INNOVA Research Journal, ISSN 2477-9024

Septiembre-Diciembre 2020). Vol. 5, No.3.2 pp. 64-78

(

DOI: https://doi.org/10.33890/innova.v5.n3.2.2020.1552

URL: http://revistas.uide.edu.ec/index.php/innova/index

Correo: innova@uide.edu.ec

Entornos virtuales y aprendizaje significativo del idioma inglés como segunda

lengua L2 en estudiantes de secundaria: un caso de estudio

Virtual environments and meaningful english language learning as

second language L2 in high school students: a case study

Enrique Mauricio Barreno Ávila

https://orcid.org/0000-0001-5221-7664

Mayra Cristina Egüez Mayorga

https://orcid.org/0000-0001-7871-7093

Universidad Técnica de Ambato, Ecuador

Autor para correspondencia: enriquebarrenoavila@gmail.com ; crisseguez27@gmail.com

Fecha de recepción: 21 de septiembre de 2020 - Fecha de aceptación: 07 de diciembre de 2020

Resumen

La investigación se centró en analizar los elementos de los entornos virtuales y su influencia en el

aprendizaje significativo del idioma inglés en los estudiantes de 15-16 años de segundo año de

bachillerato o quinto curso de una Institución Educativa de la ciudad de Ambato, Ecuador. Las

actuales prácticas educativas imponen cambios y retos necesarios para el mejoramiento del proceso

enseñanza - aprendizaje en el cual los ambientes virtuales se convierten en lugares de aprendizaje, así

como “Edmodo”. Los componentes principales del ambiente virtual analizados son: gestión de

contenido, planificación y mapeo del plan de estudios, participación y administración del alumno,

comunicación y colaboración, comunicación en tiempo real. Por otro lado, las actividades para

generar un aprendizaje significativo se deben involucrar y apoyar combinaciones de aprendizaje

activo, constructivo, intencional, auténtico y cooperativo. Esta información se recopiló mediante la

técnica de encuesta, planteado tanto hacia las autoridades, profesores y estudiantes. Posteriormente,

se utilizó el análisis estadístico del Chi cuadrado, para detectar resultados significativos. Los

resultados demostraron que la mayor parte de los estudiantes manifiestan que no conocen entornos

virtuales y consideran que la utilización de esta forma pedagógica y tecnológica de educación

ayudaría a mejorar el proceso de Aprendizaje Significativo, en los estudiantes.

Palabras claves: entornos virtuales; aprendizaje significativo; tecnología; pedagogía;

educación estrategia.

Abstract

The research focused on analyzing the virtual environments’ elements and their influence on the

English language’ significant learning in students aged 15 to 16 years of high school fifth year of

an Educational Institution in the Ambato city, Ecuador. Current educational practices impose

changes and challenges necessary for the improvement of the teaching-learning process, which

networked applications become learning places such as: "Edmodo". The virtual environment’ main

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components analyzed are: content management, planning and mapping of the curriculum,

participation and administration of students, communication and collaboration, communication in

real time. On the other hand, the activities to generate meaningful learning must involve and

support combinations of: active, constructive, intentional, authentic and cooperative learning. This

information was collected through the survey technique, raised both towards the authorities,

teachers and students. Subsequently, the statistical analysis of Chi square was used to detect

significant results. Thus, these results showed that most of the students exhibit a lack of knowledge

on virtual environments and consider that the use of this alternative educational pedagogical

technology would help to improve the Meaningful Learning process in students.

Keywords: strategy; competitiveness; innovation; types of innovation; export companies.

Introduction

Information and Communication Technologies (ICT) are considered to be one of the most

powerful tools for the support of the learning process (Natsis, 2011). The new millennium has

blurred the conventional boundaries of English language instruction in that English lessons are

no longer taught solely by means of printed books and chalk and blackboard, but via electronic

learning management systems (e.g., Blackboard, Moodle) or digital tools (e.g., Skype, wikis),

which extend learning beyond the classroom. The plurality and diversity of English teaching and

learning in the digital age are, nevertheless, challenging both English language teachers and

learners. (Chen, 2016)

In Ecuador there is a technological era in education, because it has increased access to the

Internet with the aim of democratizing and universalizing the use of Information and

Communication Technologies (ICT). According to a survey applied by Instituto Nacional de

Estadística y Censos (INEC), in 2019, the percentage of people using a computer decreased by

9

.1%, compared to 2018. (INEC, 2019). However, the use of internet increased 3.3% as opposed

to the 2018 results. Thus, the internet access is using cellphones, tablets and so on.

Due to changes in the educational environment, multiple challenges have been evidenced,

one of them is access to technology to obtain information, in this context it has been determined

that virtual environments in the English language within the educational profile of the country

are not used in an adequate form, and in other cases not with the technological instruments that

encourage meaningful learning. (Nurul Farhana Jumaat, 2019)

Tungurahua is undertaking a positive change regarding to education; however, not all

teachers use the virtual resources that currently exist for the English language teaching, reducing

the student’s interest to learn this foreign language.

According to data from (ENEMDU-INEC, 2017) 57.1% of citizens of Tungurahua

Province use a computer. This percentage should be considered. At the same time, it is a

commitment that through educational institutions this percentage should increase, giving greater

accessibility to the use of computers.

The high school is located in a rural area called Atahualpa. Its mission is to be a public

educational institution that trains technical, critical, reflective and competent people, socially

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dedicated to combine various disciplines of knowledge, through scientific, pedagogical and

cultural processes to respond to the society demands.

It should be noted that the institution has two laboratories used for certain subjects but not

for the English language teaching at all. The computer lab is often used for three hours a week

just for playing videos. In other words, this important resource is left aside to strengthen the

learning of this foreign language. The computer lab is not used for virtual environments that can

help didactically to the English learning.

As a result, the English language teaching is mostly done in the classroom with the help

of a tape recorder. That is, teaching is limited to the use of the text book and printed material or

photocopies.

For all this, a change is necessary that allows the use of the computer lab for the English

language teaching and the development of all its skills with the accompaniment of technology, in

this way to explore the use of tools and virtual environments that facilitate the meaningful

learning of this foreign language.

In consequence, it is concluded that the activities generated in a virtual classroom (VLE)

as a pedagogical support tool has similarity with the variable and therefore will serve as a

bibliographic support for the proposed research topic, because virtual environments will allow

strengthening the meaningful learning of the English language.

Therefore, a relationship can be made in terms of the virtual environment variable with

the Edmodo platform, since it significantly influences the achievement of technical learning for

students in the fifth grade of Secondary Education and according to the results, meaningful

learning can be improved according to virtual spaces.

Meaningful Learning Types

Representation learning

It is when students acquire vocabulary. In this way, students learn words that represent

real objects which have meaning for them; however, it does not identify categories. (Sami Balla

Sanhori, 2019)

Concept learning

It is defined as objects, events, and situations that possess common attributes that are

designated through some sign or symbol. (Bingjiao Fan, 2019)

Proposition learning

When students know the concept meaning, they can form structures that contain two or

more concepts which affirm or deny something. Thus, a new concept is like a structure when it is

integrated into new learning with prior ideas that the learner knows. (Rayhab Anwar, 2019)

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Accordingly, Ausubel believes that knowledge is hierarchically organized; that new

information is meaningful to the extent that it can be related (attached, anchored) to what is

already known.

Advance Organizers

Ausubel advocates the use of advance organizers as a mechanism to help to link new

learning material with existing related ideas. Ausubel’s theory of advance organizers fall into

two categories: comparative and expository. (Ausubel, 2020)

Comparative Organizers

Comparative organizers activate existing schemas and are used as reminders to bring into

the working memory of what you may not realize are relevant. A comparative organizer is also

used both to integrate as well as to discriminate. It “integrates[s] new ideas with basically similar

concepts in cognitive structure, as well as increase[s] discriminability between new and existing

ideas which are essentially different but confusable similar”. (Sonia J. Pinkney, 2019)

Expository Organizers

Expository organizers are often used when the new learning material is unfamiliar to the

learner. They often relate what the learner already knows with the new and unfamiliar material—

this in turn is aimed to make the unfamiliar material more plausible to the learner. (Varela, 2019)

Meaningful Learning in the Co-operative Classroom

Twenty children in the third-grade class sat in rows, two to a table, in a dusty immigrant

village in Israel in 1954. Some came from Kurdistan, some from Iran, a few from the Karaite

community in Egypt. Each child was one of many in a family. Their parents were preoccupied

with the hardships of learning how to be farmers so they could make a living. (Emma Kostiainen,

2

018)

This was my first teaching post and as a novice teacher I was confident in what I knew:

the traditional transmission approach to teaching. I dutifully set out to follow the routine that

treats all students as one group, with me as teacher-leader who assigns texts related to the

prescribed curriculum, instructs or demonstrates to the whole class, assigns some form of

individual practice (homework), and organizes individual assessment (tests). (David Duran,

2

020)

Very quickly I came to realize what I didn't know. The glazed looks on the students'

faces, the frequent disruptions and the erratic attendance were unavoidable indications that I did

not know how to capture the children’s attention and interest. Then one day, when teaching (or

rather talking) about the sun’s distance from the earth, one girl called out: “I get it! The sun is as

far from the earth as Iran is from Israel!” That was the turning point in my teaching. The girl’s

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remark made me realize that my job was not to continue the traditional one-way communication

from teacher to students by being a 'banker' (to borrow Paolo Freire's term), who ‘deposits’

knowledge without taking time to explore the students' minds, but to bridge the gap between

their worlds and the curriculum. (Dwi Sulisworo, 2016)

Theories with a capital T did not constrain my choice of teaching methods. I had no idea

that this was a ‘multicultural classroom,’ and hadn't yet heard of small group teaching, (the term

‘cooperative learning’ had not been coined yet) or even of individualized learning. (Emma

Kostiainen, 2018)

One source of validation of these efforts in that dusty village came several years later

from Sylvia Ashton-Warner’s book "Teacher" (1963), a moving account of her efforts to teach

reading to her young Maori and English students in New Zealand by using their inner worlds as

bridges to learning. By being wholeheartedly attentive to the children's words she helped them

create reading material that grew out of their worlds and replaced texts used to teach reading at

the time like "Come John come. Come and look." (36), which were far removed from Maori

children’s volatile lives and even from the English children’s more reserved lives. Ashton-

Warner was a pioneer in creating meaningful teaching procedures; her deep-seated humanism

paralleled the lessons emerging at the time from the human sciences. (Emma Kostiainen, 2018)

The reality of our situation propelled me to teach in ways that were further validated by

what I later learned from contemporary research and theories of teaching in general, and of

teaching in the heterogeneous and multicultural classroom. This experience initiated my life-long

quest for ways to make learning meaningful to all learners in the complex reality of a classroom.

Many of the discoveries along the way were made through collaboration with colleagues in the

fields of co-operative learning and multicultural education. What follows is an attempt to present

the ideas, studies and methods of but a few of the more inspiring researchers and practitioners

that I encountered over time (Ferguson, 2018).

Hypothesis

Virtual environments do influence on the English meaningful learning in high school fifth

year students.

Pointing Variables

Independent Variable: Virtual environments

Dependent Variable: English meaningful learning

Research Questions

•

What factors are leading to the English language’s meaningful learning development?

What sort of virtual environments use teachers to develop the English language teaching?

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•

How a virtual environment use will affect the meaningful learning of the English language?

Philosophical foundations

The present research work is based on the social approach, because it is generated

through a basic structure that constitutes the necessary condition of the system of actions and

behaviors that is proper to the human being, supported by the axiological, ontological,

epistemological and psychological philosophy.

Methodology

The approach of this research was predominant qualitative and quantitative since

systematic and empirical processes were used which generates information about the problem.

It was quantitative because, it was repeatable phenomenon and also numerical techniques

are used to specify data according to the research problem, by using quantitative measurement

tools and statistical analysis techniques such as Chi square.

It was qualitative because, its main purpose was to analyze the problem as perceived by

the people involved in its context in the virtual environments and their influence on the English

meaningful learning.

Population

The research was carried out for 80 students between 15 and 16 years old.

Materials

Both students and teachers’ surveys where applied. The ten questions used were based

according to the categories of virtual environments and meaningful learning as it can be seen in

the table 1.

Table 1

Virtual environment categories, indicators and questions

Categories

Activities

Constructive

Intentional

Authentic

Cooperative

learning

Indicators

Develop sophisticated

skills

 Construct advanced

knowledge

Items



1. Do you think that virtual environments

could be used inside or outside the classroom

to motivate meaningful learning?

. Will virtual environments optimize the

meaningful learning of the English language in

the students?

. Do you think that virtual environments

will favor collaborative work in meaningful

learning of the English language?

. Do you consider that the institution has

technological means to apply virtual

environments?

2



Learners integrate their

new experiences with

their prior knowledge

Intended to fulfill some

goal. Relate the ideas to

real-world contexts

3

4

Knowledge -building

communities

5

. Do you think that through a virtual

environment you improve the meaningful

learning of the English language?

Source: auhor’s elaboration. Information collection plan

The information was collected through a survey technique and the application of the

questionnaire was categorized and tabulated in a computerized form to know the results and thus

could detect erroneous data. The information collection instrument was designed and an

authorization was requested to the authority in charge of the High School. Then, the number of

students who were part of the study was established.

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Consecutively, each student was notified about the process to be done. An observation

was made and the research started. Therefore, with the results obtained from the tabulation, the

analysis was done.

Statistical Model

Later on, for the calculation of the chi-square equation 1 will be used. It is based on the

previous frequencies:

(

푂−퐸)^ꢀ

퐸

2

푥 = ∑

eq. 1

2

푥 = Chi-square

Σ = Sum

O = Observed frequencies

E = Expected frequencies

Where O represents each observed frequency and E represents each expected frequency

2

푐

at the sum of all these frequencies it will be called calculated chi-squared (푋 )

2

푐

2

푡

푋 = calculated chi-square

푋 = tabulated chi-square

2

Then after obtaining the 푋 it should be compared with a value of the table of

푐

2

probabilities for chi-square (x ). This table is very similar to student's table t, but has only

positive values because chi-square only gives positive results; the value of this table is called chi-

2

square by table (푋 ).

푡

Using a level of significance of α= 0,05

Afterwards, to determine the degrees of freedom equation 2 was used, considering that the

table has three rows and two columns.

DF= (r – 1) (k – 1)

eq. 2

Where:

DF = Degrees of freedom

r = number of rows

k = number of columns

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Results y discussion

The figure 1 illustrates the students’ survey results for the 10 questions; five regarding to

virtual environments and five corresponding to meaningful learning.

Figure 1

Students’survey results

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

1

2

3

4

5

6

7

8

9

10

Source: Authors’ elaboration

As can be seen, regarding to the virtual environment aspect, the professor never uses

technological resources as a method of teaching the English language. In conclusion, the use of

technological methods will facilitate the teacher and student interaction within and outside the

classroom and at the same time learn the English language, encouraging students' own research.

Besides, Education is immersed in technology; therefore, it is a positive thing to incorporate

virtual environments for student learning, because students are interested in receiving English

classes through interactive methods. the question results 3 shows the need to incorporate virtual

education to teach the English language, in order to make known an alternative way of studying

and facilitate the learning of this foreign language in an interactive way through technological

use. Also, the result 4 displays the importance that teachers need to include in their teaching

practice the use of virtual environments to improve the English language learning in their

students. Furthermore, most students agree that computer methods should be incorporated to

learn the English language, which can be adapted to virtual environments and mobile devices to

facilitate students with the foreign language approach and interact with their teachers.

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According to meaningful learning, most students agree that virtual environments could be

used inside or outside the classroom. In this way, meaningful learning could be motivated and

students can be familiar with technology for learning, which would facilitate interaction with the

English language. Similarly, students trust that virtual environments will optimize meaningful

learning in the English language, since they live a technological age that brings them closer to all

information. This is an advantage to be more exposed to the language. Generally speaking,

students are aware that the use of virtual environments will favor collaborative work in

meaningful learning of the English language, because students know the benefits offered by

technology and its advantages in education. Despite the technological limitations of the

institution, there is a predisposition of teachers and students to make certain adjustments in the

classroom in order to be immersed in technological education. As a matter of fact, Students

believe that through a virtual environment can improve the meaningful learning of the English

language, because they understand significantly that learning and pedagogy have changed, so

technology will help students to become familiar with virtual platforms and thus be able to use

them in any field. The fact encourages them to be more attentive to classes and the interaction

with the teacher will be more dynamic.

The figure 2 illustrates the teachers’ survey results for the 10 questions; five regarding to

virtual environments and five corresponding to meaningful learning.

Figure 2

Teachers’survey results

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

1

2

3

4

5

6

7

8

9

10

Source: Authors’ elaboration

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According to the virtual environments aspect, the results indicate that teachers do not use

technological resources as an English teaching method, due to the lack of knowledge regarding

the use of technological means that facilitate the English language teaching. Additionally, most

teachers consider that interactive teaching is an effective method for learning the English

language. This teaching can incorporate virtual environments, since they promote the

collaborative interaction between the teacher and the student. What is more, most teachers do not

use virtual environments due to ignorance of this technological tool. However, there is a

predisposition to do so. Nonetheless, teachers agree that they have not used a virtual environment

to facilitate the meaningful learning of the English language, because they are unaware of its

application and procedure to use it. Surprisingly, one teacher believe that incorporating computer

methods for meaningful learning in the English language will be negative, however,

incorporating computer methods for meaningful learning in the English language according to

most teachers will be positive, because the teaching of this language depends on the computer

and the Internet also allows breaking the monotony, resulting an interactive and collaborative

method.

Regarding to meaningful learning, virtual environments could be used inside or outside

the classroom to motivate meaningful learning, because most teachers and students use

smartphones which will facilitate the teaching and learning of the English language through

interaction. Overall, teachers think that virtual environments will optimize the meaningful

learning of the English language. They have the predisposition to apply them since teachers used

to be in the routine of using traditional and outdated methods. Moreover, lecturers believe that

virtual environments will favor collaborative work in English language teaching, because

teachers and students could interact better in the learning activities of this language and optimize

time and resources. Again, the institution has technological means to apply virtual environments;

however, these resources are not well used in the teaching process. Finally, through a virtual

environment they can improve the meaningful learning of the English language, because they

think it is an effective method to evolve with technology. It will help teachers to be familiar with

virtual platforms and thus be able to achieve the meaningful learning of the English language in

the students.

Chi Square Tabulated

Therefore with 4 degrees of freedom and a level of significance of 0.05 you get a

2

tabulated Chi square of 푥_푡= 9, 49, as is illustrated in table 3 and figure 3.

Table 3

Calculation of 퐶ℎꢁ²

(퐎 ꢂ 퐄)²

256

53,7289

75,1689

(퐎 ꢂ 퐄) /E

9,84615385

7,00507171

1,62246708

2

ALTERNATIVES

Always

Almost always

Never

O

E

26

7,67

46,33

(O-E)

-16

7,33

8,67

10

15

55

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(퐎 ꢂ 퐄)²

676

(퐎 ꢂ 퐄) /E

26

2

ALTERNATIVES

Always

O

0

E

26

(O-E)

-26

Almost always

Never

Always

Almost always

Never

4

7,67

46,3

26

7,67

46,33

-3,67

29,7

42

-3,67

-38,33

13,4689

882,09

1764

13,4689

1469,1889

1,75604954

19,0516199

65,2813621

120,71657

234,428069

485.7073

76

68

4

8

Chi square calculated

Source: Authors’ elaboration

Figure 3

Gauss Bell

Source: Authors’ elaboration

Once the result of the Chi-square is obtained, the following is stated:

2

X c = 485.709 > X t= 9.49

2

For 4 degrees of freedom at a 0.05 significance Level, it is obtained in table X t = 9.49

2

and since the value of X c = 485.70 is outside the rejection region, then the null hypothesis Ho is

rejected so that accept the alternative hypothesis H1 that says:

H1: Virtual environments influence on the English meaningful learning in fifth year high school

students.

Conclusions

The surveys’ results and the verification of the hypothesis have been considered, in order

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to reach the following conclusions:

Comparing with results of (Ana Lopes L. S., 2018), the virtual learning spaces help to

construct knowledge in a meaningful and conscious way. Therefore, Virtual environments

influence on the English meaningful learning in students aged 15 to 16 years of high school

fifth year.

Another important conclusion is that, it was determined that the English meaningful

learning factors are part of the change of the traditional methodology by an interactive

methodology, in which the technological resource, as the use of virtual environments are based

on the motivation to explore new trends of the meaningful English language. As well as to

transform the class into something more interactive and collaborative, because education is

immersed in technology. For this reason, it is positive to incorporate virtual environments for

student’s learning since they are interested in receiving English classes through interactive

methods.

It has been identified that in the institution, both students and teachers agree that there

is no use of virtual environments. Teachers say they do not know a virtual environment, its use,

application, procedure, but at the same time they show their predisposition and interest to

explore these tools. Students believe that through a virtual environment can improve the

meaningful learning of the English language. They are willing to learn hand in hand with

technology and they understand that significantly learning and pedagogy evolve according to

technology, so it will help students to become familiar with virtual platforms and thus be able

to use them in any field. In addition, this encourages them to be more attentive to classes and

the interaction with the teacher will be more dynamic. This is shown in the study of (Kabilan,

Adlina, and Embi, 2011)

Finally, it was found that both students and professors show their interest in virtual

environments and their influence on the meaningful learning of the English language, because

people live in a technological era. Teachers and students have access to smart devices, which

allows them to work in a virtual environment that permits interaction more directly and more

exposure to meaningful learning, because their classes will be completely virtual and they will

be able to develop the skills. It is concluded that most students agree that computer methods

should be incorporated to learn the English language, which can be adapted to virtual

environments and mobile devices to facilitate the approach of students with the foreign

language in a personal way and interact with their teachers.

The benefits of using virtual spaces are countless. From economic society growth until

motivation in learning which are aspects the society are looking to improve according to

(Mystakidis, 2019) encouraging profound and important learning in online training to give

high-quality, adaptable, customized and groundbreaking learning for huge crowds could open

new instructive boondocks towards new achievements of monetary development, social

advancement and prosperity.

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Bibliographic References

Ana Lopes L. S., M. M. (29 de 11 de 2018). Meaningful Learning and Effectiveness in Virtual

Learning Spaces. European Journal of Education, 96. doi:10.26417/ejed.v1i3.p96-103

Ausubel, D. P. (2020). Meaningful Learning. En S. S. Sexton, Science Education in Theory and

Practice (págs. 163-175). Hamilton: Springer, Cham. doi:10.1007/978-3-030-43620-9_12

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