279
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
Incorporation of the b-learning methodology in the process of
teaching English as a second language
Incorporación de la metodología b-learning en el proceso de enseñanza del
inglés como segunda lengua
Incorporação da metodologia b-learning no processo de ensino de inglês como
segunda língua
Incorporation de la méthodologie d'apprentissage en ligne dans le processus
d'enseignement de l'anglais en tant que seconde langue
Vladimir Ahumada Blanco
vladimirahumada776@gmail.com
Universidad abierta y a distancia UNAD, Cartagena-Colombia
Received: November 27, 2022 / Approved: May 11, 2023 / Published: July 23, 2023
ABSTRACT
Incorporating blended approaches in education that combine remote and face-to-face
training is synonymous with a great and authentic paradigm shift within traditional teaching
and learning theories. The purpose of this study was to provide a reflection on the
incorporation of the b-learning methodology in the process of teaching English as a
second language. For this systematic review, the following databases were used: Scopus,
Scielo and Redalyc, found 240 articles and selected 18 to carry out an in-depth review on
the themes of the b-learning approach and the review of these strategies in teaching
English in institutes of higher education. In summary, it is established that the
incorporation of this approach combined with the management of ICT contributes
vehemently to the development of better skills in learning English and therefore points to
better training of citizens.
Key words: B-learning, Teaching and learning, Virtual scenarios, ICT
RESUMEN
La incorporación de enfoques mixtos en la educación que combina la formación remota
280
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
presencial son sinónimo de un gran y auténtico cambio de paradigma dentro de teorías
tradicionales de enseñanza y aprendizaje. El propósito de este estudio fue proveer una
reflexión sobre la incorporación de la metodología b-learning en el proceso de enseñanza
del inglés como segunda lengua. Para esta revisión sistemática se utilizaron las
siguientes bases de datos: Scopus, Scielo y Redalyc, encontrándose 240 artículos y
seleccionando 18 para realizar una revisión a profundidad sobre las temáticas el enfoque
b-elearnig y la revisión de estas estrategias en la enseña de inglés en institutos de
educación superior. En síntesis, se establece que la incorporación de este enfoque
combinado con el manejo de las TIC contribuye de forma vehemente con el desarrollo de
mejores competencias en el aprendizaje del inglés y por ende apunta a una mejor
formación de ciudadanos.
Palabras clave: B-learning, Enseñanza y aprendizaje, Escenarios virtuales, TIC
RESUMO
A incorporação de abordagens combinadas na educação que combinam treinamento
remoto e presencial são sinônimo de uma importante e autêntica mudança de paradigma
dentro das teorias tradicionais de ensino e aprendizagem. O objetivo deste estudo foi
proporcionar uma reflexão sobre a incorporação da metodologia b-learning no processo
de ensino do inglês como segunda língua. Para esta revisão sistemática, foram utilizadas
as seguintes bases de dados: Scopus, Scielo e Redalyc, encontrando 240 artigos e
selecionando 18 para uma revisão profunda sobre os tópicos da abordagem do b-learning
e a revisão destas estratégias no ensino do inglês em instituições de ensino superior. Em
síntese, estabelece-se que a incorporação desta abordagem combinada com o uso das
TIC contribui veementemente para o desenvolvimento de melhores competências no
ensino do inglês e, portanto, aponta para uma melhor formação dos cidadãos.
Palavras-chave: B-learning, Ensinar e aprender, Cenários virtuais, TIC
RÉSUMÉ
L'intégration d'approches mixtes dans l'éducation, qui combinent l'apprentissage à
distance et l'apprentissage en face à face, est synonyme d'un changement de paradigme
majeur et authentique dans les théories traditionnelles de l'enseignement et de
l'apprentissage. L'objectif de cette étude était de fournir une réflexion sur l'incorporation
de la méthodologie d'apprentissage mixte dans le processus d'enseignement de l'anglais
en tant que seconde langue. Les bases de données suivantes ont été utilisées pour cette
étude systématique : Scopus, Scielo et Redalyc. 240 articles ont été trouvés et 18 ont été
sélectionnés pour une étude approfondie de l'approche b-learning et de l'examen de ces
stratégies dans l'enseignement de l'anglais dans les établissements d'enseignement
281
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
supérieur. En résumé, il est établi que l'incorporation de cette approche combinée à
l'utilisation des TIC contribue fortement au développement de meilleures compétences
dans l'apprentissage de l'anglais et vise donc à une meilleure formation des citoyens.
Mots clés: B-learning, Enseignement et apprentissage, Scénarios virtuels, TIC
INTRODUCTION
Educational news demands different types of training, one of these is related to the
possibility of training people to adapt and respond to the demands of a globalized society,
full of contrasts, complexities, and contradictions. Technological progress and the
communication link are realities that education must attend to. In this same sense, the
linking of information and communication technology (ICT) tools to educational processes
enables the creation of new learning and teaching environments, thus providing teachers
with the opportunity to transform the educational process and improve the quality of
Education.
In this context, virtual and remote training appears as a flexible training modality that
allows the student not only to access information but also to transmit and produce
knowledge based on data obtained through modern communication networks, regardless
of the moment or the place where the people involved are located, which undoubtedly
contributes great wealth when creating and attending to new educational realities.
Educating in the 21st century demands that students be prepared to participate in
the information society, according to UNESCO (2003) that knowledge network must
significantly impact people's lives and this can be achieved by exchanging knowledge
through ICT, said exchange requires an essential communicative link and this can be
found in the English language, which is one of the most spoken on the planet, where Ortiz
(2013) mentions "that recent estimates suggest that some 402 million people speak it as
their first language, as it is currently used by more than 1 billion non-native speakers” (p.
20).
From the curricular level, it is necessary to use strategies that allow the teaching of
English to be achieved by linking elements of metacognition, self-regulation, and intrinsic
282
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
motivation, thus revealing the high degree of motivation generated by the implementation
of ICT in the formal process of learning. The teaching of English in the agents is linked to
said process. For his part, Cisterna (2005) offers a complete referencing of ICT and
outlines how the set of technologies allows the acquisition, production, storage, treatment,
communication, registration, and presentation of information, in the form of voice, images,
and data contained in signals of an acoustic, optical or electromagnetic nature provide a
better acquisition of knowledge, thus giving support to the use of ICT in the field of
teaching English in virtual environments and b-learning methodology.
For its part, the virtual learning environment was another line of sweep and this is
analyzed as a space in which the student accesses information, interacts with his peers,
receives guidance and guidance from the teacher for his learning process. Because you
do not need to be physically in a certain place and time, it is called a virtual environment.
It is possible to access the virtual learning environments every day at any time, that is,
there is no barrier in terms of time and space. Users do not have any restrictions on the
use of tools such as forums, chats, email, etc., just as they can access the course contents
as many times as they wish, such as information, videos, and audio, among others. This
is how one can "... define a Virtual Learning Environment... AVA... as the set of
synchronous and asynchronous interaction environments where, based on a curricular
program, the Teaching-Learning process is carried out..." (Marqués, 2000, p.3).
As stated by Alcalá and Lirola (2008), ICT is the ideal complement to virtual
educational environments, since they provide the opportunity to acquire, produce, store,
and present information, above all, enable communication; interactivity is one of the
properties that ICT have, where the human being has the technological advance that
allows him to investigate, communicate and build his knowledge and help others.
On the other hand, b-learning is a teaching-learning methodology that combines
online and face-to-face activities, makes it possible to establish links between participants,
develops skills and attitudes that are rarely worked on in e-learning experiences, and
reinforces face-to-face teaching strategies (Bains and others, 2011). Greater motivation
is expected in students, currently familiar with the use of technologies in education
283
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
(Kavadella and others, 2011).
The general objective of this systematic review was to analyze and reflect on the
incorporation of the b-learning methodology in the process of teaching English as a
second language, through the incorporation of new approaches and methodological
strategies for the development of skills of audio, vocabulary, grammar, reading and
writing, dimensions of the appropriation of the English language, complemented with ICT
tools.
METHOD
The research is based on the documented systematic review, the themes of the
phenomenon that allowed strengthening the curricular contents of the teaching of English
from the incorporation of ICT and the b-learning strategy were analyzed and classified;
This type of review frequently serves to identify and determine which are the most
important research questions, and then to answer them (Hernández and others, 2006).
A corpus of eighteen documents was reviewed using keywords of b-learning,
teaching and learning English, incorporation, ICT, and virtual education, in advanced
search engines that responded to each category established to be studied, the eighteen
were magazine articles. The texts were explored according to the themes of investigative
study, teaching and incorporation of ICT in the teaching of English, the b-learning
approach and the review of these strategies in teaching English in higher education
institutes, including the selection between the years 2003 to the present, which leaves
open the opportunity for future research towards the incorporation of learning another
language from the creation of virtual learning environments at that educational level.
Additionally, publications in English and Spanish were included.
For the selection of studies, the following inclusion and exclusion criteria are taken
into account, which are identified according to the objective of the review: articles of works
published since 2003 in Scielo, Redalyc, and Scopus databases were included, and
previous articles were excluded. the year indicated and written in languages other than
Spanish and English.
284
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
After applying the inclusion and exclusion criteria, it was considered to include 18
articles for the systematic review.
RESULTS AND DISCUSSION
Once the systematic review was carried out, which served as support and theoretical
references, the phased work plan was deployed from which the results would be
determined.
Table 1
Articles analyzed
ID Date
bases
Year Títle Authors Experimental Metodology
1 Scielo 2012 Incorporation of ICT in the
teaching of English.
Herrera B.,
Miguel.
No Qualitative
2
Redalyc 2015 B-learning as an
educational modality to
build knowledge
González, M. No Qualitative
3 Redalyc 2017 Distance education as a
response to the educational
needs of the 21st century
Chaves
Torres, A.
No Qualitative
4 Redalyc 2009 E-learning, an educational
response to the demands
of 21st century societies
Baelo, R.
No Qualitative
5 Scielo 2012 Information and
communication
technologies in learning
Belloch C. No Qualitative
6 Scopues 2006 Opinion, knowledge and
use of web portals for
teaching English as a
foreign language
Prato y
Mendoza
No Qualitative
7 Scielo 2003 Internet and Education:
Learning and Teaching in
Virtual Spaces.
Valzacchi,
J.R.
No Qualitative
8 Scielo 2008 Present and future of the
development of e-learning
Web platforms in higher
education.
Álvarez,
V.M., and
others.
No Qualitative
9 Redalyc 2007 Open e-learning platforms
to support open educational
content.
Boneu, J.M.
No Qualitative
285
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
10 Scopus 2011 Effectiveness and
acceptability of face-to-
face, blended and e-
learning: a randomised trial
of orthodontic
undergraduates
Bains and
others
Yes Quantitative
11 Scopus 2011 Evaluation of a blended
learning course for teaching
oral radiology to
undergraduate dental
students
Kavadella
and others
Yes Quantitative
12 Scopus 2017 Students’ perceptions and
attitudes towards
asynchronous technological
tools in blendedlearning
training to improve
grammatical competence in
English as a second
language
Pinto , A.;
Sánchez, M.;
García, F. y
Casillas, S
No Quantitative
13 Scopus 2021 Blended learning to foster
EFL college students’
global literacy
Yang, Y. y
Kuo,N.
Yes Quantitative
14 Scielo 2020 Integrating digital
technologies in Brazilian
English languae teacher
educaton through blended
learning
Macedo, A. y
Finardi, K
No Qualitative
15 Scielo 2019 Curricular proposal from a
bimodal approach and an
informative multimedia for
the course Didactic
Resources for the Teaching
of English
Saborío-
Taylor, S.
No Qualitative
16 Scielo 2019 The effectiveness of a
blended learning model for
teaching English as a
foreign language: an
empirical study
Morales, R y
Ferreira, A.
Yes Quantitative
17 Scielo 2013 The impact of blended
elearning on undergraduate
academic essay writing
English (L2)
Ferriman, N. Yes Quantitative
18 Redalyc 2016 Development of oral
English proficiency through
open educational resources
Rico, J.;
Ramírez, M.
y Montiel, S.
No Qualitative
Table 1 shows that the systematic review was carried out from 2003 onwards,
managing to analyze and interpret authors who write from the boom in new technologies
and the digital age, demonstrating its rise and the need to incorporate these innovative
tools in all areas of life, especially in the education sector to promote new learning
286
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
strategies. Also, it is possible to appreciate that as the years go by, the topics change as
a consequence of the intention of discovering new possibilities that technological tools
offer us since in the oldest article consulted, the capacity of offer that it has the technology
and in the most current it is possible to observe much more specific and accurate
questions and topics with respect to the possibilities offered to the tools of technology and
communication in education (Chaves, 2017).
Regarding the product of the research, it is possible to analyze that, according to
Herrera (2012), b-learning as a methodological strategy is used to improve the teaching
and learning process of students in the blended modality, provoking. Likewise, Valzacchi
(2003) seeks to generate basic and reflective knowledge about the advantages and
disadvantages, contributions, and tools that the use of the Internet and new technologies
have within schools. Definitely, the value of these new and powerful tools will depend on
the pedagogical project to which they are incorporated.
In the same way, the research results of Yang and Kuo (2021) revealed that activities
under blended learning boosted the development of global literacy through intercultural
communication by establishing online social connections with English teachers from
different cultural backgrounds. In the same sense, Álvarez and others (2008) contributes
to understanding diversity and questions such as which, how and why one study platform
or another is chosen. With different approaches, a high level of competitiveness, and a
growing interest in this type of application.
Belloch (2012) states that the impact of Information and Communication
Technologies (ICT) on education possibly fosters one of the greatest changes in the field
of Education. Through the Internet and the information and resources it offers, a new
window opens in the classroom that allows us to access multiple resources, information
and communicate with others, which offers us the possibility of easily accessing
personalities of several opinions.
For their part, Bains and others (2011) in their study suggest that the b-learning
method is more likely to be effective and accepted when training university students in
complex subjects. Just as Boneu (2007) emphasizes that the learning process is not
287
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
immune to technological changes, since it has been adapting to the different advances in
ICT. E-learning throughout its recent evolution, and technological means, has been called
by different terms such as CBT, IBT, WBT among others, which are different ways of
calling it depending on the use they make of technology. Based on the analysis of the
literature, Pinto and others (2017) states that it is feasible to argue that the experiential
results show that the b-learning modality promotes the education and learning of the
English language as a foreign language in the majority of institutions where it was applied.
In addition, it provides benefits to the teacher and student such as learning autonomy,
more organization time, flexibility, attention, and innovation.
Thus, the research by Macedo and Finardi (2020), when analyzing the responses,
concluded that the factors that determine the success of the integration of digital
technologies in blended learning are closely related to the opinions and reflections of
teachers about the value of the online environment in education and their perception of
teacher education and training for innovation in his methodology. According to Saborío-
Taylor (2019), after having analyzed the SWOT evaluation (strengths, weaknesses,
opportunities, and threats), it was concluded that the proposal to apply the blended
learning model in the university environment was promising because the results only
showed strengths, not finding threats that prevent the application of such a teaching
model.
However, Prato and Mendoza (2006) state that teachers use Web pages
infrequently, despite having demonstrated, for the most part, that they have the necessary
knowledge for their use. In the study, almost all the respondents assumed a position of
acceptance before the incorporation of the Web into the educational fact. Equally
important, the research by Morales and Ferreira (2008) revealed that the application of
the combined model helped to improve the acquisition of the English language, with a
difference in the progress of 10% in the experimental group compared to the control group.
In the experience of Rico and others (2016) it was possible to observe an increase
in the oral ability of the students after the application of digital materials in a context of
mixed learning. Eventually, the perception of the students was positive, enhancing their
288
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
ability to interact and study in any space. Similarly, Ferriman (2013) found no significant
differences between the experimental and control groups after applying tools to improve
writing skills. Despite this, it was stated that the approval and satisfaction of the teaching
model through digital tools is higher in small classes compared to classes with a larger
number of students.
In this sense, the construction of spaces for the development of blended learning
experiences to support the different subjects corresponding to the study plans of each
university or university education institution could be constituted as a main objective in all
these institutions in such a way that the teaching-learning process becomes something
motivating for the student and the teacher and together build knowledge. University
education institutions need to train teachers in the use of technological tools for their use
as teaching resources in the administration of different subjects (González, 2015).
For his part, Baelo (2009) states that the literal translation of b-learning into Spanish
would lead us to a conception of “electronic learning”. He himself points out that the
principle of interaction on which b-learning is based leads to the development of more
individualized, more collaborative educational processes. He himself points out, in this
sense, the importance of prioritizing pedagogical aspects over technological ones, despite
the fact that we are aware that the latter will largely condition the success of the
educational proposal to be developed. That is why the b-Learning methodology is a key
tool for the effective appropriation of a second language, but also given this review, the
impossibility of traditional methodologies to achieve the goals and requirements of citizens
is highlighted (Morales and Ferreira, 2008).
CONCLUSIONS
After the review of various articles, it was possible to conclude that the learning
process has not been alien to the technological changes that the world has brought, since
it has been adapting to the different advances in ICT. Distance learning through ICT
provides a student-centered environment, as well as offers interactive, effective, and
289
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
easily accessible and distributed scenarios without the consequent spatio-temporal
limitations that face-to-face learning has. E-learning throughout its recent evolution has
been a protagonist in the advancement of teaching through ICT, facilitating the teacher-
student relationship, and allowing optimal learning.
Likewise, the findings obtained, it was found that under Scopus, Scielo, Redalyc
search engines, allowed analyzing that there is a wide literature on the importance of the
incorporation of ICT for the English teaching processes; It was evidenced that 50% of the
documents, the authors highlight the importance generated by autonomy within the
acquisition of abilities and skills when learning English; as well as the preponderant role
that Information Technologies have as a motivating component for said learning.
Regarding the strengthening of methodological and evaluative curricular contents of
English as a foreign language in schools, it was found that the review is also broad at the
higher education level, but b-learning is only applicable to the use of virtual education
institutes.
In this sense, it was possible to demonstrate that in general, teachers use Web
pages infrequently, despite having demonstrated, for the most part, that they have the
necessary knowledge for their use. However, in most of the studies consulted, people
assume a position of acceptance before the incorporation of the Web into educational
fact. Despite the fact that less than half of the teachers acknowledge having skills for the
didactic management of Web pages, almost all of them consider that practice is necessary
to optimize the use of the Web and they are willing to familiarize themselves with its use.
This is how this article tried to demonstrate the imperative of strengthening the
curricular and evaluative contents of teaching as a second language through the
incorporation of new approaches and methodological strategies that allow generating a
positive impact on the teaching and learning processes from the creation of environments
based on the incorporation of ICT in the b-learning methodology and that promote
compliance with the social demands of the 21st century.
290
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
CONFLICT OF INTERESTS
The author declares that there is no conflict of interest for the publication of this
scientific article.
REFERENCES
Alcalá, F. y Lirola, M. (2008). La comunicación oral del inglés en España: influencia de
los aspectos educativos y mediáticos en el éxito del aprendizaje. Revista de
Enseñanza Universitaria, (32), 51-63.
Álvarez, V.M., et al. (2008). Presente y futuro del desarrollo de plataformas Web de
elearning en educación superior. V Simposio Pluridisciplinar sobre Diseño y
Evaluación de Contenidos Educativos Reutilizables. Universidad Pontificia de
Salamanca.
Baelo Álvarez, R., (2009). El e-learning, una respuesta educativa a las demandas de las
sociedades del siglo XXI. Pixel-Bit. Revista de Medios y Educación, (35), 87-96.
https://www.redalyc.org/pdf/368/36812381007.pdf
Bains, M., Reynolds, P.A, McDonald, F y Sherriff, M. (2011) Effectiveness and
acceptability of face-to-face, blended and e-learning: a randomised trial of orthodontic
undergraduates. Eur J Dent Educ. 15(2):110-7. https://acortar.link/GCUFVc
Belloch, C. (2012). Las Tecnologías de la Información y Comunicación en el aprendizaje.
Material docente. Departamento de Métodos de Investigación y Diagnóstico en
Educación. Universidad de Valencia. http://www.uv.es/bellochc/pedagogia/EVA1.pdf
Boneu, J.M. (2007). Plataformas abiertas de e-learning para el soporte de contenidos
educativos abiertos. Revista de Universidad y Sociedad del Conocimiento, Vol.4, no1.
https://acortar.link/ZSFcuv
Cisterna Cabrera, F., (2005). Categorización y triangulación como procesos de
validación del conocimiento en investigación cualitativa. Theoria, 14 (1),61-71. ISSN:
0717-196X. https://www.redalyc.org/articulo.oa?id=29900107
Chaves, A. (2017). La educación a distancia como respuesta a las necesidades
educativas del siglo XXI. Revista Academia y Virtualidad, 10, (1), 23-41
González, M. E., (2015). El b-learning como modalidad educativa para construir
conocimiento. Opción, 31(2), 501-531. https://acortar.link/ignCoZ
Ferriman, N. (2013). The impact of blended e-learning on undergraduate academic essay
writing in English (L2). Computers & Education, 60(1), 243-253.
https://doi.org/10.1016/j.compedu.2012.07.008
Herrera, B. (2012). Las fuentes del aprendizaje en ambientes virtuales educativos,
Revista Complutense de Educación. 2012, v. 23, n. 1; p. 161-188
Hernández, R., Baptista, P., Fernandez C. (2006). Metodología de la investigación.
Estado de México, México. McGrawHill
Kavadella, A., Tsiklakis, K., Vougiouklakis, G., & Lionarakis, A. (2012). Evaluation of a
blended learning course for teaching oral radiology to undergraduate dental
students. Eur J Dent Educ, 16(1), 88–95. https://pubmed.ncbi.nlm.nih.gov/22251359/
291
Incorporation of the b-learning methodology in the process
of teaching English as a second language (pp 279-291)
Vladimir Ahumada Blanco
Macedo,A., y Finardi, K. (2020). Integrating digital technologies in Brazilian English
language Teacher education through blended learning. Educação em Revista, 36,
233799. https://doi.org/10.1590/0102-4698233799
Marqués, P. (2000). Impacto de las TIC en el mundo educativo: funciones y limitaciones
de las TIC en educación. Revista de investigación. 2(1), pp 1-15.
https://dialnet.unirioja.es/servlet/articulo?codigo=4817326
Morales, S., y Ferreira, A. (2008). La efectividad de un modelo de aprendizaje combinado
para la Enseñanza del inglés como lengua extranjera. RLA. Revista de lingüística
teórica y aplicada, 46(2), 95-118. https://acortar.link/anJ5Y5
Ortiz, I. (2013). La importancia del idioma inglés en la educación. El Nuevo Diario.
Managua, Nicaragua.
Prato, A. y Mendoza, M. (2006). Opinión, conocimiento y uso de portales web para la
enseñanza del inglés como lengua extranjera. Enlace, 3(1), 49-61.
https://acortar.link/5wZQfw
Pinto, A., Sánchez, M., García, F., y Casillas, S. (2017). Students’ perceptions and
attitudes towards asynchronous technological tools in blended-learning training to
improve grammatical competence in English as a second language. Computers in
Human Behavior, 72, 632-643. https://doi.org/10.1016/j.chb.2016.05.071
Rico, J., Ramírez, M. y Montiel, S. (2016). Development of oral competence through the
use of Open Educational Resources. Apertura. https://acortar.link/PqQh49
Saborío-Taylor, S. (2019). Curricular proposal on a blended approach and informative
multimedia for didactic resources for the teaching of English courses. Revista
Electrónica Educare, 23(3). https://doi.org/10.15359/ree.23-3.11
UNESCO. (2003). La educación en un mundo plurilingüe. https://acortar.link/zt0U6u
Valzacchi, J.R. (2003) Internet y Educación: Aprendiendo y Enseñando en los Espacios
Virtuales. AICD, INTERAMER DIGITAL 73. https://acortar.link/EzAoEM
Yang, Y., y Kuo, N. (2021). Blended learning to foster EFL college students’ global literacy.
Computer Assisted Language Learning. https://acortar.link/jFHSqp