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Más allá de las aulas tradicionales: el CALL como catalizador para el aprendizaje autónomo de EAL
Haohao Zhang1, Yan Xia1, Haowei Chen2
1Faculty of Education, Language, Psychology and Music, SEGi University, Malaysia.
Acta psychologica
|August 31, 2025
Resumen
Las herramientas de aprendizaje de idiomas asistido por computadora (CALL) aumentan significativamente la autonomía y el dominio del inglés en los estudiantes chinos de EAL. Esta tecnología mejora la adquisición de vocabulario y el compromiso en el aula, promoviendo el aprendizaje autodirigido.
Área de la Ciencia:
- Tecnología educativa
- Lingüística aplicada
Sus antecedentes:
- La tecnología está transformando la enseñanza de idiomas, y el aprendizaje de idiomas asistido por ordenador (CALL, por sus siglas en inglés) está emergiendo como una herramienta clave.
- La autonomía del alumno es crucial para la adquisición efectiva del inglés como lengua adicional (EAL).
- Comprender el impacto de CALL en los estudiantes de EAL en China es vital para el avance pedagógico.
Objetivo del estudio:
- Investigar el impacto de las herramientas CALL en la autonomía de los estudiantes universitarios de EAL en China.
- Explorar cómo las herramientas CALL facilitan la adquisición de vocabulario independiente y el compromiso en el aula.
- Evaluar la eficacia de las herramientas CALL específicas (Anki, Quizlet, Kahoot!, ChatGPT) en la mejora de la autonomía del alumno de EAL.
Principales métodos:
- Una intervención de 8 semanas que involucró a 100 estudiantes universitarios de EAL en China.
- Un grupo experimental utilizando herramientas CALL frente a un grupo de control con instrucción tradicional.
- Recopilación de datos a través de pruebas previas y posteriores, análisis digitales y entrevistas cualitativas analizadas con NVivo.
Principales resultados:
- El grupo CALL demostró puntuaciones de autonomía significativamente más altas que el grupo de control (tamaño del efecto moderado).
- Los datos cualitativos revelaron una mayor motivación, conciencia metacognitiva y una preferencia por el aprendizaje autodirigido entre los usuarios de CALL.
- A pesar de los desafíos de usabilidad, los participantes generalmente tenían opiniones positivas sobre CALL y planeaban continuar su uso.
Conclusiones:
- Las actividades basadas en CALL mejoran significativamente la autonomía de los estudiantes de EAL y los resultados del aprendizaje del idioma inglés.
- Se recomienda integrar CALL en las aulas de EAL, dentro de un marco estructurado, para optimizar el aprendizaje.
- CALL ofrece una vía prometedora para fomentar la autonomía del alumno y mejorar el dominio del inglés en diversos contextos educativos.
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