LOW-THRESHOLD DIGITAL MEDIATIONS FOR THE STRENGTHENING OF GRAMMATICAL COMPETENCIES IN ENGLISH AS A SECOND LANGUAGE
DOI:
https://doi.org/10.56219/se.v26i1.5430Keywords:
English language teaching, communicative grammar, virtual environments, TPACK, technology-assisted learningAbstract
The teaching of English as a second language has been profoundly transformed by the emergence of digital technologies; however, in many school contexts, conditions of inequality persist that hinder their pedagogical appropriation. This article analyzes, from a theoretical-didactic perspective, the role of low-threshold virtual environments in strengthening English grammatical competencies in institutions with technological limitations. It reflects on the need to reconfigure grammar teaching from a communicative and functional approach, supported by technological integration frameworks such as TPACK and SAMR. Likewise, recent contributions of automated feedback and conversational chatbots are reviewed as resources for contextualized grammatical practice. It is proposed to conceive digital mediations not as substitutes for the teacher, but as didactic extensions that expand opportunities for meaningful and equitable learning. In synthesis, the article advocates for an inclusive pedagogical model that combines technological accessibility with pedagogical intentionality and human mediation.
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