EFL Learning & ICT Tools: 10th Graders' Perceptions During Lockdown

Approval of director
“Neither the director nor the jurors of the present work are responsible for the ideas and
conclusions exposed within this document; they are exclusive of its authors”.
Florencia- Caquetá, November 2024.
10th graders’ perceptions of their EFL learning process mediated through ICT tools during the
COVID-19 lockdown at Institución Educativa Juan Bautista Migani.
Jeniffer Xiomara Barrios Sánchez
Cod.2010089572
Laureth Lisneidy Lopez Vargas
Cod.1920088631
Submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in Foreign
Language with Emphasis on English (BAFLEE) at Universidad de la Amazonia
Universidad de la Amazonia
Faculty of Educational Sciences
Bachelor of Arts in Foreign Language with Emphasis on English
Florencia, Caquetá
2024
10th graders’ perceptions of their EFL learning process mediated through ICT tools during the
COVID-19 lockdown at Institución Educativa Juan Bautista Migani.
Jeniffer Xiomara Barrios Sánchez
Cod.2010089572
Laureth Lisneidy Lopez Vargas
Cod.1920088631
DIRECTOR:
M.A. Paola Julie Aguilar Cruz
Universidad de la Amazonia
Faculty of Educational Sciences
Bachelor of Arts in Foreign Language with Emphasis on English
Florencia, Caquetá
2024
Dedications
Jeniffer Barrios
To my mother, the person I love the most and a fundamental pillar in my life, I thank her
for always guiding me on the best path and for being by my side in every moment of need. My
sincere thanks also go to the teachers who have supported us throughout this process, especially
our advisor, who has given us the opportunity to carry out this research in the most meaningful
way possible. To my research partner, I thank her for sharing sleepless nights and moments of
stress in the realization of this research. Finally, I thank God, who has been my constant guide on
this professional path.
Laureth Lopez
First of all, I want to thank God because he has allowed me to get to this point in my life
and my career. I also want to thank my dad for encouraging me to continue when I no longer wanted
to continue, my grandmother for always being aware of everything I needed and who always
prepared my food for me so that I would not go to university on an empty stomach. And finally I
want to dedicate this writing to my mom who was the source of inspiration for this project, although
she is no longer with me she was my strength and inspiration to move forward and make her feel
proud of the daughter she raised, who despite not being in flesh and blood and that her memory
will live in my heart until the last day of my life.
Acknowledgments
We extend our heartfelt gratitude to all those who supported us throughout this research.
Special thanks to our advisor, M.A. Paola Julie Aguilar Cruz, for her invaluable guidance and
encouragement. We also appreciate the teachers at Institución Educativa Juan Bautista Migani,
whose insights were crucial in shaping our understanding of the EFL learning process during the
COVID-19 lockdown. Our families deserve recognition for their unwavering support and
motivation. Lastly, we thank our peers for their collaboration and shared experiences, which
enriched this research.
Abstract
This study investigates the perceptions of 10th graders regarding their English as a
Foreign Language (EFL) learning experiences mediated through Information and Communication
Technologies (ICT) during the COVID-19 lockdown. The sudden shift to online education
necessitated the use of various digital tools, prompting a need to understand their impact on
students' learning processes. Utilizing a survey conducted among students at Institución
Educativa Juan Bautista Migani, the research reveals mixed responses about the effectiveness of
ICT tools in enhancing language skills. While many students reported improved ICT
competencies, a significant portion felt that these tools did not substantially aid their English
learning or motivation. This study aims to provide insights into the challenges and advantages of
using ICT in EFL education during unprecedented times, contributing to future pedagogical
strategies.
Keywords: EFL, ICT tools, COVID-19 lockdown, student perceptions, English learning.
Resumen
Este estudio investiga las percepciones de los alumnos de 10º curso sobre sus experiencias
de aprendizaje de inglés como lengua extranjera (EFL) mediadas por las Tecnologías de la
Información y la Comunicación (TIC) durante el cierre de COVID-19. El cambio repentino a la
educación en línea hizo necesario el uso de diversas herramientas digitales, lo que provocó la
necesidad de comprender su impacto en los procesos de aprendizaje de los estudiantes. Utilizando
una encuesta realizada entre los estudiantes de la Institución Educativa Juan Bautista Migani, la
investigación revela respuestas contradictorias sobre la eficacia de las herramientas TIC en la
mejora de las competencias lingüísticas. Mientras que muchos estudiantes reportaron una mejora
en sus competencias TIC, una porción significativa sintió que estas herramientas no ayudaron
sustancialmente a su aprendizaje del inglés o a su motivación. Este estudio pretende aportar ideas
sobre los retos y las ventajas del uso de las TIC en la enseñanza del inglés como lengua extranjera
en tiempos sin precedentes, contribuyendo así a futuras estrategias pedagógicas.
Palabras clave: EFL, herramientas TIC, confinamiento por COVID-19, percepciones de
los estudiantes, aprendizaje del inglés.
Summary
This study investigates the perceptions of 10th-grade students regarding their experiences
learning English as a Foreign Language (EFL) mediated by Information and Communication
Technologies (ICT) during the COVID-19 lockdown. The sudden shift to online education
necessitated the use of various digital tools, prompting a need to understand their impact on
students' learning processes. Utilizing a survey conducted among students at Institución Educativa
Juan Bautista Migani, the research reveals mixed responses about the effectiveness of ICT tools in
enhancing language skills. While many students reported an improvement in their ICT
competencies, a significant portion felt that these tools did not substantially aid their English
learning or motivation. This study aims to provide insights into the challenges and advantages of
using ICT in EFL education during unprecedented times, contributing to future pedagogical
strategies.
Keywords: EFL, ICT tools, COVID-19 lockdown, student perceptions, English learning.
Table of contents
Introduction ............................................................................................................................................ 14
Chapter I ................................................................................................................................................ 16
The Research Problem............................................................................................................................. 16
Problem Statement .............................................................................................................................. 16
Research Question .................................................................................................................................. 20
Rationale ............................................................................................................................................ 21
Objectives ........................................................................................................................................... 23
General Objective ............................................................................................................................ 23
Specific Objectives .......................................................................................................................... 23
Chapter II ............................................................................................................................................... 24
Theoretical Framework............................................................................................................................ 24
State of the Art .................................................................................................................................... 24
Conceptual Framework ........................................................................................................................ 30
Conceptualizing English as a Foreign Language................................................................................. 30
Information and Communication Technology tools............................................................................. 32
Chapter III .............................................................................................................................................. 34
Methodological Design............................................................................................................................ 34
Research Design.................................................................................................................................. 34
Setting and participants ........................................................................................................................ 34
Data Collection Instruments ................................................................................................................. 35
Research Phases .................................................................................................................................. 36
Chapter IV.............................................................................................................................................. 37
Data Analysis and Findings ...................................................................................................................... 37
Data Analysis Procedures ..................................................................................................................... 37
Data triangulation ................................................................................................................................ 38
Findings and Discussion ............................................................................................................................ 2
Challenges faced by 10th graders in EFL learning during the COVID-19 lockdown ................................... 2
Perspectives on adaptation and support in online learning environments .................................................... 6
Chapter V ............................................................................................................................................... 13
Conclusions and Pedagogical Implications ................................................................................................ 13
Conclusions ........................................................................................................................................ 13
Pedagogical Implications ..................................................................................................................... 14
Recommendations and Implications for Future Research ........................................................................ 15
References.............................................................................................................................................. 17
List of Figures
Figure 1. Question No. 1. Do you feel that you had the necessary tools for your English language
learning process during the pandemic? .......................................................................................... 17
Figure 2. Question No. 2. Did the technological tools used by the teacher help improve my English
learning skills?................................................................................................................................ 18
Figure 3. Question No. 3. Do you consider that the strategies used during the English class
motivated you to learn the language? ............................................................................................. 18
List of Tables
Table 1. Basic information about the participants………………………………………………...34
Table 2. Research categories and subcategories………………………………………………….39
Introduction
This research was designed with the purpose of exploring 10th graders’ perceptions of
their English as a Foreign Language (EFL) learning mediated through Information and
Communication Technologies (ICT) tools during the COVID-19 lockdown. In the years 2020
and 2021, due to the outbreak of COVID-19, education was forced to use technology to continue
academic activities. Therefore, previous studies (Ariyanti, 2020) have highlighted the relevance
of researching students’ perceptions and strategies in online learning during the COVID-19
lockdown. Hence, it is necessary to recognize the impact of ICT tools on students’ EFL learning
to consider the benefits and obstacles of implementing digital tools.
Classes in a physical classroom had to be modified to virtual classes as a strategy to
replace face-to-face learning in that time of crisis. As a result, it was mandatory to use the
technology to support the learning process (Rojas, 2021). Since the year 2010, The Ministry of
National Education (MEN) created the National Program for the Use of Media and Information
and Communication Technologies (MTIC). Correspondingly, the General Law of Education
(1994) and the Law of Science, Technology, and Innovation in Colombia (2009) established that
education in technology and information technology had to meet quality standards. Nevertheless,
the implementation of these public policies was limited to projects based on the use of computers
and/or tablets. Consequently, it is significant for our regional context to explore the use of ICT
tools on students’ EFL learning, specifically those who experienced virtual classes during the
COVID-19 lockdown.
This research is divided into five chapters. The first chapter deals with the problem
statement, research question, rationale, and objectives. The second chapter presents the
theoretical framework that includes state of the art, and conceptual framework. The third chapter
entails the methodological design, which contains the research design, setting and participants,
data collection instruments, and the research phases. The fourth chapter introduces the data
analysis and findings that includes the data analysis and findings, data triangulation and the
identification to the recurring patterns and outcomes. The five chapter focuses on the conclusions,
pedagogical implications, as well as recommendations and implications for future research.
Finally, the last section is the references.
Chapter I
The Research Problem
Problem Statement
Information and communication technologies (ICT) are those information resources that
facilitate access to information and communication. ICT became more noticeable in 2020 due to
the outbreak of COVID-19. To this respect, Apriani et al. (2020) and Apriani et al. (2022)
expressed that due to the lockdown caused by COVID-19, the educational system moved to a
digitalized mode. Consequently, ICT became the resource used to meet the educational needs at
that time to develop the lesson plans, methods, processes, content, and assessment. Regarding
this aspect, Alkamel and Chouthaiwale (2018), Çakici (2016), Jayanthi and Kumar, (2016)
pointed out that ICT is a significant teaching method to enhance foreign language acquisition
integrated with technological tools.
In our role as students at Universidad de la Amazonia in times of COVID-19 lockdown,
we had to experience this model of virtual education where we could see how the Colombian
educational sector faced many challenges in its search for alternatives to enable students to
continue with their learning process. The implementation of ICT resulted in providing continuity
to educational training; however, these tools did not facilitate social interaction. To this respect,
Vygotsky (1978) states that language learning comes from social interactions. Therefore, when
these technological trends are applied to foreign language teaching and learning, challenges
persist in integrating them into EFL classrooms. Due to the different students’ economic and
technological contexts at that time, each one experienced their EFL learning in distinct
conditions.
In our research, we sought to explore 10th graders’ perceptions of their EFL learning
mediated by ICT tools during the COVID-19 lockdown at Institución Educativa Juan Bautista
Migani. Prior studies (Ariyanti, 2020) have pointed out the relevance of researching on students’
perceptions, readiness, and strategy in online learning during the COVID-19 lockdown. Hence,
our research idea emerged from the curiosity to inquire and understand 10th graders’ perceptions
of ICT tools in their English classes during the 2020 and 2021 COVID-19 lockdowns and how
this new “normality” post-2022 influenced their EFL learning.
To further support our research concern, we designed a survey using Google Forms (see
Appendix 1). The survey included six questions related to the use of ICT, as well as the strategies
and support provided to students during the lockdown. Upon analyzing the survey responses, we
found that nearly all students improved their ICT skills, likely due to having the necessary
technological tools during their EFL classes. This is evident in Figure 1, where the majority of
students responded affirmatively to the question."
Figure 1
Question No. 1. Do you feel that you had the necessary tools for your English language learning
process during the pandemic?
.
It is important to note that the ICT used by the teacher served as a tool to enhance students’
skills. When appropriate programs and strategies were used, skills such as listening, speaking, and
reading could be improved, especially since most students had internet access and some ICT
resources. However, the results from the survey indicated that more than fifty percent of the
students did not perceive improvements in their skills through the technological tools provided by
the teacher. This highlights the necessity to enhance these aspects, ensuring that the EFL learning
process leads to improvements in the English skills of the students (see Figure 2).
Figure 2
Question No. 2. Did the technological tools used by the teacher help improve my English learning
skills?
On the other hand, students expressed that the technological tools applied by the teacher
did not have a significant impact on their EFL learning (see Figure 3). This implies that the
strategies implemented in class did not enhance motivation, even though this is a relevant factor
for the efficiency of the learning process.
Figure 3
Question No. 3. Do you consider that the strategies used during the English class motivated you
to learn the language?
It is fundamental to mention that the academic flexibility for submitting activities
provided by teachers during the COVID-19 lockdown was mainly positive according to 10th
graders’ responses. Given the technological and family conditions at the time, students likely
became more independent, as they did not have the direct assistance of teachers as they were
accustomed to in the classroom.
To sum up, our research was inspired by the COVID-19 lockdown, a time that forced a
sudden switch to online learning and the use of ICT tools in EFL classes. As researchers, we were
intrigued by the challenges this presented to both students and teachers. Seeing how technology
became crucial, we wanted to explore how 10th graders felt about using ICT for their English
learning. Their experiences during this period can provide valuable insights into improving EFL
education in our increasingly digital world.
Research Question
Given the previously stated problem, we have formulated the following research question:
What are 10th graders’ perceptions of their EFL learning process mediated through ICT tools during
the COVID-19 lockdown?
Rationale
To understand this rational, it is necessary to highlight the impact of ICT in EFL during
the COVID-19 lockdown, which affected educational institutions around the world. For that
reason, implementing ICT tools was a significant strategy to continue with the learning process
(Apriani et al., 2022; Apriani et al., 2020). On the other hand, Rahim (2019) states that EFL at
this time is influenced by technological advances that attract students. In that sense, a
reconfiguration of educational approaches is needed to carry out adequate educational practices
so that EFL students’ learning is not disrupted, considering the new modernity caused by the
COVID-19 lockdown.
This research was designed to explore 10th graders’ perceptions of their EFL learning,
considering that due to the COVID-19 lockdown, many advantages and disadvantages were faced
in the new online educational modality implemented by educational institutions nationally and
internationally. Based on Bagata (2020) and Rojas (2021), ICT revolutionized education making
it more adaptable and allowing more personalized learning. However, Rahim and Chandran
(2021) discuss the challenges in implementing online education. In that sense, as students, we
were able to experience the online modality from our perspective, and from the perspective of our
mothers who were teachers. We witnessed how suddenly a change in teaching strategies had to
be made; in this way, we realized the benefits and obstacles that were presented with the use of
ICT at the educational level throughout the lockdown. Thus, with this research we sought to
explore the perceptions of EFL students regarding their learning mediated through ICT tools.
Also, to identify the advantages and disadvantages of the use of digital tools in education based
on the students' appreciations. The above being developed in the context of COVID-19
lockdown.
This research process provided information about ICT application process to the EFL
students through learning practices applied in COVID-19. This study also contributed to
understanding EFL learning during lockdown because it allowed visualizing students’
perceptions about the use of technology. These perceptions were used to understand the use of
technology in the students’ learning process. Likewise, the study allowed us to analyze students’
perceptions during the COVID-19 pandemic, considering the use of technology and pedagogical
changes. The results obtained contributed to the theoretical, practical, and pedagogical training of
EFL students.
In this way, we could understand the students’ perceptions of the implementation of ICT
in their EFL learning process during the COVID-19 pandemic. Finally, this research process was
important owing to the fact that this type of exploration had not been carried out in Caquetá
contributing to regional research and, above all, providing new knowledge to people who intend
to inquire about this stage that humanity lived in a local context.
The construct of EFL learning is based under the legal framework in Colombia, which is
determined according to the General Education Law (Law 115 of 1994). The National
Bilingualism Plan, which considers the different levels of English teaching in the educational
context; Law 1651 of 2013 also known as Bilingualism Law. Clearly, these laws are subject to
modifications according to the context in which they are developed to achieve adequate levels of
EFL education in Colombia.
Objectives
General Objective
To explore 10th graders’ perceptions of their EFL learning process mediated through ICT
tools during the COVID-19 lockdown.
Specific Objectives
•
To determine the ICT tools that the 10th graders used during the COVID-19 lockdown to
attend their online EFL classes.
•
To describe the experiences and challenges faced by 10th graders in using ICT tools for
EFL learning during the COVID-19 lockdown.
•
To analyze 10th graders’ attitudes and feelings towards the effectiveness of ICT tools in
enhancing their EFL learning during the COVID-19 lockdown.
Chapter II
Theoretical Framework
State of the Art
This section entails an overview of research studies related to this research concerns.
This is done to establish the relevance of the constructs presented in this study in different
teaching contexts at national and international levels without involving the regional level because
no studies were found that related to the constructs of this research. The studies presented were
taken from the following sources: Veda’s Journal of English Language and Literature-JOELL;
Google Scholar; Journal of English Language Teaching and Learning; Scielo; Institutional
Repository – Universidad del Externado; Indonesian Journal of English Language Teaching and
Applied Linguistic (IJELTAL).
Concerning EFL learning and ICT tools, Rojas (2021) developed a case study in which
the author describes what the implementation of ICTs reveals in eighth graders about their
learning of English during the COVID-19 pandemic through their perceptions. The author relied
on surveys and semi-structured interviews in which 43 students participated for data collection.
The data revealed the contribution of ICT to the diversification of the curriculum due to the
exploration of new types of texts, platforms, and websites. Likewise, ICTs contribute to student
interaction and motivation through gamification and, at the same time, strengthen the evaluation
and grading processes to provide immediate feedback. ICT tools are presented as a facilitator in
the personalization and adaptation of the contents, impacting the practices and teaching of
English. This study was meaningful to our research, in the sense it provides a better
understanding of the positive aspects of ICT in education with respect to how students’ learning
becomes more efficient for them.
The study developed by Bagata (2020) explored English as a foreign language (EFL)
students’ perception of the use of online learning platforms during the COVID-19 pandemic. The
researcher opted for a quantitative approach using a survey design. The study sample consisted of
80 sixth form English Education students from Universitas Islam Malang. To collect the data, a
questionnaire on students' perception towards online learning platforms was designed. This
questionnaire was distributed through a Google form and was completed anonymously by the
students. Data analyses revealed a mostly positive perception among EFL students regarding the
use of online learning platforms during the COVID-19 pandemic. Students expressed that these
platforms offer significant advantages, such as saving time and effort by allowing them to
complete and submit assignments electronically. This was one of the major contributions that
ICTs provided during the COVID-19 pandemic, allowing for a more innovative form of
education, and enabling education in a time of crisis. To sum up, this research was meaningful for
the development of this research because the review showed the advantages in terms of online
learning platforms, emphasizing the time-saving and innovative nature of ICT in education in
times of crisis (COVID-19). These concepts were the subject of our research.
The research conducted by Mashhadi et al. (2022) contributed to understanding the impact
ICT in EFL has had on students’ learning experiences. Considering that this research was
conducted in an Iraqi educational institution and sought to determine EFL students’ preferences
for ICT-enhanced education and whether they were ready to adopt this type of learning in their
training process, another point to note in this research, as observed in the research of Apriani et
al. (2022) was the consultation of the two genders to find out whether the differences in
preferences and readiness had significant changes if it was the female or male gender. Data
collection was carried out with a mixed-methods design through a questionnaire and semistructured interviews in four Iraqi universities, where 65 men and 25 women participated, using
descriptive analysis to analyze the data collected. Data collection and analysis revealed that
student attitudes were positive towards the use of this new mobile learning platform as a viable
means of pushing the boundaries of learning outside the traditional school environment. The
research found that there were no considerable differences between the two genders in terms of
preferences and disposition towards EFL, only those females liked it more than males. Based on
this research, the issue of gender is considered since its results showed that women tend to be
more perceptive to the use of ICT since they consider themselves multitaskers and that using ICT
improved their class participation compared to face-to-face learning. Considering these results,
this study was relevant for our research because the surveys or questionnaires could include
related questions to our research, and it could be more specific in topics related to the students.
According to the descriptive quantitative research conducted by Apriani et al. (2022) the
main objective was to find out which ICT platform they were using at the time and how it helped
their self-efficacy and had a constructive effect on their use of ICT for learning. This study
focused on male and female students from Islamic universities in Indonesia, their perceptions of
ICT use, and the barriers it presented to learning English during the COVID-19 pandemic. To
collect the data, the authors relied on Google Forms, in which 30 male and 30 female students
were surveyed at each university, giving a total of 210 respondents. All these data were analyzed
qualitatively through a program called SPSS, and the results showed that males used more ICT
than females. This research is related to ours in that it examines how students’ perceptions at the
COVID-19 time made used of ICT and how these influenced their learning process so that
objectives were carried out satisfactorily. In view of this, this study provided us with more ideas
about how to carry out our study based on the data collection proposals presented by the authors.
The study developed by Pardede (2020) in which he says that the research aimed to
explore the perceptions of secondary school students in EFL classrooms. This research was
applied to a total of 197 students from 15 secondary schools that were in Jakarta, Depok, and
Bekasi. For data analysis, the researcher made use of descriptive analysis which in doing so the
results showed that students’ perception was positive and increased dimensions in some ICT
usage such as its impact on the use for learning, its potential for interest, and motivation, the
educational values of ICT and the self-efficacy that these tools generate. On the other hand, it
was found that students used ICT for entertainment and socio-economic activities rather than for
their learning activities. It was also evident that most students responded that they did not need
any training to be able to use these tools effectively. Considering this, Pardede’s (2020) research
was significant for the development of our research to understand the impact of ICT on students
and in which we were able to understand that students did not use ICT only for learning purposes,
but also other activities they performed while using ICT.
Referring to the constructs of this research, the study conducted by Tanjung and Utomo
(2021) highlight that because of the change of the learning process to a fully online one by
COVID-19. The researchers have focused on investigating the students’ perspectives on the
implementation of online learning in a low-tech context. The participants of this research were
104 university students, so researchers used a survey method. The results showed that students
were knowledgeable about the use of ICT. In addition, this prior knowledge of the students
allows them to be more autonomous in terms of their learning and they can improve their
language skills. However, it is important to improve the development of ICT in education to be a
support system for students. This study was necessary in our research because it offered us a
point of view in a context with fewer technological resources, but it highlighted the students’
knowledge of technology to promote the use of ICT tools in education, so that students continue
learning.
Regarding to the constructions of EFL learning, and ICT, Rahim and Chandran (2021)
argue that the purpose of their study is to investigate the perceptions of EFL students during the
COVID-19 pandemic on the implementation of e-learning in teaching at a university in
Afghanistan. The study was conducted on 21 EFL students through a semi-structured interview.
The results showed that although e-learning is an interactive way to learn English as a foreign
language, it faces several significant obstacles. These challenges include difficulty accessing
electricity, internet, technological tools, adequate infrastructure, and a lack of teachers and
students. These factors combined hinder the effective implementation of e-learning in education.
Rahim and Chandran’s study were relevant to us because this study highlights the obstacles of
education to adapt to the new educational “normality” caused by COVID-19.
The study developed by Layali and Al-Shlowiy (2020) seeks to review students’
perceptions of online ESL/EFL learning in Saudi universities during the coronavirus. For that
purpose, they considered four primary studies that contributed to their approach as it is a
literature review. For that reason, the research did not have several participants of its own
because it is based on the four studies already mentioned. The first objective of the review was to
report on students’ perceptions of e-learning for EFL, and the benefits and drawbacks of elearning for EFL. Finally, the results showed many benefits and drawbacks related to e-learning
for EFL, but also highlighted the positive attitude of students towards this new strategy. This
study was meaningful to our research, in the sense it provides a better understanding of the
advantages and disadvantages of the use of e-learning to EFL.
Concerning EFL learning and ICT tools, Ariyanti (2020) conducted a qualitative research
based on the impact of the COVID-19 lockdown, especially the change it brought about in the
education sector. Therefore, the objective was to investigate students’ perception towards their
EFL learning during the COVID-19. An interview was conducted with 8 students from the
Department of English at the University of Widya Gama Mahakam Samarinda. The results were
divided into three main challenges: internet connection, healthy reason, and use of certain online
applications. However, discussions and suggestions are provided within the research. Thus,
Ariyanti’s (2020) study was relevant to our research because it provided theoretical support on
the main difficulties encountered in the use of ICT.
In sum, these studies provided a comprehensive overview of the impact of ICT in EFL
learning, with a particular focus on the challenges and opportunities presented during the
COVID-19 lockdown. They offered valuable insights into the perceptions and preferences of
students and provided a foundation for the current research, enabling a better understanding of
how ICT can be effectively utilized to enhance the learning process in different educational
contexts, both nationally and internationally.
Conceptual Framework
This research explored 10th graders’ perceptions of their EFL learning process mediated
through ICT tools during the COVID-19 lockdown. This section reviews the main constructs that
help to tackle this research: EFL learning and ICT tools.
Conceptualizing English as a Foreign Language
For the purposes of this research, it is important to define EFL from a conceptual
perspective. In this sense, EFL is the use of English by non-native speakers learning the language
in a classroom setting, where English is not the usual community language (Erbeli & Joshi, 2022;
Thornbury, 2006). However, EFL should not be confused with ESL (English as a second
language), which refers to the utilization of English within an English-speaking context by
individuals whose native language is not English (Davis, 1984). Therefore, Heidari-Shahreza
(2014) argues that EFL teachers are advised to shift their teaching emphasis towards more
communicative language teaching methods because students are not able to learn the language in
an English-speaking environment. Accordingly, EFL teaching should occur in a dynamic,
diverse, and social atmosphere. Finally, this educational environment can effectively address the
lack of enthusiasm among students and change their perception of language classes as
monotonous.
English as a Foreign Language in Colombia. Over the years, an increase in the
relevance of foreign language teaching has been observed. Correspondingly, Aguirre (2021), and
Cronquist and Fiszbein, (2017) state this has been reflected on improved policies at the national
level for the regulation and promotion of language teaching. For this reason, Colombia since mid1994 implemented EFL as a necessary resource for economic progress in the country and began
to establish requirements to govern English in educational institutions. According to Aguirre
(2021) the implementation of educational policies for strengthening foreign language has
required the use and updating of ICT structure. However, the established model has followed
foreign political ideals. Likewise, this model must be contextualized to the environment.
Having defined what EFL is; we can add that EFL learning usually takes place in a
classroom setting. Consequently, Ministerio de Educación Nacional República de Colombia
(2006) and Beltrán (2017) express that the classroom allows a variety of directed activities to take
place. In this way, students can achieve a high level of English language proficiency. In this
sense, students should be provided with a good classroom environment. Therefore, it is a relevant
factor in learning and creates the appropriate conditions for them to develop their language skills
(Juan & García, 2012; Ordorica, 2010). On the other hand, according to Rahim (2019), learning a
foreign language is currently influenced by numerous technological advancements that have
captured the attention of both language instructors and students. Considering this, contemporary
education demands that educators and educational institutions reconfigure their approaches for
more effective teaching practices and modernize their educational platforms to align with global
requirements.
In conclusion, the importance of teaching EFL in Colombia has evolved over time.
However, the implementation of these policies has required an adaptation and contextualization
to the Colombian reality in which it has been necessary to involve the use of ICT. Likewise, due
to COVID-19, ICT became even more relevant in education; technology and online learning,
such as e-learning, are transforming education, requiring educators and institutions to modernize
their approaches to adapt to global demands. In this context, it is essential to understand how
students perceived their learning of English mediated by ICT tools during exceptional situations,
such as COVID-19 lockdown.
Information and Communication Technology tools
The second construct to be addressed is Information and Communication Technology
(ICT), which is defined by the Ministry of ICT as the set of tools, equipment, software,
applications, networks, and media that allow the compilation, processing, storage, and
transmission of information such as: voice, data, text, video, and images (Art. 6 Law 1341 of
2009). Then, a factor related to the transition between knowledge and society is technology,
which is sometimes observed in the different sciences, generating opportunities for change and
adaptation, but also posing challenges. Besides, Chaparro (2001) identifies the affinity of three
technological areas that have led societies to become contemporary: (1) informatics; (2)
telecommunications; and (3) data processing. The implications of these in the different sciences
have generated changes in contemporary society.
The implementation of Information and Communication Technologies. Educational
centers in developing countries face challenges in the learning process related to the
implementation of ICT. Some of the challenges mentioned by Kettunen and Sampson (2019) are
that students and teachers have little or no experience with technology, poorly equipped
classrooms, lack of electricity connection in rural schools, expensive and slow internet
connection. Most schools that have computers do not use them as a medium of instruction, and
there is a shortage of e-learning materials for students (Hinostroza, 2018). On the other hand, Al
Ansi et al. (2021) expresses that the application of ICT in learning leads to several advantages,
such as improving engagement and knowledge retention, fostering individual learning and
collaboration, and learning different skills in flexible time.
The role of Information and Communication Technology during the COVID-19
lockdown. COVID-19 that started in 2020, was a global health emergency that affected the way
of life of human beings until that time, generating a sudden enclosure and the implementation of
new strategies for working, teaching, and learning during this time. Therefore, the presence of
COVID-19 lockdown, the ICT was a solution of physical distancing to prevent the spread of the
epidemic. Thus, keeping people safe and not getting infected in such a way that could lead to
death (Adisel & Prananosa, 2020; Komalasari, 2020; Pakpahan & Fitriani, 2020). However, and
citing the research of (Almetwazi et al; 2020) this new form of education COVID-19 presented
itself as a good opportunity to generate an acceleration in the process of digitization of education.
To conclude, the impact of COVID-19 on human beings, this ICT-based learning offered
many opportunities during the pandemic, such as saving time, expenses, making use of more
technological tools, acquiring new skills, and having different learning materials online all the
time, as well as spending more time with the family in the learning process Mashhadi et al.
(2022). For this reason, different studies have discussed the opportunities of ICT-based learning
for improving students’ skills and competencies and facilitating the learning process (Al-Ansi,
2020). Therefore, this whole process with the right ICT tools will achieve the previously
stipulated learning objectives in a satisfactory way for the students in each of the levels.
The constructs described above establish the theoretical basis for our research. The
literature presented above establishes the importance of implementing ICT tools to promote more
accessible EFL learning in times of crisis due to COVID-19. Finally, exploring the perceptions of
10th graders is essential to understanding how ICT influenced their learning and to identify gaps
to fill them.
Chapter III
Methodological Design
Research Design
The aim of our research was to explore 10th graders’ perceptions on the implementation
of ICT in the EFL learning processes developed during the COVID-19 lockdown. Hence, this
chapter presents the methodological design, the participants, and the data to be collected and used
during the research process.
Type of Study. The type of study to carry out our research was the case study. According
to Heale and Twycross (2017) a case study is a research methodology mainly used in social and
life sciences. A case study can be defined as an intensive study about a person, a group of people,
or a unit, in which the aim is to generalize into several units (Creswell, 2012). Additionally, a
case study can be described as an intentional and systematic investigation of a single person,
group, community, or other unit in which the researcher examines in-depth data related to various
variables.
Setting and participants
This research was developed with the participation of 26 students of the Juan Bautista
Migani Educational Institution of the 10th grade, aged between 14 and 17 years who were
selected for having studied during the COVID-19 lockdown in grades 6th or 7th. Thus, they had
more awareness of the events experienced during that time. All the students, being in high school,
were already seeing English on a more frequent basis and of course had to use ICT for their
learning process. The participation of the students in the data collection phases, including the
completion of the survey and the participation in the interview session, was sought to obtain the
necessary information to carry out this research.
The following table describes the participants:
Table 2. Basic information about the participants.
Basic information Options
Gender
Female
Male
Age
Less than 14 years old
15 to 16 years old
17 to 18 years old
Number
14
12
1
15
10
Percentage
53.8%
46.2%
3.8%
57.7%
38.4%
Data Collection Instruments
The instruments we used to collect data in this research process were an open-ended
survey and a semi-structured interview. These data collection instruments served to explore 10th
graders’ perceptions of the use of ICT for their EFL learning during the COVID-19 lockdown in
2020 and 2021.
Survey. Survey instruments, also known as questionnaires, are used to collect data on
demographics, personal histories, knowledge, behaviors, and attitudes of respondents (Passmore
et al., 2002). Furthermore, according to Creswell (2012), questionnaires can be employed to
gather open-ended responses, allowing for a deeper exploration of a theme. Therefore, the
purpose of the survey in this research was to collect qualitative data, aligning with the objectives
previously stated.
Semi-Structured Interview. The semi-structured interview is a communicative process
that aims to collect a set of private knowledge, the construction of the social sense of the
individual behavior or reference group of the subject interviewed, in which information is
obtained from a person; and in this way, allow entry into a communicative place of reality, where
the word is the main vector of a personalized experience, biographical and non-transferable set of
representations associated with the events lived by the interviewee (Alonso, 1999). We used this
type of interview to deeply explore 10th graders’ perceptions.
Research Phases
This research was developed in 4 research phases.
Phase 1. In this phase, we implemented a survey with open-ended questions to value the
digital tools used by 10th graders during the COVID-19 lockdown. These results served us to
further understand how students used different tools for EFL learning.
Phase 2. During this phase we implemented interviews to inquire 10th graders’ EFL
learning processes during the COVID-19 lockdown. With this information, we analyzed the
learning strategies used by the students and how these strategies impacted their EFL learning
process.
Phase 3. In this phase, we analyzed the data using grounded theory methodology in the
context of the theoretical constructs previously defined. We began by recognizing themes through
open coding, followed by identifying categories through axial coding. Finally, we defined the
categories that emerged from this process using selective coding to describe the 10th graders’
perceptions of their EFL learning mediated through ICT tools during the COVID-19 lockdown.
Phase 4. During this final phase we wrote the findings, and conclusions,
recommendations and pedagogical implications of our research study and we prepared the final
report.
Chapter IV
Data Analysis and Findings
Data Analysis Procedures
To analyze the data, we employed a systematic approach based on grounded theory
methodology, which allowed us to derive meaningful insights from the qualitative data collected
through surveys and interviews with 10th graders during the COVID-19 lockdown.
The analysis began with an open coding process, where we thoroughly reviewed the
responses from the surveys and interviews. During this phase, we identified and labeled key
themes, concepts, and recurring patterns in the students’ experiences with technology in their EFL
learning. This process involved breaking down the data into smaller segments to capture the
essence of what the students expressed.
After the open coding, we proceeded to axial coding, where we sought to identify
relationships among the initial codes identified during the open coding process and organize them
into broader categories. From this coding process, we identified a total of nine distinct codes that
emerged from the data, including technological tools used in English virtual classes, general
experiences, technical difficulties, utility and comfort, engagement, learning through ICT, digital
platforms, educational interaction, and perceptions of English teachers. This step involved
connecting the initial codes and understanding how they interacted with each other, leading to a
more cohesive understanding of the data.
Finally, we employed selective coding process to refine our categories and identify a central
theme that encapsulated the overall findings. These codes, along with insights gathered from the
surveys, were organized into two overarching categories. The first category addressed the
challenges faced by 10th graders in EFL learning during the COVID-19 lockdown, encompassing
codes related to difficulties encountered by students, such as technical difficulties, motivation
issues, and concerns regarding safety and comfort in online learning environments. The second
category focused on students’ perspectives on adaptation and support in online learning
environments, which included their learning experiences with technology, educational interactions,
and perceptions of English teachers. This comprehensive coding process allowed us to gain
valuable insights into the challenges and adaptations experienced by students during this unique
learning context.
Data triangulation
After conducting the data triangulation, we identified several recurring patterns and
outcomes, which allowed us to define the research categories and subcategories (see Table 1).
These categories and subcategories are used to present the findings and discussion of this
research study.
Firstly, according to Rahim (2019) the COVID-19 lockdown forced students and teachers
to adapt to a virtual learning environment, presenting unprecedented challenges for the global
education system. In this context, analyzing the experiences of 10th graders regarding the use of
technological tools for EFL learning becomes crucial for understanding the effectiveness of these
technologies. Data triangulation was employed to provide a comprehensive understanding of
students’ adaptation to virtual experiences with technological tools for learning English during
the COVID-19 lockdown by integrating qualitative data. As Creswell (2017) explained, the goal
of the qualitative approach is to understand the subjective reality of the research participants from
within their perspective. In this study, a qualitative approach was applied using semi-structured
interviews and surveys to gain deeper insights into students’ experiences. In line with this,
interviews with ten students were conducted to explore their personal experiences with tools like
Zoom and Google Drive, highlighting challenges such as connectivity issues and varying levels
of comfort with technology. This qualitative data was complemented by a survey administered to
26 students, which provided statistical evidence on the frequency of tool usage, perceptions of
effectiveness, and motivation levels. By comparing these data sources, it was possible to identify
common themes, such as the impact of technical difficulties on learning and the disparity
between perceived and actual effectiveness of the tools. The triangulated data revealed both the
successes and limitations of virtual learning environments.
Table 2. Research categories and subcategories
Research question
What are 10th graders’
perceptions of their EFL
learning process mediated
through ICT tools during the
COVID-19 lockdown?
Category
Challenges faced by 10th
graders in EFL learning
during the COVID-19
lockdown
Subcategory
The absence of face-to-face interaction
significantly reduced students’ engagement.
Students experienced a lack of confidence in
their English language learning.
Limited support and resources for overcoming
technical issues
Perspectives on
adaptation and support in
online learning
environments
Students demonstrated resilience in adapting to
virtual classes.
Teachers held a crucial role in facilitating the
effective and appropriate use of ICT tools.
Findings and Discussion
Upon completing the triangulation of the information obtained from the data collection
instruments, we identified commonalities within the previously established research categories to
describe our study’s findings. This section presents these findings, organized into two main
categories: Challenges faced by 10th graders in EFL learning during the COVID-19 lockdown
and Perspectives on adaptation and support in online learning environments
Challenges faced by 10th graders in EFL learning during the COVID-19 lockdown
This first category shows the adversities perceived by 10th graders during COVID-19
lockdown related to their virtual English classes. Regarding this, Rahim and Chandran (2021)
discuss the challenges in implementing online education. Many EFL students struggled with elearning primarily because of insufficient internet connectivity and limited access to ICT tools.
The COVID-19 lockdown had a negative impact on academic performance, with academic,
motivational, and socio-emotional factors playing a key role (Cortés et al., 2023). Taking this into
account, the subcategories absence of face-to-face interaction significantly reduce students’
engagement, students experienced a lack of confidence in their English language learning and
limited support and resources for overcoming technical issues illustrates the multifaceted
challenges faced by 10th graders in EFL learning during the COVID-19 lockdown.
The absence of face-to-face interaction significantly reduced students’ engagement.
This subcategory concerns the negative impact that limited interpersonal communication has on
students’ motivation and participation in virtual learning environments. This idea is supported by
a student, who stated that: “no era mucho como el ánimo de querer aprender inglés virtualmente”
(S1). Similarly, some students argued that they were not motivated (S2, S6). These notions align
with the information represented in Figure 1, which shows that 38.5% of the students perceived
that they were not sufficiently motivated to learn English during COVID-19 lockdown.
Figure 1. Percibo que mi motivación para aprender inglés se mantuvo alta en el transcurso de las
clases durante el confinamiento por COVID-19.
Moreover, related to the aspect of face-to-face interaction, a student argued that: “No me
gustaba la parte de que tengo que estar en una pantalla con una cámara y mirar a todos los
compañeros, sino estar acá en clase, en el salón que uno puede interactuar y hablar con los
compañeros” (S9). This statement reflects the discomfort students experienced with the lack of
direct interaction in online classes, emphasizing the preference for a classroom setting where
natural communication and peer interaction enhance the learning experience. This highlights how
virtual learning can hinder students’ sense of connection and engagement.
Figure 2. Creo que tuve la oportunidad suficiente de interactuar con mis compañeros en ingles
durante el confinamiento por el COVID-19.
Students experienced a lack of confidence in their English language learning. This
subcategory arises from the challenges posed by online education, which hindered 10th graders
from gaining confidence in their language skills. These difficulties can be attributed to several
factors, including technological limitations, reduced interaction with peers and teachers, and less
effective teaching methods in the virtual setting. To support this perspective, a student mentioned:
“la verdad, no me sentía cómodo, ya que sentía que no estaba aprendiendo nada y que era una
pérdida de tiempo” (S10). Similarly, another student remarked: “yo considero que no fue mucho
lo que aprendí durante ese confinamiento” (S1). Additionally, it is noted that 69.2% of students
believe there was no progress in their ability to communicate in English (Figure 3).
Figure 3. Siento que mi capacidad para comunicarme en inglés mejoró durante las clases
de inglés en el tiempo de confinamiento por COVID-19.
Likewise, a student mentioned that: “no me sentía segura” (S7). In the same way, another
students stated that their experience with English was poor and they did not learn much (S3, S10).
As a result, 53.8% of students do not believe that their confidence in communicating in English
improved during the virtual classes (Figure 4).
Figure 4. Creo que mi confianza para comunicarme en inglés ha aumentado gracias a las
clases de inglés durante el confinamiento por COVID-19.
Limited support and resources for overcoming technical issues. This subcategory
denotes the challenges faced by students in accessing appropriate tools to address technical
difficulties during online learning. The interviews and the survey revealed that students faced
significant difficulties in their learning process. For instance, in the interview with a student, she
stated: “siempre tenía interferencias por el internet y, bueno, pues diferentes motivos en donde se
me dificultaba atender a mi clase de inglés con regularidad” (S6). In addition, other students, also
mentioned that connectivity issues were recurrent due to internet failures (S7, S8).
Figure 5. Creo que el uso de herramientas TIC mejoro mi experiencia de aprendizaje de
ingles durante el confinamiento por COVID-19.
In relation with the survey data 34.6% of the students stated that the use of ICT tools did
not enhance their English language learning experience (Figure 5). Meanwhile, another 38.5%
were neutral, indicating that more than half of the group did not experience significant EFL
learning. This highlights that despite the availability of technology, technical problems were still
a major obstacle to the effectiveness of virtual classes. In addition, connectivity issues and lack of
suitable devices negatively affected students’ ability to attend and actively participate in classes,
creating an educational access gap.
This category reveals a complex picture of adversities that affected the educational
experience of 10th graders. The lack of face-to-face interaction resulted in a noticeable decrease in
motivation and engagement of the students, who felt disconnected and less inclined to actively
participate in the virtual classes. This situation was exacerbated by a shortage of confidence in
their language skills, resulting from technological limitations and a lack of adequate support to
solve technical problems. Despite the availability of digital tools, many students failed to benefit
from them, creating a gap in access to effective education. Taken together, these factors highlight
the need to rethink teaching strategies and available resources to improve EFL learning in virtual
environments, ensuring that students feel more connected and supported in their educational
process.
Perspectives on adaptation and support in online learning environments
This part of the research examines the perspectives of 10th graders related to their
adaptation and support within digital educational environments during the COVID-19 lockdown.
This evaluation is informed by the recognition that ICT plays a crucial role in the pandemic. Based
on Al Ansi (2020) ICT-based learning during the pandemic presents several advantages, such as
reducing time and costs, integrating more technologies into the learning process, acquiring new
skills, and providing constant access to online learning materials. Additionally, it allows the
opportunity to study or teach. Considering this, the subcategories emphasize how students
demonstrated resilience in adapting to virtual classes and how the teachers held a crucial role in
facilitating the effective and appropriate use of ICT tools.
Students demonstrated resilience in adapting to virtual classes. The analyzed to the
interviews and the survey reveal that students experienced a significant resilience in their English
language learning during the COVID-19 pandemic, which can be attributed to various factors,
including technological challenges, reduced interaction, and ineffective teaching methods.
Figure 6. Me resultó fácil adaptarme al uso de herramientas TIC para mi aprendizaje de
inglés como lengua extranjera durante el confinamiento por COVID-19.
According to the survey data, 50% of the students reported having an easy time adapting
to the use of digital tools for their English learning during the COVID-19 lockdown (Figure 6).
Likewise, with easy adaptation, there were problems with Internet connectivity and navigating
the online learning platforms, which directly affected their ability to engage with the material.
Supporting the above, a student noted: “bueno, lo que yo opino es que las herramientas fueron
algo útil ya que no perdemos clase en estos dos años o un año en el que tuvimos esa pandemia.
Pero yo siento que es un aprendizaje un poco más lento comparado a las clases presenciales”
(S3). This reliance on repetitive and impersonal learning implications contributed to students
continuing with their study and learning progress.
Figure 7. Me resultó fácil adaptarme al uso de herramientas TIC para mi aprendizaje de inglés
como lengua extranjera durante el confinamiento por COVID-19.
Moreover, technical difficulties exacerbated the problem. 50% of students responded that
it was easy to adapt to the use of technological tools such as computers and phones to participate
in classes. In spite of and the different challenges with the technology, the students had other
perspectives that contrast the information to the survey and in comparison, a student expressed:
“pues cuando de pronto no tenía teléfono no podía acceder a las clases y entonces ese era
también un problema que no podía asistir a las clases virtuales” (S1). These technical barriers
created an environment where many students felt disconnected and incapable of fully
participating in their learning, which in turn diminished their confidence in using English
effectively, but that did not mean that students could not access the different activities and have
effective learning, as student mentioned that: “por una parte sí, porque como lo dije
anteriormente, el dinamismo ayudó a que yo aprendiera más fácil y más rápido, pero creo que
por parte de mí como estudiante si dí como ese impulso para aprender más el inglés” (S7),
(Figure 7).
In conclusion, the survey and interview results paint a clear picture of the resilience
students faced in building confidence in their English language learning during the pandemic. It
is evident that the virtual learning environment created a supporting students’ language
acquisition. The combination of technological difficulties, interactive teaching methods, and
emotional challenges significantly contributed to students’ resilience of confidence. Moving
forward, addressing these issues require a focus on providing more engaging, communicative,
and supportive learning environments, especially when relying on virtual tools.
Teachers held a crucial role in facilitating the effective and appropriate use of ICT
tools. The analysis revealed that educators are fundamental in guiding students through the
complexities of digital learning environments. According to the findings in the interview and
survey, teachers not only impart knowledge but also facilitate the integration of ICT tools, which
can significantly enhance the learning experience.
Students emphasized the importance of teacher guidance in navigating digital platforms.
For instance, a student stated: “el profesor nos ayudó a entender cómo usar Zoom y Google Meet,
lo que hizo que las clases fueran más efectivas” (S5). This sentiment reflects a consensus among
students regarding the necessity of teacher support in mastering the technological tools essential
for online learning. Effective instruction from teachers was identified as a critical factor in ensuring
that students could utilize these tools effectively.
Figure 8. Mi profesor/a de inglés nos proporcionó recursos adicionales, como sitios web
y aplicaciones, para practicar inglés fuera de clase durante el confinamiento por COVID-19.
Moreover, one student highlighted that “los maestros nos dieron recursos adicionales y nos
enseñaron a utilizar plataformas que no conocíamos. Eso realmente ayudó” (S2). This underscores
the proactive role teachers play in equipping students with the necessary skills to engage with ICT
tools, demonstrating that their involvement is not just about delivering content but also about
fostering digital literacy (Figure 8).
Figure 9. Mi profesor/a de inglés fue creativo al realizar las clases de inglés y utilizó
recursos como videos, juegos en línea y ejercicios interactivos para mantenernos interesados
durante el confinamiento por COVID-19.
The teaching methods during lockdown were also a point of concern for students. While
42.3% of students disagreed that the online activities and resources enriched their learning
experience, 15.4% felt that the teaching was inadequate (Figure 9). A student shared: “el problema
fue el profesor que solamente colocaba los talleres y los videos, pero no explicaban. Entonces, fue
bastante complicado en ese aspect” (S9). This demonstrates the divide between those who adapted
to online learning and those who struggled, further affecting confidence in language learning.
When asked about the effectiveness of their teachers in the use of ICT tools during COVID19 lockdown, 60% and based on the interviews (6 out of ten students) disagreed that their teachers
facilitated the effective use of these resources. This high percentage means that most students felt
negatively supported, which highlights the impact of educators in this context, as expressed by a
student: “el problema fue el profesor que solamente colocaba los talleres y los videos, pero no
explicaban. Entonces, fue bastante complicado en ese aspect” (S9). In this way it is supported that
in general the students did not have effective and continuous teaching from the teachers.
Figure 10. Siento que las herramientas TIC fueron efectivas para recibir comentarios
oportunos y constructivos de mi profesor/a de inglés durante el aprendizaje en línea durante el
confinamiento por COVID-19.
On the contrary, 23.1% of the students’ responses leaned towards the options “disagree”
and “strongly disagree” and also an equal percentage of 46.2% indicate that the effectiveness of
teachers in the use of ICT to send timely and constructive comments during the process of learning
English during confinement indicates that students experienced it in different ways and with
divided opinions that leads to the conclusion that not all teachers were attentive to the feedback
given to students (Figure 10). As a student remarked: “a veces no entendía bien las instrucciones
del profesor sobre cómo usar ciertas herramientas, lo que me dejó perdido” (S8). This feedback
points to the necessity for continuous training and development for teachers to ensure that they can
provide clear and effective guidance.
Additionally, the students’ feedback on the usage of specific ICT tools reveals varied
experiences. While platforms like Duolingo were mentioned positively by some, a student
expressed frustration, notting: “el uso de Duolingo a veces era confuso, y no siempre sabíamos
cómo aprovecharlo al máximo” (S3). This illustrates that even with the right tools, the
effectiveness of their use is contingent upon teachers’ ability to guide students in their application.
In essence, the analysis underscores that teachers play a pivotal role in facilitating the
effective and appropriate use of ICT tools within educational settings. Their guidance not only aids
in the understanding and application of these technologies but also enhances students’ overall
learning experience. The data and student testimonials highlight the importance of teacher
involvement and the need for ongoing professional development to improve their digital teaching
strategies. Investing in teachers’ training and resources is essential to harness the full potential of
ICT tools, ensuring that students can thrive in increasingly digital learning environments.
Chapter V
Conclusions and Pedagogical Implications
After analyzing the collected data and its results, we intend to explore the conclusions,
pedagogical implications, limitations, and avenues for future research related to the themes
investigated in this study.
Conclusions
This research on 10th graders’ perceptions of their EFL learning process mediated through
ICT tools during the COVID-19 lockdown has revealed both positives and negatives aspects. On
the one hand, it was observed that many students managed to improve their technological skills,
which allowed them to adapt to a virtual learning environment that, although challenging, offered
opportunities for the development of digital skills. This adaptation was crucial in a context where
face-to-face education was interrupted, and ICT became the only means to continue with the
educational process.
However, the results also show a number of significant difficulties. The lack of face-toface interaction negatively affected the motivation and engagement of students, who often felt
disconnected and less confident in their language skills. Most students did not perceive
improvements in their English learning through the technological tools used, indicating that,
although these tools were available, their implementation was not always effective. This highlights
the importance of having adequate pedagogical strategies that integrate ICT effectively in the
virtual classroom.
The research underscores the need for educators not only to master ICT tools, but also to
develop methodologies that foster active and participatory learning. In addition, the importance of
emotional and academic support to help students navigate the challenges of online learning is
highlighted.
In conclusion, this research contributes to a deeper understanding of how ICT can influence
EFL learning in exceptional situations such as the pandemic. The findings suggest that while
technological tools offer valuable opportunities, their effectiveness depends largely on the
preparation and pedagogical approach adopted by teachers. This opens a path for future research
that explores not only student perceptions of ICT use, but also how these tools can be better
integrated into diverse educational contexts to optimize the EFL learning.
Pedagogical Implications
The pedagogical implications of the use of ICT tools in the teaching of EFL during the
COVID-19 lockdown are significant and multifaceted. First, the abrupt transition to virtual
education forced educators to rethink their teaching strategies and adapt their methods to make the
most of available technologies. This implied not only the integration of digital platforms in the
classroom, but also the need to develop digital skills in both teachers and students. The lack of
face-to-face interaction, an essential element in language learning, highlighted the importance of
creating virtual environments that encourage active participation and engagement of students. In
addition, it was evident that teachers played a crucial role in guiding students through this new
educational landscape, providing technical support and additional resources that facilitated
learning.
On the other hand, the experiences of students during this period revealed a series of
challenges that must be addressed to improve the effectiveness of online learning. Technical
difficulties, such as connectivity problems and lack of access to suitable devices, limited the
potential of ICT tools to enrich the educational process. Likewise, many students expressed that
they did not feel motivated or confident in their ability to learn English through digital platforms.
This indicates the urgent need to implement educational policies that not only focus on the
availability of technology, but also consider the socioeconomic and emotional conditions of
students. Consequently, it is essential that educational institutions develop continuous training
programs for teachers and provide comprehensive support to students, thus ensuring that
technological tools are used effectively to improve English learning in challenging contexts such
as the one experienced during the pandemic.
Recommendations and Implications for Future Research
These recommendations for future research in the field of ICT mediated EFL learning
during exceptional situations, such as the COVID-19 lockdown, are critical to improving
educational practices. First, it is essential that future studies delve into the relationship between
students’ perceptions and the teaching methods used by teachers in virtual environments. This
includes investigating how different pedagogical approaches can influence students’ motivation
and engagement, as well as their perception of the effectiveness of ICT tools. In addition, it is
suggested to explore the experiences of students from diverse socioeconomic backgrounds to
better understand how inequalities in access to technology affect their learning and what strategies
can be implemented to mitigate these disparities.
In contrast, it is crucial that future research address the ongoing professional development
of teachers in the effective use of ICTs. This implies not only training educators in the technical
management of digital tools, but also in the creation of inclusive and participatory learning
environments that foster social interaction among students. It is also recommended that
longitudinal studies be conducted to evaluate the long-term impact of ICT mediated learning on
students’ language skills. Doing so will provide a more complete picture of how these tools can be
used not only as temporary solutions during crises, but as integral and sustainable elements in EFL
teaching.
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Appendix 1. Survey
https://docs.google.com/forms/d/e/1FAIpQLSfpHtaLx8Piq1yiuJfj5EXqSP3rxsKy0lZfmT
qnqEIMaB_rFw/viewform?usp=sf_link