Adaptation of presential learning to the virtual environment in the teaching of english in higher technological education

Abstract

As a consequence of the expansion of the COVID-19 pandemic, at the La Maná Higher Technological Institute, as in all higher education institutions, it became essential to adapt the characteristics of the face-to-face teaching modality to virtual teaching in all higher technological education areas. Taking this situation into account, the objective of the study is to analyze the teaching techniques of the English language that are susceptible to adaptation from the face-to-face modality to virtual education, through the experience of acceptance and impact on the formation of the students of the Higher Institute. Tecnológico La Maná, to be considered in higher technology careers. The methodology that governs the research has an explanatory scope, with a qualitative approach. For this, questionnaires were applied to the students to identify the teaching techniques of this language, which may be susceptible to adaptation between both modalities of education. The results indicate that the main English language teaching techniques identified are gamification, active audio and video resources for listening comprehension, autonomous student work through interactive platforms such as Duolingo, English Central and Kahoot, and open educational resources. All this allows us to affirm that these techniques must be strengthened, through the use of effective pedagogical and didactic strategies, which ensure the quality of the teaching-learning process of this language in technological higher education.