2023). TEL encompasses a wide range of
technologies and approaches, including learning management systems, digital assessment
platforms, virtual and augmented reality applications, artificial intelligence-driven tutoring
systems, and collaborative online tools. The theoretical foundations of TEL draw from multiple
educational paradigms, including constructivism, social learning theory, and self-determination
theory. Hwang and Chang (2025) developed a self-determination theory-based digital gaming
approach to enhance EFL learners' competence in applying professional English, demonstrating
how theoretical frameworks can guide the design of effective technology-enhanced learning
experiences. Their research showed that when digital tools are designed with attention to learners'
intrinsic motivation, autonomy, and competence development, they produce significantly better
Vol. 12/ Núm. 4 2025 pág. 1923
learning outcomes than technology implemented without theoretical grounding. One particularly
valuable framework for understanding TEL implementation is the Pedagogy-Space-Technology
(PST) framework. Kee, Kuys, and Zhang (2025) utilized this framework to develop an
architecture for synchronous hybrid peer learning, demonstrating how thoughtful integration of
pedagogical principles, physical and virtual learning spaces, and appropriate technologies can
create powerful learning environments. This framework helps educators move beyond thinking
of technology as a standalone tool and instead consider how pedagogy, space, and technology
must be carefully aligned to support learning objectives. The scope of TEL applications is
extensive. Digital assessment platforms represent one important category of TEL tools. Slade et
al. (2024) conducted a pedagogical evaluation of an institution's digital assessment platform,
integrating pedagogical, technical, and contextual factors. Their research revealed that successful
digital assessment requires not only technical functionality but also careful consideration of how
assessment tools align with learning objectives, support meaningful feedback, and promote
authentic learning. The integration of these multiple dimensions is what distinguishes TEL from
mere technology adoption. Personalization and adaptivity are increasingly important dimensions
of contemporary TEL. P.T.S., Chacko, and Kumar (2025) conducted a systematic review of
personalized and gamified e-learning for neurodivergent learners, highlighting how TEL can be
designed to meet the diverse needs of student populations. Their research emphasizes that one-
size-fits-all approaches to digital learning are insufficient; rather, technology should enable
customization of learning pathways, pacing, and presentation modes to accommodate individual
differences. This perspective aligns with broader trends toward learner-centred education where
technology enables greater individualization of the learning experience. Another emerging
dimension of TEL involves the use of artificial intelligence and machine learning to optimize
learning environments and support educators. Liu et al. (2025) analyzed the application and
optimization of digital situated teaching in university finance courses from a constructivist
perspective using machine learning algorithms. Their findings demonstrate that AI-driven
analytics can provide valuable insights into student learning patterns, identify at-risk students
early, and enable educators to make evidence-based adjustments to instructional approaches.
However, they also emphasize that technology must remain in service of pedagogical goals rather
than driving educational decisions independently. The evaluation and quality assurance of TEL
systems is critical for ensuring their effectiveness. Zhang et al. (2025) developed an approach to
evaluating the quality of digital education resources based on learners' online reviews through
topic modeling and opinion mining. This research demonstrates innovative methods for gathering
and analyzing learner feedback about digital resources, providing valuable data for continuous
improvement of TEL systems. Additionally, Simbeck et al. (2024) conducted a systematic review
of online learning for first language spelling education, identifying effective practices and critical
success factors for TEL implementation in specific subject domains.
learning outcomes than technology implemented without theoretical grounding. One particularly
valuable framework for understanding TEL implementation is the Pedagogy-Space-Technology
(PST) framework. Kee, Kuys, and Zhang (2025) utilized this framework to develop an
architecture for synchronous hybrid peer learning, demonstrating how thoughtful integration of
pedagogical principles, physical and virtual learning spaces, and appropriate technologies can
create powerful learning environments. This framework helps educators move beyond thinking
of technology as a standalone tool and instead consider how pedagogy, space, and technology
must be carefully aligned to support learning objectives. The scope of TEL applications is
extensive. Digital assessment platforms represent one important category of TEL tools. Slade et
al. (2024) conducted a pedagogical evaluation of an institution's digital assessment platform,
integrating pedagogical, technical, and contextual factors. Their research revealed that successful
digital assessment requires not only technical functionality but also careful consideration of how
assessment tools align with learning objectives, support meaningful feedback, and promote
authentic learning. The integration of these multiple dimensions is what distinguishes TEL from
mere technology adoption. Personalization and adaptivity are increasingly important dimensions
of contemporary TEL. P.T.S., Chacko, and Kumar (2025) conducted a systematic review of
personalized and gamified e-learning for neurodivergent learners, highlighting how TEL can be
designed to meet the diverse needs of student populations. Their research emphasizes that one-
size-fits-all approaches to digital learning are insufficient; rather, technology should enable
customization of learning pathways, pacing, and presentation modes to accommodate individual
differences. This perspective aligns with broader trends toward learner-centred education where
technology enables greater individualization of the learning experience. Another emerging
dimension of TEL involves the use of artificial intelligence and machine learning to optimize
learning environments and support educators. Liu et al. (2025) analyzed the application and
optimization of digital situated teaching in university finance courses from a constructivist
perspective using machine learning algorithms. Their findings demonstrate that AI-driven
analytics can provide valuable insights into student learning patterns, identify at-risk students
early, and enable educators to make evidence-based adjustments to instructional approaches.
However, they also emphasize that technology must remain in service of pedagogical goals rather
than driving educational decisions independently. The evaluation and quality assurance of TEL
systems is critical for ensuring their effectiveness. Zhang et al. (2025) developed an approach to
evaluating the quality of digital education resources based on learners' online reviews through
topic modeling and opinion mining. This research demonstrates innovative methods for gathering
and analyzing learner feedback about digital resources, providing valuable data for continuous
improvement of TEL systems. Additionally, Simbeck et al. (2024) conducted a systematic review
of online learning for first language spelling education, identifying effective practices and critical
success factors for TEL implementation in specific subject domains.
Vol. 12/ Núm. 4 2025 pág. 1924
Effectiveness of Digital Platforms in Language Teaching
The effectiveness of digital platforms in language teaching has become a central concern
for educators and researchers seeking to improve English language instruction outcomes.
Language learning represents a particularly suitable domain for TEL applications because digital
platforms can provide authentic language input, enable interactive communication practice, offer
individualized feedback, and create opportunities for collaborative learning with peers and native
speakers (Duque & Garzón, 2024). Research increasingly demonstrates that when digital
platforms are designed with attention to language acquisition principles and learner needs, they
can significantly enhance learning outcomes compared to traditional classroom instruction alone.
Digital platforms for language teaching encompass a diverse range of tools and approaches.
Learning management systems enable delivery of language content, assignment submission, and
assessment. Specialized language learning applications provide vocabulary drills, grammar
exercises, and pronunciation practice. Video platforms facilitate exposure to authentic language
input and cultural content. Virtual classrooms enable synchronous interaction and communication
practice. Artificial intelligence-driven systems provide adaptive learning pathways that adjust to
individual learner proficiency levels. Each of these tools can contribute to language learning when
implemented thoughtfully (Kimsesiz, 2023). Kimsesiz's examination of digitalized self-directed
language learning practices of tertiary level EFL learners in Türkiye revealed that self-directed
digital learning can be highly effective when learners possess adequate digital literacy, motivation,
and metacognitive skills. The role of motivation and engagement in digital language learning
platforms is particularly significant. Hwang and Chang (2025) found that self-determination
theory-based design principles—specifically addressing learners' autonomy, competence, and
relatedness—substantially improved EFL learners' engagement with digital platforms and their
achievement in applying professional English. Their research demonstrates that simply providing
technology is insufficient; platforms must be designed to support learner autonomy, create
experiences of competence and progress, and foster meaningful relationships among learners.
When these psychological needs are addressed through platform design, learners demonstrate
greater motivation, persistence, and ultimate achievement. Interactive and collaborative features
represent another critical dimension of effective digital language platforms. Kee, Kuys, and Zhang
(2025) explored how synchronous hybrid peer learning architectures using the Pedagogy-Space-
Technology framework can enhance language learning through structured peer interaction
mediated by technology. Their research suggests that digital platforms are most effective when
they facilitate meaningful interaction and collaboration rather than serving purely as content
delivery mechanisms. Platforms that enable students to communicate, provide feedback to peers,
and collaborate on authentic language tasks leverage social learning principles and create more
engaging learning environments. The integration of emerging technologies such as artificial
intelligence and virtual reality holds significant promise for language teaching. Mili (2025)
Effectiveness of Digital Platforms in Language Teaching
The effectiveness of digital platforms in language teaching has become a central concern
for educators and researchers seeking to improve English language instruction outcomes.
Language learning represents a particularly suitable domain for TEL applications because digital
platforms can provide authentic language input, enable interactive communication practice, offer
individualized feedback, and create opportunities for collaborative learning with peers and native
speakers (Duque & Garzón, 2024). Research increasingly demonstrates that when digital
platforms are designed with attention to language acquisition principles and learner needs, they
can significantly enhance learning outcomes compared to traditional classroom instruction alone.
Digital platforms for language teaching encompass a diverse range of tools and approaches.
Learning management systems enable delivery of language content, assignment submission, and
assessment. Specialized language learning applications provide vocabulary drills, grammar
exercises, and pronunciation practice. Video platforms facilitate exposure to authentic language
input and cultural content. Virtual classrooms enable synchronous interaction and communication
practice. Artificial intelligence-driven systems provide adaptive learning pathways that adjust to
individual learner proficiency levels. Each of these tools can contribute to language learning when
implemented thoughtfully (Kimsesiz, 2023). Kimsesiz's examination of digitalized self-directed
language learning practices of tertiary level EFL learners in Türkiye revealed that self-directed
digital learning can be highly effective when learners possess adequate digital literacy, motivation,
and metacognitive skills. The role of motivation and engagement in digital language learning
platforms is particularly significant. Hwang and Chang (2025) found that self-determination
theory-based design principles—specifically addressing learners' autonomy, competence, and
relatedness—substantially improved EFL learners' engagement with digital platforms and their
achievement in applying professional English. Their research demonstrates that simply providing
technology is insufficient; platforms must be designed to support learner autonomy, create
experiences of competence and progress, and foster meaningful relationships among learners.
When these psychological needs are addressed through platform design, learners demonstrate
greater motivation, persistence, and ultimate achievement. Interactive and collaborative features
represent another critical dimension of effective digital language platforms. Kee, Kuys, and Zhang
(2025) explored how synchronous hybrid peer learning architectures using the Pedagogy-Space-
Technology framework can enhance language learning through structured peer interaction
mediated by technology. Their research suggests that digital platforms are most effective when
they facilitate meaningful interaction and collaboration rather than serving purely as content
delivery mechanisms. Platforms that enable students to communicate, provide feedback to peers,
and collaborate on authentic language tasks leverage social learning principles and create more
engaging learning environments. The integration of emerging technologies such as artificial
intelligence and virtual reality holds significant promise for language teaching. Mili (2025)
Vol. 12/ Núm. 4 2025 pág. 1925
discussed the natural learning revolution enabled by AI-enhanced open learning platforms, noting
how artificial intelligence can personalize learning pathways, provide immediate corrective
feedback, and adapt content difficulty to learner proficiency levels. Virtual reality and immersive
technologies can create authentic, contextualized language learning scenarios that simulate real-
world communication situations (Li et al., 2025). These immersive environments enable learners
to practice language in realistic contexts with reduced anxiety, potentially improving transfer of
language skills to authentic communication situations. However, the mere availability of
technologically advanced platforms does not guarantee effectiveness. Üretmen Karaoğlu and
Doğan (2025) examined EFL teachers' insights on incorporating artificial intelligence in language
education, revealing that successful integration of AI in language teaching requires careful
attention to pedagogical principles, teacher preparation, and thoughtful consideration of what AI
can and cannot effectively accomplish. While AI can automate certain aspects of language
instruction (such as providing feedback on grammar accuracy), human teachers remain essential
for addressing complex aspects of language development, fostering intercultural communication
competence, and providing mentoring and motivation. Research on digital platform effectiveness
also highlights the importance of assessment design and feedback mechanisms. Slade et al. (2024)
examined how digital assessment platforms can be designed to support pedagogical goals, noting
that assessment tools must provide meaningful feedback that supports learning rather than merely
measuring performance. In language teaching specifically, digital platforms should provide
corrective feedback on language accuracy, explain underlying language rules, and offer
opportunities for practice and revision. Additionally, platforms should assess not only discrete
language skills (vocabulary, grammar) but also integrated language abilities (reading
comprehension, written expression) and pragmatic competence in authentic communication
contexts. The effectiveness of digital platforms for language teaching is ultimately contingent
upon alignment among pedagogical principles, platform design, teacher preparation, and learner
characteristics. Orozco-Messana et al. (2020) argued that sustainable development through
technology-enhanced learning requires consideration of multiple dimensions simultaneously. For
language teaching specifically, this means ensuring that digital platforms support communicative
language teaching principles, enable authentic interaction and language use, provide opportunities
for meaningful feedback and revision, accommodate diverse learner needs and proficiency levels,
and are supported by teachers who understand both language acquisition principles and effective
use of technology. 0
Specific Context of Ecuadorian Higher Education
Ecuadorian higher education operates within a distinct institutional, social, economic, and
political context that shapes the possibilities and challenges for digital transformation and
technology-enhanced learning. Ecuador, as a developing nation in Latin America, faces unique
circumstances that differ significantly from contexts where much of the TEL research has been
discussed the natural learning revolution enabled by AI-enhanced open learning platforms, noting
how artificial intelligence can personalize learning pathways, provide immediate corrective
feedback, and adapt content difficulty to learner proficiency levels. Virtual reality and immersive
technologies can create authentic, contextualized language learning scenarios that simulate real-
world communication situations (Li et al., 2025). These immersive environments enable learners
to practice language in realistic contexts with reduced anxiety, potentially improving transfer of
language skills to authentic communication situations. However, the mere availability of
technologically advanced platforms does not guarantee effectiveness. Üretmen Karaoğlu and
Doğan (2025) examined EFL teachers' insights on incorporating artificial intelligence in language
education, revealing that successful integration of AI in language teaching requires careful
attention to pedagogical principles, teacher preparation, and thoughtful consideration of what AI
can and cannot effectively accomplish. While AI can automate certain aspects of language
instruction (such as providing feedback on grammar accuracy), human teachers remain essential
for addressing complex aspects of language development, fostering intercultural communication
competence, and providing mentoring and motivation. Research on digital platform effectiveness
also highlights the importance of assessment design and feedback mechanisms. Slade et al. (2024)
examined how digital assessment platforms can be designed to support pedagogical goals, noting
that assessment tools must provide meaningful feedback that supports learning rather than merely
measuring performance. In language teaching specifically, digital platforms should provide
corrective feedback on language accuracy, explain underlying language rules, and offer
opportunities for practice and revision. Additionally, platforms should assess not only discrete
language skills (vocabulary, grammar) but also integrated language abilities (reading
comprehension, written expression) and pragmatic competence in authentic communication
contexts. The effectiveness of digital platforms for language teaching is ultimately contingent
upon alignment among pedagogical principles, platform design, teacher preparation, and learner
characteristics. Orozco-Messana et al. (2020) argued that sustainable development through
technology-enhanced learning requires consideration of multiple dimensions simultaneously. For
language teaching specifically, this means ensuring that digital platforms support communicative
language teaching principles, enable authentic interaction and language use, provide opportunities
for meaningful feedback and revision, accommodate diverse learner needs and proficiency levels,
and are supported by teachers who understand both language acquisition principles and effective
use of technology. 0
Specific Context of Ecuadorian Higher Education
Ecuadorian higher education operates within a distinct institutional, social, economic, and
political context that shapes the possibilities and challenges for digital transformation and
technology-enhanced learning. Ecuador, as a developing nation in Latin America, faces unique
circumstances that differ significantly from contexts where much of the TEL research has been
Vol. 12/ Núm. 4 2025 pág. 1926
conducted (primarily in developed nations and emerging economies in Asia). Understanding these
contextual factors is essential for designing and implementing effective digital transformation
initiatives that are responsive to Ecuadorian educational realities and needs (López-Goyez et al.,
2025). The landscape of higher education in Ecuador includes a mix of public and private
institutions, with varying levels of technological infrastructure, faculty qualifications, and
resources. Public universities, which serve the majority of Ecuador's higher education students,
often operate with constrained budgets that limit their ability to invest in cutting-edge technology
and comprehensive faculty development programs. This resource constraint represents a
significant challenge for digital transformation, as meaningful technology integration requires not
only hardware and software but also ongoing technical support, professional development, and
maintenance. Additionally, the quality and reliability of internet connectivity vary significantly
across Ecuador, with urban institutions generally having better access than those in rural or remote
regions (López-Goyez et al., 2025). Despite these challenges, Ecuador has demonstrated
commitment to developing its higher education system and increasing its technological capacity.
The government's National Plan for Good Living and subsequent educational policies have
emphasized the importance of technological integration and digital literacy for students. Several
Ecuadorian institutions have begun implementing technology-enhanced learning initiatives,
including the development of virtual learning environments, adoption of learning management
systems, and creation of digital content repositories. López-Goyez et al. (2025) examined
Intelligent Tutoring Systems in Higher Education in Ecuador, identifying both challenges and
opportunities within the Ecuadorian context. Their research revealed that while technical barriers
exist, there is significant interest and initiative among Ecuadorian educators to implement
innovative digital solutions. The teaching of English in Ecuadorian higher education represents a
particularly important domain for digital transformation. English language proficiency has
become increasingly essential for Ecuadorian professionals seeking to participate in global
economic and academic communities. However, English language instruction in Ecuador has
traditionally relied on conventional classroom-based approaches, often limited by factors such as
large class sizes, insufficient native English speakers, and limited access to authentic English
language materials and interactions. Technology-enhanced learning platforms offer potential
solutions to these limitations by enabling access to authentic English input, facilitating interaction
with English speakers worldwide, providing individualized practice opportunities, and enabling
assessment of communicative competence (Duque & Garzón, 2024). Lema et al. (2025)
investigated the effective use of digital tools to enhance teaching and learning in the Ecuadorian
context specifically. Their research demonstrated that digital tools, when implemented
appropriately with attention to local contexts and needs, can significantly improve both teaching
and learning outcomes. Importantly, their findings highlight that effective digital tool use requires
not merely access to technology but also systematic training for educators, institutional support
conducted (primarily in developed nations and emerging economies in Asia). Understanding these
contextual factors is essential for designing and implementing effective digital transformation
initiatives that are responsive to Ecuadorian educational realities and needs (López-Goyez et al.,
2025). The landscape of higher education in Ecuador includes a mix of public and private
institutions, with varying levels of technological infrastructure, faculty qualifications, and
resources. Public universities, which serve the majority of Ecuador's higher education students,
often operate with constrained budgets that limit their ability to invest in cutting-edge technology
and comprehensive faculty development programs. This resource constraint represents a
significant challenge for digital transformation, as meaningful technology integration requires not
only hardware and software but also ongoing technical support, professional development, and
maintenance. Additionally, the quality and reliability of internet connectivity vary significantly
across Ecuador, with urban institutions generally having better access than those in rural or remote
regions (López-Goyez et al., 2025). Despite these challenges, Ecuador has demonstrated
commitment to developing its higher education system and increasing its technological capacity.
The government's National Plan for Good Living and subsequent educational policies have
emphasized the importance of technological integration and digital literacy for students. Several
Ecuadorian institutions have begun implementing technology-enhanced learning initiatives,
including the development of virtual learning environments, adoption of learning management
systems, and creation of digital content repositories. López-Goyez et al. (2025) examined
Intelligent Tutoring Systems in Higher Education in Ecuador, identifying both challenges and
opportunities within the Ecuadorian context. Their research revealed that while technical barriers
exist, there is significant interest and initiative among Ecuadorian educators to implement
innovative digital solutions. The teaching of English in Ecuadorian higher education represents a
particularly important domain for digital transformation. English language proficiency has
become increasingly essential for Ecuadorian professionals seeking to participate in global
economic and academic communities. However, English language instruction in Ecuador has
traditionally relied on conventional classroom-based approaches, often limited by factors such as
large class sizes, insufficient native English speakers, and limited access to authentic English
language materials and interactions. Technology-enhanced learning platforms offer potential
solutions to these limitations by enabling access to authentic English input, facilitating interaction
with English speakers worldwide, providing individualized practice opportunities, and enabling
assessment of communicative competence (Duque & Garzón, 2024). Lema et al. (2025)
investigated the effective use of digital tools to enhance teaching and learning in the Ecuadorian
context specifically. Their research demonstrated that digital tools, when implemented
appropriately with attention to local contexts and needs, can significantly improve both teaching
and learning outcomes. Importantly, their findings highlight that effective digital tool use requires
not merely access to technology but also systematic training for educators, institutional support
Vol. 12/ Núm. 4 2025 pág. 1927
structures, and pedagogical approaches that align technology use with clear learning objectives.
The research suggests that successful digital transformation in Ecuador requires building on
existing strengths within Ecuadorian institutions while addressing contextual challenges. The role
of faculty preparation and professional development is particularly critical in the Ecuadorian
context. Many faculty members in Ecuadorian higher education institutions completed their initial
teacher preparation before digital technologies became prevalent in education and may lack
experience with technology-enhanced teaching approaches. Comprehensive professional
development programs are needed to help faculty understand pedagogical applications of
technology, develop skills in using digital tools effectively, and cultivate confidence in
technology-enhanced instruction. Research by Mondragon-Estrada et al. (2023) on faculty
experiences during emergency remote teaching revealed valuable lessons applicable to the
Ecuadorian context: faculty members can successfully adopt new technologies when provided
with adequate support and clear pedagogical guidance, but improvised technology adoption
without systematic planning often results in suboptimal learning experiences. Furthermore, the
Ecuadorian context requires attention to questions of equity and access. Digital transformation
initiatives must ensure that technology-enhanced learning does not widen existing inequalities but
rather serves to expand educational opportunities for students from disadvantaged backgrounds.
This requires attention to questions such as: Do all students have adequate access to technology
and internet connectivity? Are digital platforms designed to be accessible to students with
disabilities? Do pedagogical approaches accommodate diverse learning styles and prior
educational experiences? Are there adequate support mechanisms for students struggling with
technology use or lacking digital literacy skills? Addressing these equity concerns is essential for
ensuring that digital transformation in Ecuadorian higher education benefits all students rather
than privileging those already advantaged. The globalization of higher education and the
increasing importance of English language proficiency create opportunities for Ecuador to
leverage technology-enhanced learning in language instruction. International collaboration
through digital platforms can connect Ecuadorian students with classmates and native speakers
worldwide, providing authentic communication practice and cultural exchange opportunities.
Virtual exchange programs, online tutoring with native speakers, and access to world-class digital
language learning resources all become possible through technology. However, realizing these
opportunities requires not only technological capacity but also institutional policies that support
international collaboration, faculty training in facilitating global virtual learning experiences, and
careful attention to ensuring that such initiatives serve pedagogical objectives and support
meaningful learning rather than merely showcasing technology adoption.
structures, and pedagogical approaches that align technology use with clear learning objectives.
The research suggests that successful digital transformation in Ecuador requires building on
existing strengths within Ecuadorian institutions while addressing contextual challenges. The role
of faculty preparation and professional development is particularly critical in the Ecuadorian
context. Many faculty members in Ecuadorian higher education institutions completed their initial
teacher preparation before digital technologies became prevalent in education and may lack
experience with technology-enhanced teaching approaches. Comprehensive professional
development programs are needed to help faculty understand pedagogical applications of
technology, develop skills in using digital tools effectively, and cultivate confidence in
technology-enhanced instruction. Research by Mondragon-Estrada et al. (2023) on faculty
experiences during emergency remote teaching revealed valuable lessons applicable to the
Ecuadorian context: faculty members can successfully adopt new technologies when provided
with adequate support and clear pedagogical guidance, but improvised technology adoption
without systematic planning often results in suboptimal learning experiences. Furthermore, the
Ecuadorian context requires attention to questions of equity and access. Digital transformation
initiatives must ensure that technology-enhanced learning does not widen existing inequalities but
rather serves to expand educational opportunities for students from disadvantaged backgrounds.
This requires attention to questions such as: Do all students have adequate access to technology
and internet connectivity? Are digital platforms designed to be accessible to students with
disabilities? Do pedagogical approaches accommodate diverse learning styles and prior
educational experiences? Are there adequate support mechanisms for students struggling with
technology use or lacking digital literacy skills? Addressing these equity concerns is essential for
ensuring that digital transformation in Ecuadorian higher education benefits all students rather
than privileging those already advantaged. The globalization of higher education and the
increasing importance of English language proficiency create opportunities for Ecuador to
leverage technology-enhanced learning in language instruction. International collaboration
through digital platforms can connect Ecuadorian students with classmates and native speakers
worldwide, providing authentic communication practice and cultural exchange opportunities.
Virtual exchange programs, online tutoring with native speakers, and access to world-class digital
language learning resources all become possible through technology. However, realizing these
opportunities requires not only technological capacity but also institutional policies that support
international collaboration, faculty training in facilitating global virtual learning experiences, and
careful attention to ensuring that such initiatives serve pedagogical objectives and support
meaningful learning rather than merely showcasing technology adoption.
Vol. 12/ Núm. 4 2025 pág. 1928
METHODOLOGY
Research Design
This study employs a mixed-methods research design, combining quantitative and
qualitative approaches to comprehensively evaluate the effectiveness of technology-enhanced
learning platforms for English language instruction at Unidad Educativa Salinas. According to
Creswell and Creswell (2017), mixed-methods research design integrates both numerical and
narrative data to provide a more complete understanding of research phenomena than either
approach alone. The quantitative component utilizes pre-test and post-test measurements to assess
changes in students' English language proficiency, while the qualitative component incorporates
student and teacher interviews and observations to capture students' experiences, perceptions, and
engagement with technology-enhanced learning platforms.
The research design follows an explanatory sequential approach, where quantitative
findings are explored and explained through qualitative data collection. This design is particularly
appropriate for evaluating technology-enhanced learning effectiveness because it allows
researchers to measure concrete learning outcomes while simultaneously understanding the
contextual factors, pedagogical processes, and student experiences that influence these outcomes
(Choi-Lundberg et al., 2023). The study was conducted over a complete academic semester,
providing sufficient time for students to become familiar with technology-enhanced learning
platforms and demonstrate measurable progress in English language proficiency.
The research design incorporates systematic observation of classroom practice, formal
assessment of language proficiency, and structured interviews with participants. This
triangulation of data sources—quantitative test scores, classroom observations, student
interviews, and teacher insights—strengthens the validity and reliability of findings by allowing
researchers to verify findings across multiple data sources and methods. According to Richards
and Renandya (2002), comprehensive evaluation of language teaching effectiveness requires
multiple forms of evidence rather than reliance on single assessment measures.
The ethical considerations inherent in this research were carefully addressed. Informed
consent was obtained from all student participants and their parents or guardians, with particular
attention to ensuring that participation was voluntary and that students understood their rights to
withdraw from the study at any time without consequence. Institutional approval was obtained
from Unidad Educativa Salinas administration. All data was handled confidentially, with student
identities protected with codes rather than names in analysis and reporting. The research was
conducted in accordance with established ethical guidelines for educational research involving
human subjects.
METHODOLOGY
Research Design
This study employs a mixed-methods research design, combining quantitative and
qualitative approaches to comprehensively evaluate the effectiveness of technology-enhanced
learning platforms for English language instruction at Unidad Educativa Salinas. According to
Creswell and Creswell (2017), mixed-methods research design integrates both numerical and
narrative data to provide a more complete understanding of research phenomena than either
approach alone. The quantitative component utilizes pre-test and post-test measurements to assess
changes in students' English language proficiency, while the qualitative component incorporates
student and teacher interviews and observations to capture students' experiences, perceptions, and
engagement with technology-enhanced learning platforms.
The research design follows an explanatory sequential approach, where quantitative
findings are explored and explained through qualitative data collection. This design is particularly
appropriate for evaluating technology-enhanced learning effectiveness because it allows
researchers to measure concrete learning outcomes while simultaneously understanding the
contextual factors, pedagogical processes, and student experiences that influence these outcomes
(Choi-Lundberg et al., 2023). The study was conducted over a complete academic semester,
providing sufficient time for students to become familiar with technology-enhanced learning
platforms and demonstrate measurable progress in English language proficiency.
The research design incorporates systematic observation of classroom practice, formal
assessment of language proficiency, and structured interviews with participants. This
triangulation of data sources—quantitative test scores, classroom observations, student
interviews, and teacher insights—strengthens the validity and reliability of findings by allowing
researchers to verify findings across multiple data sources and methods. According to Richards
and Renandya (2002), comprehensive evaluation of language teaching effectiveness requires
multiple forms of evidence rather than reliance on single assessment measures.
The ethical considerations inherent in this research were carefully addressed. Informed
consent was obtained from all student participants and their parents or guardians, with particular
attention to ensuring that participation was voluntary and that students understood their rights to
withdraw from the study at any time without consequence. Institutional approval was obtained
from Unidad Educativa Salinas administration. All data was handled confidentially, with student
identities protected with codes rather than names in analysis and reporting. The research was
conducted in accordance with established ethical guidelines for educational research involving
human subjects.
Vol. 12/ Núm. 4 2025 pág. 1929
Population and Sample
The population for this study comprises all English language learners in Level A2 courses
at Unidad Educativa Salinas, an educational institution located in Salinas, Ecuador. Level A2
represents the elementary level of the Common European Framework of Reference for Languages
(CEFR), indicating that participants have basic English language proficiency and can understand
frequently used expressions and communicate about familiar topics. The target population
includes students enrolled in ninth and tenth grade courses at Unidad Educativa Salinas during
the 2025 academic year, totaling 50 students across all Level A2 English courses.
The sample consists of 30 students from the total population of 50 Level A2 English
learners at Unidad Educativa Salinas, comprising both ninth-grade and tenth-grade students. This
sample size is appropriate for a mixed-methods study in an educational setting and allows for
robust quantitative analysis while maintaining the depth of qualitative investigation necessary to
understand student experiences and engagement with technology-enhanced learning platforms.
The sample of 30 students provides sufficient statistical power for meaningful analysis while
remaining manageable for comprehensive qualitative data collection and analysis. According to
Creswell and Creswell (2017), mixed-methods research requires larger sample sizes than purely
qualitative research to enable both quantitative analysis and qualitative exploration of phenomena.
Participant selection followed a purposive sampling approach. Of the 50 students enrolled
in Level A2 courses at Unidad Educativa Salinas, 30 students who met the inclusion criteria
(active enrollment in Level A2, regular attendance, and willingness to participate) were selected
to participate in the study. This approach ensures that the sample consists entirely of learners at
the appropriate proficiency level (A2) studying English in a formal educational context and allows
for meaningful representation across both grade levels and gender distribution within the
institution.
RESULTS
Quantitative Findings
The quantitative analysis of pre-test and post-test English language proficiency
assessments revealed significant improvements in students' language abilities following exposure
to technology-enhanced learning platforms. The sample consisted of 30 students from the total
population of 50 Level A2 learners at Unidad Educativa Salinas (n=30; 60% participation rate).
Descriptive statistics for pre-test and post-test scores are presented in Table 1.
The pre-test assessment yielded a mean score of 54.2 (SD = 8.67), with scores ranging from
38 to 68 points out of a possible 100. The post-test assessment, administered after one complete
academic semester of technology-enhanced learning integration, yielded a mean score of 72.5
(SD = 7.34), with scores ranging from 52 to 89 points. This represents a mean gain of 18.3 points
(SD = 9.12) across the sample. The paired samples t-test revealed that this difference was
Population and Sample
The population for this study comprises all English language learners in Level A2 courses
at Unidad Educativa Salinas, an educational institution located in Salinas, Ecuador. Level A2
represents the elementary level of the Common European Framework of Reference for Languages
(CEFR), indicating that participants have basic English language proficiency and can understand
frequently used expressions and communicate about familiar topics. The target population
includes students enrolled in ninth and tenth grade courses at Unidad Educativa Salinas during
the 2025 academic year, totaling 50 students across all Level A2 English courses.
The sample consists of 30 students from the total population of 50 Level A2 English
learners at Unidad Educativa Salinas, comprising both ninth-grade and tenth-grade students. This
sample size is appropriate for a mixed-methods study in an educational setting and allows for
robust quantitative analysis while maintaining the depth of qualitative investigation necessary to
understand student experiences and engagement with technology-enhanced learning platforms.
The sample of 30 students provides sufficient statistical power for meaningful analysis while
remaining manageable for comprehensive qualitative data collection and analysis. According to
Creswell and Creswell (2017), mixed-methods research requires larger sample sizes than purely
qualitative research to enable both quantitative analysis and qualitative exploration of phenomena.
Participant selection followed a purposive sampling approach. Of the 50 students enrolled
in Level A2 courses at Unidad Educativa Salinas, 30 students who met the inclusion criteria
(active enrollment in Level A2, regular attendance, and willingness to participate) were selected
to participate in the study. This approach ensures that the sample consists entirely of learners at
the appropriate proficiency level (A2) studying English in a formal educational context and allows
for meaningful representation across both grade levels and gender distribution within the
institution.
RESULTS
Quantitative Findings
The quantitative analysis of pre-test and post-test English language proficiency
assessments revealed significant improvements in students' language abilities following exposure
to technology-enhanced learning platforms. The sample consisted of 30 students from the total
population of 50 Level A2 learners at Unidad Educativa Salinas (n=30; 60% participation rate).
Descriptive statistics for pre-test and post-test scores are presented in Table 1.
The pre-test assessment yielded a mean score of 54.2 (SD = 8.67), with scores ranging from
38 to 68 points out of a possible 100. The post-test assessment, administered after one complete
academic semester of technology-enhanced learning integration, yielded a mean score of 72.5
(SD = 7.34), with scores ranging from 52 to 89 points. This represents a mean gain of 18.3 points
(SD = 9.12) across the sample. The paired samples t-test revealed that this difference was
Vol. 12/ Núm. 4 2025 pág. 1930
statistically significant, t(29) = 10.95, p < .001, indicating that students demonstrated substantial
improvement in English language proficiency over the course of the study period.
Effect size calculations (Cohen's d = 2.01) demonstrated not only statistical significance
but also practical significance, suggesting that the magnitude of improvement was substantial and
educationally meaningful. According to Cohen's guidelines, effect sizes greater than 0.8 are
considered large; the effect size obtained in this study (d = 2.01) substantially exceeds this
threshold, indicating that the implementation of technology-enhanced learning platforms
produced a meaningful improvement in student language proficiency.
Analysis of variance (ANOVA) examining potential differences in gains between ninth-
grade students (n=16) and tenth-grade students (n=14) revealed no significant differences in
learning gains, F(1,28) = 1.24, p = .276. Ninth-grade students demonstrated a mean gain of 17.8
points (SD = 9.45), while tenth-grade students demonstrated a mean gain of 18.9 points (SD =
8.78), suggesting that the effectiveness of technology-enhanced learning was consistent across
grade levels.
Similarly, analysis of gender differences revealed no significant interactions, with male
students (n=15) demonstrating a mean gain of 18.6 points (SD = 8.92) and female students (n=15)
demonstrating a mean gain of 18.0 points (SD = 9.37), t(28) = 0.21, p = .835.
Qualitative Findings
Semi-structured interviews with 12 purposively selected students (40% of the sample,
stratified by grade level and gender) and 3 English language teachers at Unidad Educativa Salinas
yielded rich qualitative data regarding student experiences and perceptions of technology-
enhanced learning. Thematic analysis of interview transcripts revealed several recurring themes
related to student engagement, learning effectiveness, and challenges with technology integration.
Engagement and Motivation: Students consistently reported increased engagement and
motivation when using technology-enhanced learning platforms compared to traditional
classroom instruction. Representative quotes included: "I like using the platform because I can
practice at my own pace and I don't feel rushed like in regular class," and "The platform makes
learning more interesting because I can see my progress visually." Students particularly
appreciated features that provided immediate feedback and opportunities for repeated practice
without judgment. Teachers also reported observing increased student participation and
completion of assignments when these were delivered through the platform compared to paper-
based assignments.
Interactive and Collaborative Features: Students valued opportunities for peer interaction
through digital platforms, including discussion forums, collaborative vocabulary tasks, and peer
review features. One student noted, "I like seeing what other students wrote and giving comments.
It makes me feel like we're learning together even though we're on a computer." However, some
students expressed concern that excessive online collaboration could reduce opportunities for
statistically significant, t(29) = 10.95, p < .001, indicating that students demonstrated substantial
improvement in English language proficiency over the course of the study period.
Effect size calculations (Cohen's d = 2.01) demonstrated not only statistical significance
but also practical significance, suggesting that the magnitude of improvement was substantial and
educationally meaningful. According to Cohen's guidelines, effect sizes greater than 0.8 are
considered large; the effect size obtained in this study (d = 2.01) substantially exceeds this
threshold, indicating that the implementation of technology-enhanced learning platforms
produced a meaningful improvement in student language proficiency.
Analysis of variance (ANOVA) examining potential differences in gains between ninth-
grade students (n=16) and tenth-grade students (n=14) revealed no significant differences in
learning gains, F(1,28) = 1.24, p = .276. Ninth-grade students demonstrated a mean gain of 17.8
points (SD = 9.45), while tenth-grade students demonstrated a mean gain of 18.9 points (SD =
8.78), suggesting that the effectiveness of technology-enhanced learning was consistent across
grade levels.
Similarly, analysis of gender differences revealed no significant interactions, with male
students (n=15) demonstrating a mean gain of 18.6 points (SD = 8.92) and female students (n=15)
demonstrating a mean gain of 18.0 points (SD = 9.37), t(28) = 0.21, p = .835.
Qualitative Findings
Semi-structured interviews with 12 purposively selected students (40% of the sample,
stratified by grade level and gender) and 3 English language teachers at Unidad Educativa Salinas
yielded rich qualitative data regarding student experiences and perceptions of technology-
enhanced learning. Thematic analysis of interview transcripts revealed several recurring themes
related to student engagement, learning effectiveness, and challenges with technology integration.
Engagement and Motivation: Students consistently reported increased engagement and
motivation when using technology-enhanced learning platforms compared to traditional
classroom instruction. Representative quotes included: "I like using the platform because I can
practice at my own pace and I don't feel rushed like in regular class," and "The platform makes
learning more interesting because I can see my progress visually." Students particularly
appreciated features that provided immediate feedback and opportunities for repeated practice
without judgment. Teachers also reported observing increased student participation and
completion of assignments when these were delivered through the platform compared to paper-
based assignments.
Interactive and Collaborative Features: Students valued opportunities for peer interaction
through digital platforms, including discussion forums, collaborative vocabulary tasks, and peer
review features. One student noted, "I like seeing what other students wrote and giving comments.
It makes me feel like we're learning together even though we're on a computer." However, some
students expressed concern that excessive online collaboration could reduce opportunities for
Vol. 12/ Núm. 4 2025 pág. 1931
face-to-face discussion, with one student commenting, "Sometimes I prefer talking to people
directly instead of typing."
Accessibility of Learning Materials: Students reported appreciating the accessibility of
learning materials through digital platforms, particularly noting that they could access course
content from home and review material multiple times. "I can go back and review the grammar
explanation as many times as I need," was a representative comment. This accessibility was
particularly valued by students who reported struggling with certain concepts initially and
benefiting from multiple exposures to the material.
Technical Challenges and Support: While students generally reported positive experiences,
several technical challenges emerged. Internet connectivity issues were mentioned by 5 students
(42% of interview sample), with one student noting, "Sometimes I lose internet connection and
then I can't finish my assignment." Additional challenges included difficulty navigating certain
platform features (n=3), initial anxiety with technology use (n=4), and concerns about data
privacy (n=2). Students reported that technical support from teachers helped address most
concerns, though two students wished for more comprehensive technical training during platform
orientation.
Preference for Blended Learning: Students generally expressed preference for blended
learning approaches combining technology-enhanced and traditional instruction rather than fully
online or fully traditional modalities. Students valued "the best of both worlds" as one student
articulated, appreciating both the flexibility and personalization afforded by digital platforms and
the interpersonal interaction and immediate feedback possible in face-to-face classroom settings.
Teachers concurred, noting that technology-enhanced learning was most effective when
integrated strategically with classroom instruction rather than replacing it entirely.
DISCUSSION
Interpretation of Results
The quantitative findings demonstrate that implementation of technology-enhanced
learning platforms resulted in statistically and practically significant improvements in English
language proficiency among Level A2 students at Unidad Educativa Salinas. The effect size (d =
2.01) substantially exceeds the threshold for large effects and suggests that the intervention was
highly effective. These findings align with and extend previous research on technology-enhanced
learning in language instruction. Hwang and Chang (2025) similarly found substantial
improvements in EFL learners' proficiency and application of professional English when digital
platforms were designed according to self-determination theory principles. The consistency of
findings across grade levels and genders suggests that technology-enhanced learning benefits
students across diverse demographic groups rather than privileging particular subpopulations.
face-to-face discussion, with one student commenting, "Sometimes I prefer talking to people
directly instead of typing."
Accessibility of Learning Materials: Students reported appreciating the accessibility of
learning materials through digital platforms, particularly noting that they could access course
content from home and review material multiple times. "I can go back and review the grammar
explanation as many times as I need," was a representative comment. This accessibility was
particularly valued by students who reported struggling with certain concepts initially and
benefiting from multiple exposures to the material.
Technical Challenges and Support: While students generally reported positive experiences,
several technical challenges emerged. Internet connectivity issues were mentioned by 5 students
(42% of interview sample), with one student noting, "Sometimes I lose internet connection and
then I can't finish my assignment." Additional challenges included difficulty navigating certain
platform features (n=3), initial anxiety with technology use (n=4), and concerns about data
privacy (n=2). Students reported that technical support from teachers helped address most
concerns, though two students wished for more comprehensive technical training during platform
orientation.
Preference for Blended Learning: Students generally expressed preference for blended
learning approaches combining technology-enhanced and traditional instruction rather than fully
online or fully traditional modalities. Students valued "the best of both worlds" as one student
articulated, appreciating both the flexibility and personalization afforded by digital platforms and
the interpersonal interaction and immediate feedback possible in face-to-face classroom settings.
Teachers concurred, noting that technology-enhanced learning was most effective when
integrated strategically with classroom instruction rather than replacing it entirely.
DISCUSSION
Interpretation of Results
The quantitative findings demonstrate that implementation of technology-enhanced
learning platforms resulted in statistically and practically significant improvements in English
language proficiency among Level A2 students at Unidad Educativa Salinas. The effect size (d =
2.01) substantially exceeds the threshold for large effects and suggests that the intervention was
highly effective. These findings align with and extend previous research on technology-enhanced
learning in language instruction. Hwang and Chang (2025) similarly found substantial
improvements in EFL learners' proficiency and application of professional English when digital
platforms were designed according to self-determination theory principles. The consistency of
findings across grade levels and genders suggests that technology-enhanced learning benefits
students across diverse demographic groups rather than privileging particular subpopulations.
Vol. 12/ Núm. 4 2025 pág. 1932
The qualitative findings provide important context for understanding how and why
technology-enhanced learning proved effective. Student reports of increased engagement and
motivation align with theoretical frameworks emphasizing the role of psychological need
satisfaction (autonomy, competence, and relatedness) in driving learning outcomes. The platforms
used in this study incorporated design elements supporting these psychological needs—providing
choice in learning pathways (autonomy), offering immediate feedback and opportunities for
success (competence), and facilitating peer interaction (relatedness). This alignment of platform
design with theoretical principles appears to have contributed to both increased engagement and
improved learning outcomes.
The preference expressed by students and teachers for blended learning rather than fully
online instruction has important implications. Rather than viewing technology and face-to-face
instruction as competing approaches, the evidence suggests that optimal learning occurs when
these modalities are thoughtfully integrated. This finding aligns with research by Kee, Kuys, and
Zhang (2025) on hybrid learning architectures and suggests that future technology integration
efforts in Ecuador should prioritize blended approaches over technology adoption that replaces
traditional instruction.
Implications for Ecuadorian Higher Education
The findings of this study have several important implications for technology-enhanced
learning implementation in the Ecuadorian educational context specifically. First, the substantial
effectiveness of technology-enhanced learning for improving English language proficiency
suggests that Ecuadorian institutions should prioritize systematic integration of digital platforms
into language curricula. Given Ecuador's emphasis on increasing English language proficiency
for professional and academic competitiveness globally, technology-enhanced learning represents
a promising approach for achieving these goals more effectively than traditional instruction alone.
Second, the effectiveness of the technology-enhanced learning approach across all
demographic subgroups studied (grade levels and genders) suggests that equity concerns
regarding technology access should not deter institutions from pursuing technology integration.
Rather, institutions should ensure equitable access to technology and technical support, making
these resources available to all students regardless of background or initial technology comfort
level. The finding that technology integration can benefit diverse learners encourages Ecuadorian
institutions to view technology as a tool for promoting educational equity rather than widening
existing inequalities.
Third, the preference for blended learning suggests that Ecuadorian institutions should not
attempt to transition entirely to online instruction but rather should develop strategic approaches
to integrating digital platforms with classroom-based instruction. This is particularly important
given potential constraints in some Ecuadorian contexts regarding internet connectivity and
The qualitative findings provide important context for understanding how and why
technology-enhanced learning proved effective. Student reports of increased engagement and
motivation align with theoretical frameworks emphasizing the role of psychological need
satisfaction (autonomy, competence, and relatedness) in driving learning outcomes. The platforms
used in this study incorporated design elements supporting these psychological needs—providing
choice in learning pathways (autonomy), offering immediate feedback and opportunities for
success (competence), and facilitating peer interaction (relatedness). This alignment of platform
design with theoretical principles appears to have contributed to both increased engagement and
improved learning outcomes.
The preference expressed by students and teachers for blended learning rather than fully
online instruction has important implications. Rather than viewing technology and face-to-face
instruction as competing approaches, the evidence suggests that optimal learning occurs when
these modalities are thoughtfully integrated. This finding aligns with research by Kee, Kuys, and
Zhang (2025) on hybrid learning architectures and suggests that future technology integration
efforts in Ecuador should prioritize blended approaches over technology adoption that replaces
traditional instruction.
Implications for Ecuadorian Higher Education
The findings of this study have several important implications for technology-enhanced
learning implementation in the Ecuadorian educational context specifically. First, the substantial
effectiveness of technology-enhanced learning for improving English language proficiency
suggests that Ecuadorian institutions should prioritize systematic integration of digital platforms
into language curricula. Given Ecuador's emphasis on increasing English language proficiency
for professional and academic competitiveness globally, technology-enhanced learning represents
a promising approach for achieving these goals more effectively than traditional instruction alone.
Second, the effectiveness of the technology-enhanced learning approach across all
demographic subgroups studied (grade levels and genders) suggests that equity concerns
regarding technology access should not deter institutions from pursuing technology integration.
Rather, institutions should ensure equitable access to technology and technical support, making
these resources available to all students regardless of background or initial technology comfort
level. The finding that technology integration can benefit diverse learners encourages Ecuadorian
institutions to view technology as a tool for promoting educational equity rather than widening
existing inequalities.
Third, the preference for blended learning suggests that Ecuadorian institutions should not
attempt to transition entirely to online instruction but rather should develop strategic approaches
to integrating digital platforms with classroom-based instruction. This is particularly important
given potential constraints in some Ecuadorian contexts regarding internet connectivity and
Vol. 12/ Núm. 4 2025 pág. 1933
student comfort with fully online learning. Blended approaches provide flexibility for addressing
connectivity issues and accommodate diverse learning preferences.
Fourth, the qualitative findings regarding technical challenges, particularly internet
connectivity issues, highlight the importance of infrastructure development in Ecuador. Lema et
al. (2025) similarly emphasized that effective digital tool use in Ecuador requires not merely
access to technology but also systematic training for educators and institutional support structures.
Ecuadorian institutions pursuing technology-enhanced learning implementation should
simultaneously invest in infrastructure improvements, educator professional development, and
student digital literacy instruction.
CONCLUSIONS
This study evaluated the effectiveness of technology-enhanced learning platforms for
English language instruction at Unidad Educativa Salinas, a secondary educational institution in
Salinas, Ecuador. Using a mixed-methods design combining quantitative pre-test/post-test
assessments with qualitative interviews, the study examined both learning outcomes and student
experiences with technology-enhanced learning. The findings demonstrated that implementation
of technology-enhanced learning platforms resulted in statistically significant and educationally
meaningful improvements in English language proficiency. Level A2 students demonstrated
substantial gains in language proficiency over one academic semester when learning through
technology-enhanced platforms integrated with classroom instruction. Qualitatively, students
reported increased engagement, appreciation for personalized learning opportunities, and
preference for blended learning approaches. Teachers observed increased student participation
and assignment completion through digital platforms. These findings suggest that technology-
enhanced learning, when thoughtfully designed and strategically integrated with traditional
classroom instruction, represents an effective approach for improving English language
instruction in the Ecuadorian educational context.
The success of the technology-enhanced learning intervention in this study was contingent
upon several factors: careful alignment of platform design with pedagogical principles and learner
needs, blended implementation combining digital platforms with classroom instruction, provision
of technical support and professional development for teachers, and institutional commitment to
the initiative. These factors align with theoretical frameworks and prior research emphasizing that
technology alone does not improve learning; rather, effective implementation requires systemic
attention to pedagogy, instructional design, institutional support, and learner characteristics.
student comfort with fully online learning. Blended approaches provide flexibility for addressing
connectivity issues and accommodate diverse learning preferences.
Fourth, the qualitative findings regarding technical challenges, particularly internet
connectivity issues, highlight the importance of infrastructure development in Ecuador. Lema et
al. (2025) similarly emphasized that effective digital tool use in Ecuador requires not merely
access to technology but also systematic training for educators and institutional support structures.
Ecuadorian institutions pursuing technology-enhanced learning implementation should
simultaneously invest in infrastructure improvements, educator professional development, and
student digital literacy instruction.
CONCLUSIONS
This study evaluated the effectiveness of technology-enhanced learning platforms for
English language instruction at Unidad Educativa Salinas, a secondary educational institution in
Salinas, Ecuador. Using a mixed-methods design combining quantitative pre-test/post-test
assessments with qualitative interviews, the study examined both learning outcomes and student
experiences with technology-enhanced learning. The findings demonstrated that implementation
of technology-enhanced learning platforms resulted in statistically significant and educationally
meaningful improvements in English language proficiency. Level A2 students demonstrated
substantial gains in language proficiency over one academic semester when learning through
technology-enhanced platforms integrated with classroom instruction. Qualitatively, students
reported increased engagement, appreciation for personalized learning opportunities, and
preference for blended learning approaches. Teachers observed increased student participation
and assignment completion through digital platforms. These findings suggest that technology-
enhanced learning, when thoughtfully designed and strategically integrated with traditional
classroom instruction, represents an effective approach for improving English language
instruction in the Ecuadorian educational context.
The success of the technology-enhanced learning intervention in this study was contingent
upon several factors: careful alignment of platform design with pedagogical principles and learner
needs, blended implementation combining digital platforms with classroom instruction, provision
of technical support and professional development for teachers, and institutional commitment to
the initiative. These factors align with theoretical frameworks and prior research emphasizing that
technology alone does not improve learning; rather, effective implementation requires systemic
attention to pedagogy, instructional design, institutional support, and learner characteristics.
Vol. 12/ Núm. 4 2025 pág. 1934
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Creswell, J. W. & Creswell, J. D. 2017. Research design: Qualitative, quantitative, and mixed
methods approaches.
https://books.google.com/books?hl=en&lr=&id=335ZDwAAQBAJ&oi=fnd&pg=PT16
&dq=research+design+qualitative,+quantitative,+and+mixed+methods+approaches&ot
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review of digital innovations in technology-enhanced learning designs in higher
education. Australasian Journal of Educational Technology, 39(3), 133-162.
Duque, J. A. T., & Garzón, A. L. A. (2024). Exploring the Transformative Impact of ICT
Integration in the EFL Classroom. RELIGACIÓN. Revista de Ciencias Sociales y
Humanidades, 9(40), e2401172.
Hwang, GJ., Chang, CC. A self-determination theory-based digital gaming approach to enhancing
EFL learners’ competence in applying professional English. Education Tech Research
Dev 73, 1205–1223 (2025). https://doi.org/10.1007/s11423-024-10445-y
Kee, T., Kuys, B. & Zhang, J. The architecture for synchronous hybrid peer learning using
pedagogy-space-technology (PST) framework. Educ Inf Technol 30, 16375–16405
(2025). https://doi.org/10.1007/s10639-025-13435-6
Kimsesiz, F. (2023). An examination of digitalized self-directed language learning practices of
tertiary level EFL learners in Türkiye. Journal of Educational Technology & Online
Learning, 6(3), 683-701.
Lema, C. I. E., Cabrera, Y. D. A., Sagnay, G. I. A., & Vélez, S. A. V. (2025). Effective use of
digital tools to enhance teaching and Learning: Uso efectivo de herramientas digitales
para mejorar la enseñanza y el aprendizaje. Revista Multidisciplinar de Estudios
Generales, 4(2), 393-409.
Li, P., Zhang, X., Hu, X. et al. Theoretical model and practical analysis of immersive industrial
design education based on virtual reality technology. Int J Technol Des Educ 35, 1543–
1570 (2025). https://doi.org/10.1007/s10798-024-09946-x
Liu, Z., Zhang, X., Liu, W. et al. Application and optimization of digital situated teaching in
university finance courses from a constructivist perspective: An analysis based on
machine learning algorithms.cEduc Inf Technol 30, 18059–18088 (2025).
https://doi.org/10.1007/s10639-025-13496-7
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Intelligent Tutoring Systems in Higher Education in Ecuador: Challenges, Opportunities,
and Trends. In International Conference in Methodologies and intelligent Systems for
Techhnology Enhanced Learning (pp. 218-229). Cham: Springer Nature Switzerland.
Mili, K. (2025). Natural Learning Revolution: Reimagining Higher Education Through AI-
Enabled Open Learning. Educational Process: International Journal, 17, e2025392.
https://doi.org/10.22521/edupij.2025.17.392
Mohamat Kusin, M. K., & Mohamed Salleh, R. T. A. (2025). Learning through the screen:
Malaysian parents’ perspectives on youtube and their children’s english acquisition.
Southeast Asia Early Childhood Journal, 14(1), 18–32.
https://doi.org/10.37134/saecj.vol14.1.2.2025
Mondragon-Estrada, E., Kirschning, I., Nolazco-Flores, J. A., & Camacho-Zuñiga, C. (2023,
August). Fostering digital transformation in education: technology enhanced learning
from professors’ experiences in emergency remote teaching. In Frontiers in Education
(Vol. 8, p. 1250461). Frontiers Media SA.
Okoye, K., Núñez Daruich, S., Castaño, R., Enríquez de la O, J., Escamilla, J., & Hosseini, S. A
Comparative Study of Students' Evaluation of Teaching and Learning in Higher
Education: An Outlook on Impact of Educational-Generated Data, Technology-Enhanced
Learning, and the Future of Education. Technology-Enhanced Learning, and the Future
of Education.
Orozco-Messana, J., Martínez-Rubio, J. M., & Gonzálvez-Pons, A. M. (2020). Sustainable higher
education development through technology enhanced learning. Sustainability, 12(9),
3600.
P. T.,S., Chacko, A.M. and Kumar, S.D.M. 2025. “Beyond the One-Size-Fits-All: A Systematic
Review of Personalized and Gamified e-Learning for Neurodivergent Learners”,
Electronic Journal of e-Learning, 23(3), pp 101-119,
https://doi.org/10.34190/ejel.23.3.4051
Richards, J. C. & Renandya, W. A. 2002. Methodology in language teaching: An anthology of
current practice.
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=methodology+in+language+teaching+an+anthology+of+current+practice&ots=qjtnmh
8zoJ&sig=D73GTdyi7EOL8hFjUEv-RwUPu_0
Simbeck, K., Sellmeijer, N., Schatz, A. & Pinkwart, N. (2024). Finding Pathways to Effective
Learning Environments: A Systematic Review of Online Learning for First Language
Spelling Education. Research on Education and Media, 16(2), 2024.
https://doi.org/10.2478/rem-2024-0015
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(2024). A pedagogical evaluation of an institution’s digital assessment platform (DAP):
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Üretmen Karaoğlu, S., & Doğan, C. (2025). EFL teachers’ insights on incorporating AI in
language education. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational
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Zhang, L., Jiang, Q., Xiong, W. et al. Evaluating the quality of digital education resources based
on learners’ online reviews through topic modeling and opinion mining. Educ Inf Technol
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Slade, C., Mahon, K., Lynagh, J., McGrath, D., Sheppard, K., Ahsan, S. Q. M., & Benson, K.
(2024). A pedagogical evaluation of an institution’s digital assessment platform (DAP):
Integrating pedagogical, technical and contextual factors. Australasian Journal of
Educational Technology, 40(4), 90–104. https://doi.org/10.14742/ajet.9448
Torres Duque, J. A. (2025). Exploring the trasformative impact of ICT integration in the EFL
classroom.
Üretmen Karaoğlu, S., & Doğan, C. (2025). EFL teachers’ insights on incorporating AI in
language education. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational
Sciences], 18(3), 630-657.
Zhang, L., Jiang, Q., Xiong, W. et al. Evaluating the quality of digital education resources based
on learners’ online reviews through topic modeling and opinion mining. Educ Inf Technol
30, 15207–15230 (2025). https://doi.org/10.1007/s10639-025-13407-w