These are major studies on the use of virtual learning environments (VLEs) in English language teaching, covering topics such as mobile phone-based vocabulary activities, network-based language teaching, mobile learning readiness, task-based language teaching with technology, and the integration of computer-assisted language learning (CALL) into foreign language curricula. The studies are Stockwell (2010), Warschauer and Kern (2000), Zhu et al. (2016), Thomas and Reinders (2016), and Heift and Schulze (2013).

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95-110.

Warschauer, M., & Kern, R. (2000). Network-based language teaching: Concepts and practice. Cambridge University Press. Zhu, W., Chen, Y., & Chen, Y. (2016).

English as a foreign language students’ readiness for mobile learning at universities in China. Journal of Educational Computing Research, 54(8), 1077-1096.

Thomas, M., & Reinders, H. (2016). Task-based language teaching with technology. Bloomsbury Publishing.

Heift, T., & Schulze, M. (2013). The integration of computer-assisted language learning into foreign language curricula: A discussion of some aspects of second language acquisition theory and their relevance to the design of CALL. Language Learning & Technology, 17(2), 1-7.

La enseñanza del inglés en entornos virtuales de aprendizaje en Uniandes - Santo Domingo, Ecuador

Teaching English in virtual learning environments at Uniandes - Santo Domingo, Ecuador

Nemis García Arias1 * 📷http://orcid.org/0000-0001-5757-2964

Ned Vito Quevedo Arnaiz1 📷http://orcid.org/0000-0003-3391-0572

Fredy Pablo Cañizares Galarza1 📷http://orcid.org/0000-0003-4854-6996

1 Universidad Regional Autónoma de Los Andes. Ecuador

http://scielo.sld.cu/pdf/rc/v17n81/1990-8644-rc-17-81-66.pdf

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Virtual field trips to support English teaching online

https://www.teachingenglish.org.uk/professional-development/teachers/integrating-ict/remote-teaching-guidance/virtual-field-trips

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The processes of teaching and learning English through a Virtual Learning Environment

Author: Navas Montes, Yoaniker; Real Poveda, Iliana; Pacheco Mendoza, Silvia; Mayorga Albán, Amalin Ladaysé

Fecha de publicación: abr - 2015

URI: http://repositorio.unemi.edu.ec/handle/123456789/3067

Appears in collections: VOL. 8, NO. 13 (2015) APRIL (SPECIAL EDITION)

The Virtual Learning Environments (VLE) emerge as an alternative in the Teaching and Learning Processes (TLP) allowing the transformation of information evolving into new learning, which directly affects the roles of teachers, students, institution, and of course, the entire surrounding context. In this regard, the State University of Milagro (UNEMI) has built virtual classrooms as a teaching strategy based on Virtual Learning Environments (VLE) in the various careers offered through its five faculties. In response, researchers set as the aim of this research a) record the teaching and learning processes that have been developed through the institutional VLE in UNEMI English modules; b) describe the relationships that exist between the components of the teaching and learning processes when performed through the VLE in the English modules; c) provide knowledge about the teaching and learning processes through VLE; d) test the effects, relationships and contexts present in the teaching and learning processes through the VLE in the English modules. The obtained results consisted of defining through VLE a) methodological theoretical bases for improving the TLP; b) diagnosing the TLP in UNEMI English modules; and c) the validation of a strategy for improving the TLP through a VLE.

Attentive greeting

Entornos virtuales y aprendizaje significativo del idioma inglés como segunda lengua L2 en estudiantes de secundariaun caso de estudio

• Barreno Avila, Enrique Mauricio [1] ; Egüez Mayorga, Mayra Cristina [1]
• http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442021000400066

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