Fluency in mediation development in online environments
DOI:
https://doi.org/10.7203/realia.33.27588Keywords:
Tecnología educativa, currículo, desarrollo de habilidades, lenguaje verbal
Abstract
Technology has been incorporated as a valuable tool in education, especially in foreign language teaching. It has also transformed how individuals communicate because they are constantly engaged in face-to-face or online interactions. However, there are situations where the message is not effectively transmitted. In this context of information processing, Mediation emerges. It was incorporated as one of the four modes of communication in the Common European Framework of Reference for Languages (CEFR) in 2018. The European Framework for the Digital Competence of Educators and the CEFR were the primary basis for this research. This study aimed to develop a methodological proposal based on technology to work and assess the components of Mediation. In this arena, this study focuses on fluency. It was conducted in Ecuador, in Riobamba, at Universidad Nacional de Chimborazo. The population consisted of 63 students enrolled in their training to become English teachers. The research utilized a combination of qualitative and quantitative methodologies. The Shapiro-Wilk and Kolmogorov-Smirnov tests were applied to analyze the data. The non-parametric Mann-Whitney U test was also selected as the hypothesis contrast statistic. Semi-structured interviews were implemented to elicit participant’s perceptions. The findings of this research show an improvement in language fluency in Mediation in virtual environments. In conclusion, learners enhanced their ability to use the language fluently and naturally to convey the meaning being transmitted and to boost understanding among interlocutors.
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Author Biography
Adriana Carolina Lara, Universidad Nacional de Chimborazo Universidad de Extremadura
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