La tecnología como recurso para optimizar programas de inglés intensivos: destrezas orales

Elena de Prada Creo

doi:10.31637/epsir-2025-1275

Authors

Elena de Prada Creo University of Vigo https://orcid.org/0000-0002-8207-2459

DOI:

https://doi.org/10.31637/epsir-2025-1275

Keywords:

hybrid programmes, digitalization, technological resources, pronunciation, autonomy, intensive programmes, English as a foreign language, oral skills

Abstract

Introduction: This paper aims to determine the use and impact of a voluntary virtual module as a basis for the preparation for an intensive English language course, and to determine whether this use shows any individual differentiation according to gender, age, confidence level, and perceived success in learning, specifically in the area of pronunciation and oral skills acquisition. Methodology: A study was carried out with a sample of 381 participants who were administered a questionnaire on different aspects of the programme, including the voluntary virtual part. Results: A relatively low level of interest and use was observed in the overall results, with notable differences according to gender and age. Additionally, there is a significant relationship between the use of digital resources and the perception of improved communication and confidence. Discussions: Interesting relationships were found between the different variables used, with reference to previous studies that support or modulate the results. Conclusions: The use of digital resources can contribute significantly to the perception of learning success and confidence levels. However, their limited knowledge and uneven use make it necessary to reinforce their integration in order to contribute to the acquisition of autonomy.

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Author Biography

Elena de Prada Creo, University of Vigo

D. (applied linguistics) from the University of Santiago de Compostela (Spain) and postgraduate studies in the UK. She is currently Professor of ESP and Vice-Dean of International Affairs (Universidade de Vigo). In terms of research, she has coordinated different projects on innovation, internationalization, use of new technologies, English immersion projects, interculturality, creativity and literary routes, funded by the European Commission, the regional government and the university. These projects have resulted in numerous articles and books on these topics. She is coordinator of the ENLIFES (English for Lifelong Learning Skills) research group, of the European GLOBDIVES project and a member of the MAEDU project, funded by the Ministry of Science and Universities.

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