Aprendizaje híbrido de inglés con finalidades específicas: una revisión sistemática
DOI:
https://doi.org/10.1344/der.2023.44.114-124Palabras clave:
Blended learning (BL), English for specific purposes (ESP), Systematic review.Resumen
Debido a la pandemia de la Covid-19, el uso de las TIC con fines docentes ha sido objeto de un creciente campo de estudio en investigación educativa. Por tanto, esta revisión sistemática pretende ofrecer a los profesionales del ESP una síntesis actual del impacto del aprendizaje híbrido en la enseñanza del inglés con fines específicos (ESP). El estudio actual revisa y sintetiza sistemáticamente estudios relacionados con el aprendizaje mixto y el ESP con el objetivo de proporcionar un análisis exhaustivo de 28 artículos de investigación publicados durante 2012-2022 y cumplir los criterios de selección. Los resultados muestran que el aprendizaje híbrido puede fomentar las habilidades lingüísticas de los estudiantes universitarios de ESP. La mayoría de los estudios subrayan que el aprendizaje híbrido aporta beneficios considerables a su aprendizaje ESP, es decir, flexibilidad, autonomía y colaboración. Los hallazgos muestran también que pocos estudiantes se enfrentan a algunos retos como la desmotivación, la procrastinación y problemas técnicos. Con estos resultados, la revisión termina con implicaciones para los profesores e investigadores de ESP.
Citas
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