| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586283 |
| ISSN: | 2683-2321 |
| Autores: | Guevara Bazan, Isai Ali1 Rodríguez Luna, Verónica1 Salazar Ayala, Elizabeth1 |
| Instituciones: | 1Universidad Veracruzana, |
| Año: | 2022 |
| Volumen: | 4 |
| Número: | 7 |
| Paginación: | 97-107 |
| País: | México |
| Idioma: | Español |
| The objective of this qualitative research, case study, is to describe the impact of the pandemic on the teaching processes of language teachers with face-to-face classes and the need they have for training and curriculum development in digital literacy. The analysis process was carried out through the application of a semi-structured survey to a purposeful sample of participants who prefer the face-to-face modality and were forced to teach in virtual learning environments and with remote assistance for the first time during the COVID-19 pandemic. The Common European Framework digital competency dimensions were used to measure levels of digital competency proficiency. The thematic analysis was used. Themes were categorized and, in some cases, some instances were grouped into subcategories. The results and findings were taken up in combination with the presentation of descriptive graphs, tables, and mentions by the participants. It is emphasized that this research focuses on recovering the perceptions of a specific moment, group, and situation. Participants reported overcoming the digital competence challenges that were needed during the social distance period to attend the groups in remote assistance and virtually. The digital competency domains of the participants are acceptable, but there are still dimensions of digital competencies to be developed. There is a need for training of the participants in the five dimensions, which, according to the data results, should be included in the training of future language teachers. | |
| Resumen en inglés | The objective of this qualitative research, case study, is to describe the impact of the pandemic on the teaching processes of language teachers with face-to-face classes and the need they have for training and curriculum development in digital literacy. The analysis process was carried out through the application of a semi-structured survey to a purposeful sample of participants who prefer the face-to-face modality and were forced to teach in virtual learning environments and with remote assistance for the first time during the COVID-19 pandemic. The Common European Framework digital competency dimensions were used to measure levels of digital competency proficiency. The thematic analysis was used. Themes were categorized and, in some cases, some instances were grouped into subcategories. The results and findings were taken up in combination with the presentation of descriptive graphs, tables, and mentions by the participants. It is emphasized that this research focuses on recovering the perceptions of a specific moment, group, and situation. Participants reported overcoming the digital competence challenges that were needed during the social distance period to attend the groups in remote assistance and virtually. The digital competency domains of the participants are acceptable, but there are still dimensions of digital competencies to be developed. There is a need for training of the participants in the five dimensions, which, according to the data results, should be included in the training of future language teachers. |
| Resumen en español | El objetivo de esta investigación cualitativa, estudio de caso, fue describir el impacto que ha tenido la pandemia en los procesos de enseñanza en los docentes de idiomas con clases presenciales y la necesidad que tienen de capacitación y formación curricular en saberes digitales. El proceso de análisis se llevó a cabo mediante la aplicación de una encuesta semiestructurada a un grupo conveniente de participantes que prefieren la modalidad presencial forzados a instruir en ambientes de aprendizaje virtual y asistencia remota por primera vez durante la pandemia COVID-19. Se utilizó las dimensiones de las competencias digitales del Marco Común Europeo para la medición de los niveles de dominio de las competencias digitales. Se recurrió al análisis temático. Se categorizaron los temas y en algunos casos se agruparon algunas instancias en subcategorías. Se retomaron los resultados y hallazgos en combinación con la presentación de gráficas descriptivas, tablas y menciones de los participantes. Se recalca que esta investigación se enfoca en recuperar las percepciones de un momento, grupo y situación específica. Los participantes manifestaron haber superado los retos de la competencia digital que se necesitó durante el aislamiento social para atender a los grupos en asistencia remota y de manera virtual. Los dominios de las competencias digitales de los participantes son aceptables, pero aún quedan dimensiones de las competencias digitales por desarrollar. Se manifiesta una necesidad de capacitación de los participantes en las cinco dimensiones, las cuales, de acuerdo con los datos, se deberían incluir en la formación de los futuros docentes de lenguas. |
| Palabras clave: | enseñanza de lenguas, postpandemia COVID-19, competencias digitales |
| Keyword: | teaching language, post-pandemic COVID-19, digital competence |
| Texto completo: | Texto completo (Ver PDF) |
