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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/173104
De la enseñanza presencial al mobile learning: las percepciones de los profesores de E/L2 con alumnos migrantes adultos
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[spa] Los estudios sobre el uso de la tecnología en la didáctica de lenguas extranjeras se han convertido en una constante en la investigación educativa, pero son exiguos los que vinculan el colectivo de migrantes con la modalidad de enseñanza-aprendizaje m-learning. Para cubrir este hueco, esta investigación de corte cualitativo y proyectada como un estudio de caso describe la situación a la que se enfrentaron los profesores de español y los alumnos migrantes adultos de la ONG Fundación La Merced Migraciones de Madrid (España) a causa del cambio metodológico provocado por la crisis pandémica del COVID-19: del aula presencial a la formación virtual a través del m-learning. Los resultados, generados a partir de entrevistas semiestructuradas a 2 profesores y 3 alumnos, permitieron concluir que, aun en los niveles de competencia más bajos y en las condiciones más desfavorables, el teléfono móvil es una herramienta eficaz que fomenta la competencia comunicativa. No obstante, para su desarrollo es esencial el apoyo pedagógico, emocional y social. Asimismo, se atestiguó que el uso del móvil promueve la autonomía en el aprendizaje en niveles avanzados de español.
[eng] Studies on the use of technology in the teaching of foreign languages have become a constant in educational research, but few researches link the group of migrants with the process through the use of m-learning. To fill that gap, this qualitative research, projected as a case study, describes the situation faced by Spanish teachers and adult migrant students from the NGO Fundación La Merced Migraciones in Madrid (Spain) due to the methodological change caused by pandemic crisis of COVID-19: from physical classes to virtual learning through m-learning. The results of this study, generated from semi-structured interviews with 2 teachers and 3 students, allowed us to conclude that, even at the lowest levels of competence and in the most unfavorable conditions, the use of mobile phones is an effective tool that enhances communicative competence. However, pedagogical, emotional and social support is essential to its development. Likewise, there was evidence that the use of mobile phone promotes the students’ autonomy to learn, especially to those with higher levels of Spanish.
[eng] Studies on the use of technology in the teaching of foreign languages have become a constant in educational research, but few researches link the group of migrants with the process through the use of m-learning. To fill that gap, this qualitative research, projected as a case study, describes the situation faced by Spanish teachers and adult migrant students from the NGO Fundación La Merced Migraciones in Madrid (Spain) due to the methodological change caused by pandemic crisis of COVID-19: from physical classes to virtual learning through m-learning. The results of this study, generated from semi-structured interviews with 2 teachers and 3 students, allowed us to conclude that, even at the lowest levels of competence and in the most unfavorable conditions, the use of mobile phones is an effective tool that enhances communicative competence. However, pedagogical, emotional and social support is essential to its development. Likewise, there was evidence that the use of mobile phone promotes the students’ autonomy to learn, especially to those with higher levels of Spanish.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2018-2020, Tutora: Jessica Espitia Labrador
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RODRÍGUEZ MARTÍNEZ, María Dolores. De la enseñanza presencial al mobile learning: las percepciones de los profesores de E/L2 con alumnos migrantes adultos. [consulted: 8 of June of 2026]. Available at: https://hdl.handle.net/2445/173104