Actituds dels professors de llengües estrangeres envers un sistema d'aprenentatge de llengües predissenyat
DOI:
https://doi.org/10.1344/der.2024.45.222-231Paraules clau:
Actituds docents, sistema de gestió d'aprenentatge, model d'adopció de tecnologia, idiomes estrangers.Resum
Un cop acabada la pandèmia, el Departament de Llengües Estrangeres d'una universitat estatal xilena va contractar una empresa canadenca per implementar un sistema d'aprenentatge d'idiomes pre-dissenyat (PLLS). Aquesta plataforma havia de ser utilitzada per tots els professors i estudiants, ja que contenia diverses activitats per desenvolupar les quatre habilitats lingüístiques, inclosa la pràctica de la pronunciació mitjançant el reconeixement de veu amb intel·ligència artificial. Aquest estudi explora les actituds de 17 professors universitaris envers l'ús d'aquests recursos, activitats i avaluacions pre-elaborades en els seus cursos d'anglès i alemany. Es va utilitzar un enfocament de mètodes mixtos, que va incloure una enquesta basada en el Model d'Adopció de Tecnologia (TAM) i entrevistes individuals. Es van obtenir estadístiques descriptives de les respostes de l'enquesta i es van analitzar les dades qualitatives utilitzant tècniques d'anàlisi de contingut.
Els resultats indiquen que les actituds dels professors envers el PLLS van ser generalment neutres a negatives. Els docents van expressar preocupacions principalment sobre el contingut pre-dissenyat del sistema i la seva funcionalitat percebuda. La facilitat d'ús i la utilitat percebudes van ser qualificades com a baixes, ja que els professors van informar de dificultats en la navegació i l'alineació amb els seus estils d'ensenyament. La percepció de gaudi va rebre la qualificació més baixa, esmentant problemes com el contingut desconnectat i la falta d'estructura progressiva. Les dades qualitatives van revelar problemes tècnics, augment de la càrrega de treball i preocupacions sobre l'impacte del sistema en la motivació i els resultats d'aprenentatge dels estudiants. Tot i que es van notar alguns aspectes positius, com el potencial per a l'autonomia de l'alumne, l'actitud general envers el PLLS va ser predominantment negativa, destacant la necessitat d'una millor alineació amb els objectius pedagògics i estratègies d'implementació.
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