Una revisión sistemática y metaanálisis de la evidencia para el aprendizaje móvil como desarrollador de habilidades en un segundo idioma

Juan Ramón Soler Santaliestra; Rebeca Soler Costa; Juan José Victoria Maldonado; José Antonio Martínez-Domingo

doi:10.30827/portalin.viXI.30143

Autores/as

Juan Ramón Soler Santaliestra Universidad de Zaragoza
Rebeca Soler Costa Universidad de Zaragoza
Juan José Victoria Maldonado Universidad de Granada
José Antonio Martínez-Domingo Universidad de Granada

DOI:

https://doi.org/10.30827/portalin.viXI.30143

Palabras clave:

Aprendizaje Móvil, Adquisición de Segundas Lenguas, Educación Multicultural, Metodologías de Enseñanza de Idiomas, Tecnologías de la Información y Comunicación en la Educación.

Resumen

En nuestra sociedad contemporánea y multicultural, la adquisición de un segundo idioma ya no es simplemente un medio práctico para el empleo, sino que ha evolucionado hacia una habilidad fundamental esencial para el desarrollo personal. Esta competencia lingüística es un activo dinámico que no solo desbloquea oportunidades profesionales, sino que también contribuye significativamente al crecimiento individual en general. Reconociendo las diferencias inherentes entre los estudiantes de idiomas, se han propuesto metodologías innovadoras como la gamificación y el aula invertida para diversificar los enfoques de enseñanza de idiomas. La integración de Tecnologías de la Información y Comunicación (TIC) en la educación lingüística, específicamente el aprendizaje móvil (m-learning), ha transformado el panorama de la adquisición de segundas lenguas. Aplicaciones como Duolingo y plataformas de Aprendizaje de Idiomas Asistido por Móvil (MALL). Esta investigación se propone evaluar la influencia del m-learning en la educación de segundas lenguas. A través de una revisión sistemática y metaanálisis de diferentes estudios, se revela un impacto positivo convincente del m-learning en la adquisición de segundas lenguas. A pesar del posible sesgo de publicación, los hallazgos destacan la eficacia del m-learning, especialmente en contextos de inglés prevalentes en países asiáticos. El estudio reconoce posibles inconvenientes y enfatiza la influencia generalizada del inglés como segunda lengua. Las limitaciones incluyen la naturaleza teórica del estudio y un posible sesgo de publicación.

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Biografía del autor/a

Rebeca Soler Costa, Universidad de Zaragoza

: Associate Professor in the Department of Educational

Sciences in the University of Zaragoza (Spain). My field of expertise is Didactics and

School Organization. I have participated in international and national scientific

conferences, highlighting teaching development and research in my approach to

training; also, I completed various postdoctoral research stays in foreign universities. My

research lines focus on assessment, discourse analysis in the didactic interaction, the

study of ICT applied to teaching-learning processes as powerful didactic tools

incorporating a new Pedagogy language.

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