Palabras clave

Tablet, segunda lengua, escritura, mecanografía, opción múltiple, vocabulario, memorización, ortografía

Resumen

Las tecnologías móviles están aumentando su presencia en las aulas. Mientras estas tecnologías ofrecen oportunidades para facilitar el aprendizaje, entre ellas la adquisición de una segunda lengua (L2), su potencial sigue sin aprovecharse plenamente. Aunque las aplicaciones de las tablets permiten la escritura y tareas similares a las que pueden hacerse en papel, siguen ofreciendo mayoritariamente ejercicios de selección múltiple o de relleno de huecos. Este cambio en medio y modalidad de práctica podría significar un impacto en el aprendizaje de una segunda lengua. Basada en la perspectiva de la cognición incorporada, nuestra hipótesis predice que el hecho de escribir se traduce en un mejor proceso de memorización y una mejor ortografía frente a la mecanografía o al uso de ejercicios de opción múltiple. Esta hipótesis ha sido comprobada en un estudio cuasi-experimental basado en el aula: alumnos (N=282) que practicaron vocabulario de francés a través de tres modalidades de práctica: ejercicios de opción múltiple, escritura con un teclado y escritura a mano alzada. Aunque se haya encontrado que las tres modalidades de práctica apoyaron al proceso de aprendizaje, los resultados demostraron que los alumnos que practicaron el vocabulario escribiendo con lápiz o con la tablet obtuvieron puntuaciones más altas en ortografía y dominio de signos diacríticos comparados con los alumnos que realizaron ejercicios de selección múltiple. Pasar más tiempo aprendiendo vocabulario a un nivel más alto de procesamiento conduce a una mayor adquisición de vocabulario.

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Ficha técnica

Recibido: 16-05-2016

Revisado: 26-06-2016

Aceptado: 02-08-2016

Preprint: 15-11-2017

Fecha publicación: 01-01-2017

Tiempo de revisión del artículo : 41 días | Media tiempo revisión número 50: 26 días

Tiempo de aceptación del artículo: 78 días | Media tiempo aceptación número 50: 82 días

Tiempo de edición del preprint: 185 días | Media tiempo edición número preprint 50: 188 días

Tiempo de edición del artículo: 230 días | Media tiempo edición número 50: 233 días

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Van-Hove, S., Vanderhoven, E., & Cornillie, F. (2017). The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice. [La tablet para el aprendizaje de vocabulario en segundas lenguas: Teclado, lápiz digital u opción múltiple]. Comunicar, 50, 53-63. https://doi.org/10.3916/C50-2017-05

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