Universidad Internacional de La Rioja: Facultad de Educación

Universidad Internacional de La Rioja
Facultad de Educación
Master’s Degree in Bilingual Education

Sofía Cornejo Contreras
Master´s Degree in Bilingual Education
Final study presented by: Sofía Lorena Cornejo Contreras

Type of job: Experimental framework (C1)
Director: Celina Salvador
Date: April 9th, 2020
THE EFFECTIVENESS OF THE USE

OF “PICARO” PLATFORM AS A
RESOURCE APPLIED TO INCREASE
THE VOCABULARY LEARNED IN
SECOND GRADE STUDENTS OF
THE “HERMANO MIGUEL LA
SALLE” SCHOOL.
2
Abstract
Vocabulary learning is often perceived as boring by learners, especially for those young
learners who grew up in the digital era. This case study reports a study of the usefulness of
online games in vocabulary learning for some second grade students. One hundred and fifty
parents and forty-two students participated in a proposal intervention study for
approximately two months. The experimental group learnt some vocabulary from a platform
called Pícaro, while the control group learnt the same vocabulary without this Platform. A
post‐test were conducted at the end of the two months. The findings indicate that the
experimental group outperformed the control group statistically in the post‐test. The
students in the experimental group generally preferred the platform in order to increase
vocabulary. The results show the Platform as an effective tool to increase vocabulary and
improve the English learning process.
Keywords:
Platform, vocabulary, parents, students.
3
Table of contents
1. Introduction.........................................................................................................................7
1.1. Justification..................................................................................................................8
1.2. Brief analysis of the state of the art.............................................................................9
1.3. Objectives of the study..............................................................................................11
1.3.1.General objective........................................................................................................11
1.3.2 Specific objectives………………………………………………………………………………………………………11
2. Literature review...............................................................................................................12
2.1.1The Evolution of Education...............................................................................................12
2.1.2 The Use of ICT in language teaching and learning.....................................................12
2.2.1. ICT definition.......................................................................................................12
2.2.2. ICT in language teaching and learning…………………………………………………………………13
2.2.3 The ICT objectives……………………………………………………………………………………………………….14
2.2.4 The benefits of ICT………………………………………………………………………………………………………15
2.3 The CLIL approach........................................................................................................

…....17
2.3.1 The 4 C´s..…………………………………………………………………………………………………………………..18
2.3.2 Benefits of combining ICT and CLIL……………………………………………………………………………..19
2.4 Perceptions of the use of online platforms for learning a foreign language…….…………….20
2.5 The impact of online games on learning English Vocabulary….………………………………………21
2.6 Pícaro Platform……………………………………………………………………………………………………………..22
2.6.1 Features of Pícaro Platform………………………………………………………………………………………..22
2.6.2 Types of activities of Pícaro Platform………………………………………………………………………….23
3. Experimental framework……………………………………………………………………………………………..23
3.1. Methodology and design…….………………………………………………………………………………..24
4
3.1.1 Participants…………………………………………………………………………………………………………………25
3.2. Analysis tools..............................................................................................................26
3.3. Data collection............................................................................................................26
4. Results………………………………………………………………………………………………………………………….26
4.1 Quantitative findings. Surveys……………………………………………………………………………………….28
4.2 Quantitative findings. Questionnaires……………………………………………………………………………29
4.3 Discussion and interpretation………………………………………………………………………………………..30
5. Conclusions........................................................................................................................31
6. Limitations and further research.......................................................................................32
References................................................................................................................................33
Annexes.....................................................................................................................................35
5
List of figures
Figure 1 (screenshot of the platform reporting)…………………………………………………………………28
Figure 2 Relevant results from the survey (own elaboration) ……………………………………………29
Figure 3 Relevant results of the test applied in students A (own elaboration)……………………29
6
List of tables
Table 1 (Punctuations of the table according to the survey of Pícaro Platform) ……………….26
Table 2 (Students results) ………………………………………………………………………………………………….27
Table 3 (Parents perceptions) ……………………………………………………………………………………………27
1.
7
1. Introduction
Content and Language Integrated Learning (CLIL) is an approach or method which
integrates the teaching of content in the curriculum with the teaching of a second or foreign
language. Gajo (2007) uses CLIL as an umbrella term to talk about bilingual education where
a dual-focused learning situation occurs through the fusion of the subject matter and any
foreign languages. Therefore, one might say that this approach offers a different perspective
from the conventional and traditional education system since subjects are not learned in
isolation, but an interrelated manner.
There are several reasons for CLIL being so successful. Probably the most important
factor is that in CLIL students are not taught the foreign language as in conventional lessons
but they are immersed in an environment which is very much similar to a non-native student
at a foreign school attending typical lessons. It means that after an initial stage, the foreign
language becomes the official language in which the subject is taught . It also enables
students to familiarize themselves with the cultural context of the language and its
background.
We are increasingly becoming a multilingual and multicultural society and linguistic

diversity is a part of our everyday lives, from primary education to vocational training. It is
part of the lifelong learning process. Beisdes, information and Communications Technologies
(ICT), defined as a diverse set of technological tools and resources are used to communicate,
and to create, disseminate, store, and manage information and can, thereby support CLIL in
many ways.
The benefits of ICT are many. It can: “be a powerful motivator; add variety and
interaction to a lesson; provide stimulating visuals to support understanding of language;
help create attractive and professional resources; provide teachers with linguistic support;
be a rich source of cultural awareness; allow students to work collaboratively or
independently” (Gajo, 2007, p. 48).
Bilingual education is a useful and engaging way to educate children in the twenty-
first century. For example, strong and fundamental computer skills developed games-based
learning to help students master new materials. Their knowledge can be essential and
prepare not only young learners but also older ones in many different fields of education.
8
However, CLIL seems to create the best environment for combining these two elements:
bilingual education and ICT combines both content and language, however, the process is
not easy and educators have raised various issues concerning how it can be best done.
Probably the most important questions are: How can ICT and learning based on games reach
CLIL students on key issues? How can CLIL objectives be accomplished though games? The
other issues concern questions about the benefits of introducing ICT to CLIL. The difficulties
teachers have to face at combining ICT and CLIL can relate to organizational, pedagogical,
technical, and financial issues which can be challenging to them during that process.
(Wojtowicz, n.d.) All in all, there seem to be many aspects to uncover with regards to the
combination of CLIL and ICT).
1.1.Justification
Nowadays, we live immersed in the age of technology, which has caused a great
impact on society as well as on education. According to [ CITATION Kol10 \l 2058 ], this
change has empowered students in terms of learning since this generation, whose members
are often defined as digital natives, net generations and screenagers have high access to the
Internet and use it extensively for school work and leisure. This new generation of learners,
who have such a great capacity to employ in technology have encouraged teachers to adopt
a new form of teaching to meets their learners’ needs.
Turkle (1997) states that individuals want to use technology that makes them feel
comfortable and reflects their styles. Meanwhile, Avalos (2008) proposes various ways of
implementing ICTs in the educational field, and draws attention to those that help the
teaching-learning process by introducing innovative strategies helping students to learn to
interact with technology based on adequate curricular planning.
The Ecuadorian English Language curriculum, which is designed for students of Basic
General Education that goes from second to tenth grade and for General Unified
Baccalaureate that goes from first to third grade encourages access to information and the
utilization of resources through ICT in all threads to awaken intellectual curiosity through the
use of authentic language [ CITATION Min161 \l 12298 ].
That is the reason why “Hermano Miguel La Salle” School created a program for their
students to develop English as a foreign language and set as goal to become a bilingual
9
institution including CLIL methodology over the next four years. Students in the academic
year of 2019-2020 had ten hours of English; six hours of English as a subject itself, two of
social studies, and two of language through the art. On the other hand, this school uses a
platform called “Picaro” and that is what we are going to analyze in the present research
study.
1.2. Brief analysis of the state of the art
In our digital age, the educational system has undergone a number of changes. The
implementation of digital platforms that provide the facility to access academic learning is
one of them. These educational tools facilitate interaction among teachers, students, and
contents as well as increase the retention of students’ knowledge[CITATION Fie \l 2058 ].
However, one needs to take into account and analyze carefully the students’ context since it
varies from place to place. In Ecuador, for example, students from public schools do not
have access to the internet or any other technological resources. However, there are private
schools that provide their pupils with access to innovative platforms based on current
methodologies.
In Cuenca Ecuador, the context of this study, CLIL methodology started to be known
and put into practice around 2016 with the new curriculum of the Ministry of Education.
Therefore, La Salle School introduced a platform based on CLIL methodology the academic
year 2019-2020.
Gutierrez (2009) states that education is facing a number of challenges owing to the
widespread use of new technologies. Although the educational context has been taken into
account as one of the most important issues for the instructional design, the educational
panorama has changed since technologies made the transmission of contents as well. Due to
this new development, the interaction model is promoted between individuals through
technological devices.
Some countries that have implemented the use of ICT in the learning process,
England is an example for a series of changes that had occurred in learning and teaching
practices. However, Gray states that from 1980 and even at the present time "there is a
tension between compulsion and choice between the demand and transformation of
teaching and learning and the exhortation to teachers to determine for themselves when ICT
10
can be best used to enhance their practice" (2007, p. 409). For its part, the Ecuadorian
education system adjusted the curriculum implementing several changes and one of these is
to promote the use of ICT in Language through the Arts and Communication, and the
Cultural Awareness threads to support the CLIL component [CITATION Min \l 2058 ].
Despite the benefits that ICT offers in the teaching practice, it is important to take
into consideration two important aspects that Schibeci (2008) emphasizes. First, he suggests
that time is a key factor when carrying out the activities aimed at taking advantage of the
numerous of possibilities that technology offers. Second, he emphasizes that the
implementation of ICT demands time and the administrations' support to provide confidence
to teachers to develop technological skills, select appropriate software, and integrate ICT
into the curriculum.
To sum up, one might say that these new tools help mediate content in an English
class, facilitate the development of cognitive, analytical, and critical skills and abilities.
However, despite being expected to come with such benefits, there is a need to objectively
analyze if such advantages are really achieved or not.
1.3 Objectives of the Study
1.3.2 General objective
The main objective of this study is to analyze the effectiveness of the use of the
“Pícaro” platform as a resource applied in the process of bilingualism by second- grade
students in the “Hermano Miguel La Salle” School.
1.3.2 Specific Objectives
The study has three specific objectives that also will support the main aim.
 To apply the platform with students to develop English as a foreign language in a CLIL
classroom.
 To identify students’ and parents’ perceptions and expectations about the use of the
platform.
 To evaluate the use of the platform through tests with students from second grade.
This study uses a quantitative method survey with parents and students from La Salle school
as participants.
11
2. Literature review
The literature review of the present dissertation is divided into several sections.
Firstly, an overview is provided on how education has evolved throughout the years,
bringing about changes in teaching techniques, teaching resources, and other teaching
aspects. Secondly, the use of ICT in the teaching-learning process is presented taking into
considerations the benefits that it offers. Thirdly, a detailed explanation about the CLIL
approach and the advantages of combing this methodology with ICT in the English language
learning process is offered. Subsequently, several studies are reviewed to describe the
perceptions of the use of online platforms for learning a foreign language. Finally, the impact
of online games on learning English vocabulary is discussed to analyze how vocabulary is
acquired and an introduction to the Picaro platform is given since that is at the center of the
present dissertation.
2.1. The evolution of education
It is undeniable that education has changed a lot over the years regarding
approaches, methods or teaching techniques. One can see that the way teachers impart
knowledge to students today is totally different from not that long ago. Also, the materials,
or teaching resources that both teachers and students used for teaching or learning have
changed enormously [ CITATION Bar19 \l 2058 ]. All changes mentioned above are due to
our society and culture has evolved and adapted to the progress of technology. Although the
technology has evolved rapidly, education has not lagged behind, instead, it has been
subdued to these advances to meet the growing demands of the 21st century.
2.2. Use of ICT in language teaching and learning
2.2.1. ICT definition
Before explaining the use of ICT in teaching and learning language, a definition of this
approach is necessary. ICT is an acronym that stands for Information Communications
Technology and it refers to all uses of digital technology that exist nowadays to help
individuals, businesses, and organizations access to the information. ICT refers to any
product that store, retrieve, manipulate, transmit or receive information electronically in a
digital form, such as cellphone, computers, digital television, email, among others
12
[ CITATION Jim \l 2058 ]. Regards ICT in education, it refers to the way that education use
information and communications technology to support, improve, and potentialize the
delivery of information (Linways teams, 2017).
2.2.2. ICT in language teaching and learning
The adaptation that education has made is clearly seen “in the growth of online
learning and the use of technology in the classroom, including computers, video games, and
platforms that facilitate student learning” [CITATION Her19 \l 2058 ].
Developing ICT curricula is a priority of educational policies to cultivate students’

diverse digital competences [ CITATION Com19 \l 2058 ]. These competencies are considered
a main component of the 21st-century skillset. Nevertheless, to create ICT educational
curricula effectively, there is a need to increase student digital skills by promoting more
student-centered teaching approaches. One of these approaches that have been evaluated
positively to engage apprentices effectively in the learning process and to develop their
digital competences is the project-based approach. Moreover, to improve learning
experiences and competencies, innovative student-centered teaching approaches as the
Flipped Classroom Model (FCM) has also been analyzed. This method attempts to maximize
learning and teaching practice substituting the traditional teachers’ lectures with
appropriately designed educational resources with the purpose to become autonomous and
responsible (Kostaris et al., 2017).
To improve the quality of teaching foreign languages, the informatization of

education is required [CITATION Med18 \l 2058 ]. Therefore, the use of ICT in learning a
foreign language helps the learning process in two important ways; strengthening and
empowering learning and increasing interest in the subject as well as it overcomes the
psychological barrier helping students to use a foreign language as a means of
communication. Additionally, ICT is considered as a material supply means, and the
controlling means making it possible to individualize the learning process in the pace and
depth of the course. Using interactive forms of ICT, the student becomes the main acting
figure assimilating knowledge in a better way and regards the teacher’ role she or he is an
active assistant, and her/his main function is to organize and guide the learning process
[ CITATION Alb16 \l 12298 ].
13
It is important to ensure that the use of multimedia is an enhancement, not a
distraction. Last, but not least, web site interactivity can be achieved not only by the
presence of games but also timely feedback. A means of communication between the users
and the webmaster would be a desirable link for giving and collecting opinions as to how the
web site can be enhanced.[ CITATION Flo07 \l 12298 ]
To use ICT, there is a wide range of websites on the Internet, including video lessons,
documentaries, and educational material which can be used to facilitate students’
meaningful learning [ CITATION Odd11 \l 12298 ]. Also, there are many engaging platforms
for learners to have such interaction in the learning process to improve the students’
competence. However, to facilitate meaningful learning, there are many aspects to take
into account at the moment of selecting any particular platform in terms of methodology,
learning level, learning activities among others.
2.2.3. The ICT objectives
There are several objectives of ICT related to education, however, Pale (2005)
separates into three different sets:
 Support functions: It refers to support those who are in charge of administration,

technical and supportive functions who are necessary for the educational processes
but which do not interfere with the acquisition of students’ knowledge or skills.
Nowadays, it is evident the great support in the enrolment to courses and programs,
certification, payment, scheduling of classes, exercises, and exams, so on and so
forth.
 Learning assistance: It means to assistance and support for learning and teaching.
They are comprised of resources and systems that help to learn and teaching making
faster, easier, and better to improve a better understanding and mastering domain
knowledge and skills. The goal is to equip students with all necessary regarding
required information and overall digitized all learning and teaching materials making
them available on-line through digital libraries.
 New learning: It is linked with the new teaching and learning methods, techniques,
and tools. The objective of new learning is to provide learning and teaching tools that
without ICT would be impossible, impractical, or prohibitively expensive to access.
14
These goals can be achieved through ICT implementation in several ways. One of the
most innovative ways is emplying virtual laboratories that help both teachers and
learners to acquire understanding and grasp learning concepts.
From the aforementioned set objectives related to ICT, the learning assistance and
new learning are closely connected to the purpose of this master dissertation which
explained clearly the goals of implementing this resource in the language learning process.
2.2.4. The benefits of ICT
To get a better understanding of the benefits of ICT, it is important to take into

account that students are already immersed in the technology and education has to take
advantage of this to make teaching and learning more effective. The following are some
benefits of using ICT stated by Savvidis (2020):
 Improves engagement: Students get more interested in the subjects when they are
integrated with technology since it provides several possibilities to make learning
more interesting and enjoyable for them. For example, taking students on virtual
trips where they can feel engaged in the learning process. It is undoubtedly that
technology inspires active participation in the learning process that could be hard to
achieve with a traditional lecture.
 Improves knowledge retention: An important factor in increased knowledge
retention is that students are engaged in their studies, so in this aspect, technology
can increase active participation. Technology itself can be used to measure what
works best for students in terms of retaining their knowledge.
 Encourages individual learning: Another great benefit that ICT provides is related to
the students’ needs. Because everybody has different learning styles and different
abilities, technology offers great opportunities for making learning more effective for
everyone with different needs as well as provides more opportunities for struggling
or disabled students offering a wide range of resources to reinforce learning.
 Encourages collaboration: Students can develop collaboration skills not only inside
the classroom, inside the school but also with others around the world by developing
different online activities such as working on different projects, interchanging ideas
with others on forums, or sharing documents on their virtual platforms.
15
 Enhances useful life skills: Using technology not only teachers but also students can
develop skills essential that are required for the 21st century. Current learning
involves collaborating with others, problem-solving, critical thinking, forms of
communication, leadership skills, among others.
 Benefits for teachers: With a wide range of online resources, the teaching practice
can be improved. Teachers can use different apps, platforms, or trusted online
resources to improve traditional teaching practices to engage students in the learning
process. Virtual lesson plans, grading software, and online assessments can help
teachers save a lot of time since this valuable time can be spent with students who
are struggling. Finally, having virtual learning environments in educational settings
increases collaboration in many aspects sharing between teachers.
After it has been explained in detail the several benefits that ICT bids, it is important
to notice that not only students are benefited from this learning tool but also teachers since
it requires the interaction of both parts. Moreover, the profits that ICT offers are not
directed merely to one field of study but also to all possible subjects in a combination of
different methodologies and approaches.
2.3. The CLIL approach
During the 1990s this approach became very popular and widely used to teach both
foreign languages and subjects from the primary or secondary curriculum. This type of
learning was very successful in many countries, for example in Canada where a group of
English-speaking parents living in the French territory of Quebec, Canada, asked the
authorities an educational kindergarten program that gives their children an equal
opportunity “a) to become competent to speak, read and write in French; b) to reach normal
achievement levels throughout the curriculum, including the English language; c) to
appreciate the traditions and culture of French-speaking Canadians, as well as English-
speaking Canadians” (Baker, 1993, p. 496 as cited in Hanesová, 2015, p.9 ).
One of the most notable tenets of this approach that distinguishes from the other
forms of bilingual education is that it does not focus only on language learning but pays the
same amount of attention to both areas - language and non-language subjects. In this
method of learning, the progress of both areas has of the same importance. Therefore,
16
giving the same importance and attention to both language and the content is feasible and
laudable in the teaching practice. To illustrate how this fusion is possible an example is
worth mentioning; a biology class can be taught to students in English language and learners
will not only learn about cell metabolism, DNA, Gene Expression among other topics of the
subject, but they will also gain relevant vocabulary and language skills, so in that way,
students learn a subject and a second language at the same time (Wiseman, 2018).
CLIL approach seems to be a methodology to equip learners with the required skills
for virtual learning since it has many dimensions, but first of all, let’s analyze what the CLIL
approach is. It is a dual approach in which the emphasis is given not only to the content but
also to the language and it is also considered a student-oriented approach that aims to help
students to understand the point of learning a language [ CITATION Meh08 \l 2058 ]. In
simple terms, this methodology is interested that students learn a subject and a second
language at the same time (Wiseman, 2018). This is a constructivist approach; in which the
students make use of the previous facts or information they have to build their knowledge.
They learn by doing and participating actively in the process.
This approach has several features that are necessary to take into account in order to
apply properly in the teaching practice. One of the most promising ones is the fact that it
permits learners to use the language as a means to acquire the L2, instead of it being the
main objective of the learning context. Furthermore, CLIL comprises active learning and
scaffolding. On the one hand, active learning refers to the students’ role in the learning
process not as passive recipients but also as whom are constantly participating and even
assessing their progress as well as their classmates’ development. On the other hand,
scaffolding is related to critical thinking and to Vygotsky’s zone of proximal development
which implies that firstly all the learning practice has to be based on the students’ previous
knowledge and secondly learning has to be challenging and interesting that provokes the
desire to go beyond their current level of knowledge yet achievable (as cited in Puškášová,
2016, p.11).
2.3.1. The 4 C’s
The 4Cs Conceptual Framework proposes the basis to understand the different facets
of the CLIL approach and thus understand how its pedagogies are carried out. This
17
framework is focused on the interrelationship among the four contextualized elements:
content (subject matter), communication (language), cognition (learning and thinking), and
culture (social awareness of self and others).
Figure 1. The 4Cs conceptual framework for CLIL. From, The Influence of Oral CALL Activities
on CLIL Assessment Processes by Cifuentes (2019),
https://www.researchgate.net/figure/The-4Cs-conceptual-framework-for-CLIL-Source-Coyle-
n-d_fig1_334125799
The four specific dimensions that CLIL provides are explained in detail in the following
paragraphs by [ CITATION Šul13 \l 2058 ]:
 Content: It refers to subject matter not only as of the acquisition of knowledge and
skills but also as the construction of learners’ knowledge and development of skills. It
is related to the relevant content which becomes the core at the moment of planning
a class. It does not have to be the only objective but it has to be very present in all
phases of a task. Students must share their conclusions, knowledge, and opinions to
promote teamwork.
 Communication: This is where the language production takes place and where one
can see how well the students have grasped the subject matter. It is important to
remember that language is a channel for communication and learning and to
communicate learners need to use the language in a variety of forms but not seeing
as a code of signs and grammatical rules since correct language is neither the aim nor
18
the focus. Students must be encouraged to communicate and not be left feeling
humiliated or inhibited because of errors they make.
 Cognition: It refers to all conscious and unconscious processes by which knowledge is
accumulated, such as perceiving, recognizing, conceiving, and reasoning. Cognition
enables the learner to construct an understanding of the subject matter since with
the CLIL approach students construct their understanding. Therefore, a class has to
be effective and must engage and challenge learners providing activities where
sometimes they are required to use HOTS (Higher Order Thinking Skills) or LOTS
(Lower Order Thinking Skills).
The LOTS are the lower three skills defined by Bloom’s Taxonomy: remembering,
understanding and applying. The HOTS refer to the three higher-level skills which are
analyzing, evaluating, and creating. It means there is a cognitive progression since students
to be able to create something have to star remembering information, then understanding,
after applying, analyzing, and evaluating as in the following chart illustrates.
Figure 2. The Lower Order and Higher Order Thinking Skills. From Don't Mistake HOTS for
LOTS, by Dubec (2019), https://teachingcommons.lakeheadu.ca/dont-mistake-hots-lots
 Culture: Multilingualism goes hand in hand with interculturality, therefore students

must know the identity of other cultures to understand the language more precisely
since learning a foreign language is not only the study of the language and the
19
grammatical structures, but also it involves understanding, tolerance, and
international values that help students to become citizens of a global reality.
2.3.2. The benefits of CLIL
According to Coyle, Hood, and Marsh (2010), there are several advantages that CLIL
methodology proposes that can be divided into the three following categories:
 Cultural: Learning a foreign language implies acquiring several values such as, the
ability to respect beliefs, opinions, or even behavior that differ from my own, even
though one does not necessarily agree with and respect others’ cultures. Then,
analyzing the values that this element provides, it is very important not to leave out it
from the educational curriculum since it connects the individual to others and with
the world outside.
 Linguistic: Language is used to learn a subject and such a subject serves not only to
learn about itself but also to learn a language, so this approach allows us to kill two
birds with one stone, namely language and content at the same time. Also, this
approach provides several possibilities to practice the language in real situations and
also uses the language to negotiate the meaning of linguistic exchanges.
 Pedagogical: This approach or method offers a natural way of learning a language
since it is placed in a learning context where learners can interact with others to get a
better understanding. It develops a positive attitude in the students towards learning
a foreign language. The CLIL approach is also ICT potential, which will make it more
motivating for students (as cited in Fernández, p.11, 2015).
Although there are some studies that present some drawbacks concerning this
methodology arguing that there are certain skills which cannot be developed as successfully
as the productive skills [ CITATION Bru13 \l 2058 ], one may conclude saying there are more
advantages than disadvantages. One can clearly see all the CLIL benefits aforesaid is directed
to the learners taking into account that language acquisition occurs in integral form since the
participants are beings who are part of a culture and use language as a means of
communication.
20
2.4. Benefits of combining ICT and CLIL
Those who were born from 1994 to 2010 are classified as Generation Z (Robinson,
2016). They are considered as the Internet generation or digital native people. This
description is properly stated since everybody is witness to see this generation using their
smartphone not only as a communication aid, but also as a device used in most aspects of
their daily activities, such as playing music, browsing, watching videos, doing homework,
shopping online, or playing games. Associated with the phenomena above, it is suggested
that English teachers integrate technology in the teaching-learning process so that the
students can take full advantage of their gadgets in the class with the aim of supporting
learning. According to Dr. Cook (2015), it is necessary that teachers can adopt technology in
the teaching practice with this generation Z and stay connected all the time.
Being aware of the characteristics of the current generation, one could see that both,
ICT and CLIL have many benefits in the educational context and both are up to date and
attempt to face the challenges of today’s education regarding the social context.
To start with, Magdalena Custodio a Primary English teacher states that the
“combination of CLIL and ICT in the classroom can result in a process of symbiosis highly
intuitive for the student, and strongly rewarding for the teacher” (Custodio, n.d.) According
to her for bilingual education settings that apply the CLIL methodology, ICT is an ideal
platform for providing interactive strategies and methodologies to encourage independent
learning, peer interaction and language use for real communicative purposes since the
education of nowadays need to go hand in hand to equip students to achieve levels of
integration and adaptation to a world that is constantly evolving.
The study carried out by Drápalík (2014), claims that there is a simple reason to
combine the CLIL methodology and ICT method in the learning process. CLIL is an approach
that provides students to learn a subject through language and vice versa, and the presence
of ICT is something inherent in the life of the modern world that people live today. This
study concluded that CLIL can be used to improve ICT lessons and increase the learners’
exposure to the target language.
Last but least, an analysis of the benefits of the CLIL and ICT approach regarding
linguistic, pedagogical, and cultural sections explained that the use of the ICT in the
21
classroom permits teachers to apply a methodology to create a meaningful learning context
where learners understand the purpose of learning. On the other hand, Drápalík also
examined the ICT benefits where he mentioned that its benefits are uncountable since every
day more resources are available which might be functional and useful. Therefore, he
concluded that the CLIL approach with the help of the ICT might help the teacher to create
communicative contexts where the use of the L2 is required and will allow students to learn
content and language actively.
2.5. Online platforms for FL learning
2.5.1. Perceptions
With the emergence of new technologies, learning platforms have been introduced in
schools for a range of purposes, some of them concerned with the management of
educational practices, and others concerned more with direct learning interactions
[ CITATION Pas11 \l 2058 ]. Related to this aspect, particular attention is drawn to some
studies concerning the implementation of technology in the English classroom. Research by
Leakey and Ranchoux (2006) found that the combination of CALL which stands for
Computer-Aided Language Learning made students respond more positively to the learning
process and prefer this approach than their traditional classroom. Based on this research, it
seems to be obvious that learners feel engaged in the learning process with the support of
technology.
Another research made by Lin's (2003) with Taiwanese students of English as a

foreign language, showed that EFL learners demonstrated a positive attitude when they have
to carry out their tasks in their language program through the use of multimedia resources.
The activities were designed to record and save their writing and to make use of multimedia
resources for developing their reading skills.
On the other hand, the Research by Suthiwartnarueput and Wasanasomsithi (2012)

presented Facebook as an alternative tool for learning grammar and writing. Therefore, it
can be said that teaching with this means that is related to ICT is possible even in skills that
demand more teacher’s guidance inside classrooms. Also, Agustina and Cahyono (2017)
supported that using this alternative of tool students displayed effective results and feel
22
more engaged to participate in discussions with the teacher and other users who had a
better understanding of grammar knowledge.
A study carried out by Fernández (2015), regarding the practice of the CLIL approach
through ICT claimed that in one hand, CLIL equips students with learning experiences in
which they can learn both content and language with the same importance using the four
specific dimensions which are content, cognition, communication and culture that are
essential to forming an integral individual. On the other Also, he stated that some of the
objectives of ICT are participation, innovation, interaction. Finally, he concluded mentioning
that the fusion of these two important approaches CLIL and ICT in the learning process is
essential when preparing the students for the real world.
2.5.2. Vocabulary Learning
Digital platforms offer a wide range of possibilities to improve writing, reading,

vocabulary, and grammar. Whereas some are designed to use in the classroom to enhance
teaching via visual support and richer content, others are intended to be used by learners
outside the class, offering more opportunities for language exposure and encouraging
learner autonomy as well [ CITATION Cin15 \l 2058 ].
Many skills can be enriched through digital platforms, however, one of the most
important abilities to develop in young students is their vocabulary. Having sufficient
vocabulary is extremely beneficial for learners since it improves other abilities [ CITATION
Ser10 \l 2058 ]. Several studies have paid special attention to vocabulary, and a variety of
methods and different scholars who seek to propose an appropriate way to facilitate
vocabulary acquisition have analyzed several strategies. vocabulary acquisition tends to
occur in a relaxed, motivating, and enjoyable environment where learners can concentrate
on the new word and its contextual usage [ CITATION Sal16 \l 2058 ]. There are many factors
that may be critical in creating an environment with characteristics of games, drawings,
humorous behaviors, materials, and illustrations. With the advent of new computerized and
net-based technologies, apprentices can easily connect to the internet and find specific kinds
of net games to participate actively in interactive games.
Computers are used in almost every field of life, and the internet has become an
important information source. This is why educational settings should employ them as often
23
as possible to provide learners the possibility to acquire learning in a natural way for them
(Sütheő, 2004).
Regarding language teaching and learning process Gee (2005), claims that games are
understood as conceptual models working across formal and informal learning contexts
since they increase motivation and authentic communicative practices. They have been
conceptualized as an enjoyable factor in language learning as well. They create a fun
environment in which learners and even the teacher become more interested in the learning
and teaching process. In informal contexts, games are often related to children’s leisure
activities since gaming is a key activity in children’s off school practices.
Interactivity in games refers to communication patterns where they are used in

conversation, consultation, transmission, and registration. These understandings agree with
communicative and socio-cognitive approaches which consider the prioritization of
negotiation and communicative ability essential elements (Warschauer & Kern,2000).
Marek (2011) investigated the effects of online EFL interaction on confidence,

motivation, and ability suggesting enjoyment as a key factor in increasing these learning
variables. This is understandable since learners who are bored or who do not understand the
language will not apply the lesson themselves. For this reason, it might be said that
combining CLIL and ICT approaches to teach vocabulary would be a potential fusion since
both consider learners as the center of the learning process and what is more both provide
learners a meaningful learning context.
Teachers should provide their learners with fruitful interactions either with people or
ICT resources to increase learners’ motivation leading to better ability and confidence. Such
interactions are not only for making students more enthusiastic in the development of the
activities but rather increasing their confidence skills. Any type of communication in the
target language or with the target culture must improve the learners' confidence,
motivation, and learning ability. [CITATION Ham14 \l 12298 ]
Yip and Kwan (2006) in a study about online vocabulary games as a tool for teaching
and learning English vocabulary, states that learners playing online vocabulary games tend to
learn better and could retain more the new words for a longer period of time than words
which are not provided through vocabulary games. When applying a game, it is important
24
that teachers make sure that such games do not negatively influence the learning objectives;
every online game has to be carefully analyzed without losing their goal in the learning
process. Information about designing an effective lesson plan that incorporates online
elements into the teaching and learning process is very necessary to become an effective
facilitator
The findings of Yip and Kwa’s research showed that students and teachers view
online games as effective vocabulary learning tools. Students prefer online games as
educational support in comparison with traditional learning lessons. To increase students’
interest and guarantee learning effectiveness, more motivating games are required.
Teachers think that their role as researcher and facilitator has grown more prominent after
employing ICT tools (as cited in Ashrafa, 2014). To illustrate better, the following chart
summarizes the main ideas exposed before.
Figure 3. Game cycle process. From Karlstad lean factory: an instructional factory for game-
based lean manufacturing training, by Jacobsson (2017),
https://www.researchgate.net/figure/input-Process-output-model-for-game-based-learning-
redrawn-from-garris-et-al-2002_fig5_320349437
2.5.3. Picaro Platform
The Picaro Platform is an example of an online platform that attempts to improve

language learning. It offers students different vocabulary units and topics for different ages.
For second grade, for example, the Platform offers twenty themes with three games each.
These games which are fully dynamic and colorful provide students the opportunity to
25
interact with the language. Heidemann (1995) expressed a similar opinion regarding three
main concerns that guide the design of visual materials on learning web pages, namely,
student-oriented principles as maintaining student motivation, image characteristics which
refer to presenting vocabulary elements in semantically related groups, and image functions
which means that images are better remembered than words and therefore, can act as
mediators of new knowledge.
The research community generally agrees that visuals such as images help students
remember and remember the words they have seen (Kwan, 2007). It is important to make
sure that using multimedia is an improvement, not a distraction.
2.5.4. Features of Picaro Platform
Picaro is an innovative platform for children in the English learning process. This platform
contains interactive online games, educational songs, and printable materials created in-
cooperation with Cambridge English Language Assessment, a world leader in English
qualifications.
With content aligned to the Cambridge English, the Picaro platform offers young learners the
highest academic standards and prepares children for English examinations and vocabulary
tests. It contains exciting online games with colorful and fun characters from the Fox
International Baby TV both to motivate and inspire young students on their English
language-learning journey. [CITATION Cam \l 12298 ]
The integration of ICT and CLIL approach is clearly seen in the Picaro platform since there,
learners as participants use the benefits that ICT provides interacting in a particular way with
all activities which are designed not only to acquire vocabulary, reading, writing, listening
and speaking but also to provide possibilities of interaction with different TV characters as
well as visiting virtually different planets and countries around the world.
2.5.5. Type of activities of Pícaro Platform
Pícaro Platform offers young learners different kind of activities according to the age of the
students. Pícaro contains 16 units with 20 topics inside each one, and each topic has 3 games
26
included. All these activities are designed for students of all ages and in this case, students
from second grade work with the unit 3 from the Platform.
3. Experimental framework
As has been previously mentioned, the main objective of this study is to analyze the
effectiveness of the use of the “Pícaro” Platform as a resource applied in the process of
bilingualism implemented in La Salle school. In the following paragraph, there is information
about the instruments and participants with the procedures for the analysis of the data.
3.1. Methodology and design
First, this is a case study and the research data for this study will be obtained from an online
survey administered to the parents. One hundred and fifty parents solved the survey. The
second part of the study provides from an analysis of students experiences with the
vocabulary learned in class and reinforced with the use of the platform.
The survey was designed to obtain different types of data, with demographic information,
personal opinions and beliefs that parents think their children have such as: language level,
the time students used for the games, interests, perceptions, enthusiasm, and beliefs
towards CILL and bilingualism.
The language chosen to be used the survey was Spanish, that is because the surveys were
for parents, and it was considered that it could be easier for all the parents to be
understood. The survey includes mostly lickert scales in order to make it simple. Parents
provided their answers easily.
Once the surveys were administrated for parents, a questionnaire were presented for
students with simple ten multiple-choice questions in order to evaluate the effectiveness of
the use of the platform.
The questionnaire was semi-structured, so students could express themselves freely about
the vocabulary they already know.
It is important to know that both surveys and questionnaires were completely anonymous
and confident, the information obtained count with the Principal and vice principal´s
permission to collect the necessary data for this study.
27
The questionnaire was distributed to 120 students of 6 and 7 years proximally from the
school and the survey to 120 parents too who are around 25 to 50 years.
The questionnaires were carried out with eighty-two students from second grade with a
diversity of profiles. The grades were divided into two parallels A and B. There was a
Chinese girl in this study in second grade B. In the unit planning about new vocabulary about
parts of the house, the second grade A received the explanation of the class without the use
of the Platform at home. On the other hand, second grade B received the explanation of the
topic but these students work with the games at home. After two months students from
second A and B took a test, which evaluates the vocabulary, learn before. Here there are the
results
3.1.1 Participants
The participants of this study were students from second basic grade. Forty-two students
participated resolving the quizzes. One hundred and fifty parents from both parallels A and B
from the students mentioned before solved the surveys.
3.1.2 Analysis tools and data collection
3.1.3 Analysis tools
A survey is a good tool for give some characteristics of a large population and can
provide information on minutes. That is the reason because the tools used in this case
study were surveys for parents and quizzes for students.
3.2 Data collection
The data were collected with a sample of one hundred and fifty parents from the students
from second grade. Eighty-two students were evaluated by the quizzes 54 boys and 28girls .
The statements evaluated were frequency of on line games that are sent for teachers to do
at home, frequency of students do the online games at home, frequency of students
received help from an adult to play the games at home, frequency of parents´ supervision
during the online games, frequency when parents play the online games instead their
children, parents ‘opinion about the importance of the use of the platform to improve their
children´s English learning process, frequency of student’s enthusiasm during the activities
on line, frequency of students´ likes about the games, parents´ beliefs about the platform
28
motivates their children to learn English as a foreign language, parents´ evidence of
improving of English in their children for the use of Pícaro Platform, parents´ beliefs about
the online games reinforce the vocabulary learned in class.
4 Results
Table 1 (Punctuations of the table according to the survey of Pícaro Platform)
Evaluated Aspects never sometimes always

3%
Frequency of tasks in the 54% 43%
Platform
Frequency of adult help 22% 31% 47%

during the tasks
1%
Frequency of students´ 7% 92%
enthusiasm when doing
the tasks
Table 2 (Students results)
Evaluated Aspects Group 1(with Group 2 (without the Platform)

the Platform)
Vocabulary about colors 8.90

9.12
Vocabulary about animals 8.87 8.32
Grammar 9.10 8.88
Table 3 (Parents perceptions)
Evaluated Aspects Never Sometimes always
Motivated students 17% 80%

3%
Parents do the tasks 82% 13% 5%
29
instead of their children
There is a high probability that parents recommend the use of Pícaro Platform to develop
English in children. About 73% of parents recommend totally the use of the Platform, 16% of
parents would recommend the use of the Platform in certain occasions and 11% of parents
would not recommend the use of this Platform as a resource to learn English as a foreign
language.
Figure 1 (screenshot of the platform reporting)
It reveals that respondents generally held positive views about the games. Over 75 % of the
respondents found the games to be enjoyable. About 80 % of them agreed that games help
their children to reinforce to what they learn in class.
As described in the methodology section, in response to the objectives that this study has,
study data were collected from surveys to parents (quantitative findings) and questionnaires
to students (quantitative findings).
30
4.1 Quantitative findings – surveys
As mentioned before, 150 parents who responded to the survey did it correctly. So 150
parents´ responses are analyzed in detail in this study.
The survey ended with a question in which parents give the percentage of probabilities to
recommend the use of the platform as a resource to improve their children process of
bilingualism. The 76 % of parents give the platform a high recommendation of the use of the
platform, the 20 % of parents give the platform a medium recommendation of the use of it
and the 4 % of parents give the platform low recommendations.
Figure 2 Relevant results from the survey (own elaboration)
Relevant results from parents

4.5 4.2
4
3.5
2.5
1.5
0.5
0
Motivation Enthusiasm of students Improvement of English Parents´
recommendation
Quantitative findings – questionnaires
The questionnaires were carried out with eighty-two students from second grade with a
diversity of profiles. The grades were divided into two parallels A and B. It is important to
mention that both parallels were evaluated with the quizzes.
Figure 3 Relevant results of the test applied in students A (own elaboration)
Results Second A (with the platform) Second B (without the
31
platform)
Match the words 5/5 4.5/5
Listen and complete 4/5 3/5

the sentences with the
missing words
Color the correct 5/5 4/5

pictures
Orally sentences 4/5 3/5
4.3 Discussion and interpretation

The general aim of this study was to analyze the effectiveness of the use of Pícaro Platform
as a resource applied in the process of bilingualism in students from second grade.
After having presented the results obtained through the questionnaires and surveys, this
section turns to a discussion of the main themes emerging in relation to the parents´
perspectives and questionnaires on the implementation of the online Platform in La Salle
school.
First, taking a look of the number of students and parents participating in this study,
expectations that teachers can have about the use of the platform will solve with this study.
We can observe that the percentage of students that received help from the platform is
close to an 80 % of the total of them. More evidence is provided when we ask parents about
the use of the platform as a resource applied in the process of bilingualism to their children.
The results appear to suggest that learning with the vocabulary web sites, which included
games, it is more effective than activity based learning. To further study the validity of this
claim, the samples test was applied in students from both parallels. It is a good idea to
mention that parent’s opinions on various aspects of the vocabulary games on the selected
platform had a good level of satisfaction of their children´s learning process. The parents
commented that the games made the topics easier for students to learn a list of new words.
Since the words taught were in common was easier to guess the meaning applying the
games of this platform. Their opinions were relevant for this study.
32
They enjoy playing on line gams instead tasks in their notebooks. One possible explanation
for this is that students are having an autonomy in their learning at home when learning
from vocabulary platform games.
Vocabulary building is a long process. If the games are fun, relaxing, motivating and
confidence boosting, the learners’ interest is more likely to be aroused. To ensure learning
continues, it is necessary to ensure the games offer continuous motivation. Since motivation
can be too abstract a concept, continued motivation can be achieved by an increased appeal
to the senses, increased interactivity and an increased challenge.[ CITATION Flo07 \l 12298 ]
5 Conclusions
In the light of the evidence presented in this dissertation, we can conclude that the
implementation of Pícaro Platform as a resource applied in the process of bilingualism is still
a positive tool to improve students´ learning process.
To summarize this study there is an aspect of the use of the Platform that is important,
online games are regarded by both students and parents as an effective vocabulary-learning
tool.
In section of annexes it is clearly presented the google forms surveys and the pictures of the
questionnaires presented to students.
6 Limitations and further research

As this research is a case study, it has delved into one context and studied the perspectives
of only two grades from the whole school. It has also been narrowed down to focus on the
situations of a private school. It is important to mention that most children in Ecuador do not
have the access for private education or internet access.
For this reason, results should be taken with caution and cannot be applied to the whole
population involved in this practice. Another possible limitation of the study was that not all
parents of the school answered the survey just parents from second grade. This was maybe
due to the lack of time or even interest. However, the response of one hundred and fifty
parents was enough for the purpose of this study.
33
34
References
Agustina, E., & Cahyono, B. Y. (July de 2017). Perceptions of Indonesian Teachers and
Students on the Use of Quipper School as an Online Platform for Extended EFL
Learning. Retrieved from http://bv.unir.net:2145/10.17507/jltr.0804.20
Ashrafa, H., Motlagh, G., & Salam, M. (2014, May 01). he Impact of Online Games on
Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners. Procedia -
Social and Behavioral Sciences, 98, pp. 286-291. doi:DOI:
10.1016/j.sbspro.2014.03.418
Assessment, C. E. (n.d.). Retrieved from https://www.picaroworld.com/
Bar-Yam, M., Rhoades, K., Booth, L., Kaput, J., & Bar-Yam, Y. (2019). Changes in the Teaching
and Learning Process in a Complex Education System. Retrieved June 20, 2020, from
Perspectives on Education and the Education System, New England Complex Systems
Institute: https://necsi.edu/changes-in-the-teaching-and-learning-process-in-a-
complex-education-system
Bilyalova, A. (Junio de 2016). ICT in Teaching a Foreign Language in High School. Obtenido de
https://bv.unir.net:2054/science/article/pii/S1877042817300605?via%3Dihub
Bruton, A. (2013, September 01). CLIL: Some of the reasons why … and why not. pp. 587-
597. doi:10.1016/j.system.2013.07.001
Cifuentes, E. (2019, June 30). The Influence of Oral CALL Activities on CLIL Assessment
Processes Hace constar que es la autor(a) del trabajo: The Influence of Oral CALL
Activities on CLIL Assessment Processes. Retrieved from HYPERLINK
"https://www.researchgate.net/figure/The-4Cs-conceptual-framework-for-CLIL-
Source-Coyle-n-d_fig1_334125799" https://www.researchgate.net/figure/The-4Cs-
conceptual-framework-for-CLIL-Source-Coyle-n-d_fig1_334125799
Cincioğlu, A. (2015, January 01). Digital language learning platforms from the perspectives of
preparatory class teachers and students. 2015, pp. 190-204. Retrieved May 26, 2020,
from
35
https://www.researchgate.net/publication/297766757_Digital_language_learning_pl
atforms_from_the_perspectives_of_preparatory_class_teachers_and_students
Christoforos Kostaris1, 2. S. (2017). nvestigating the Potential of the Flipped Classroom

Model in K-12 ICT. Obtenido de
http://www.espaciotv.es:2048/referer/secretcode/docview/1874038366?
accountid=142712
Commission/EACEA/Eurydice, E. (2019, August). Digital Education at School in Europe.

Retrieved May 29, 2020, from Eurydice Report.: https://eacea.ec.europa.eu/national-
policies/eurydice/sites/eurydice/files/en_digital_education_n.pdf
Custodio, M. (n.d.). CLIL &ICT A Perfect Symbiosis. Retrieved from Always Learning Pearson:
https://www.pearsonelt.es/content/dam/professional/english/pearsonelt-
es/materials/odi/CLIL%26ICT.pdf
Drápalík, M. (2014). Content and Language Integrated Learning with ICT using the
Interactive Whiteboard. Retrieved from Content and Language Integrated Learning
with ICT using the Interactive Whiteboard: https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiwhrmg3YnqAhXWRzABHT
m2BzEQFjAAegQIARAB&url=https%3A%2F%2Fis.cuni.cz%2Fwebapps%2Fzzp
%2Fdownload%2F120146923&usg=AOvVaw3v2ShHE27mZWzUQVTmsSf9
Dubec, R. (2019, May 13). Don't Mistake HOTS for LOTS. Retrieved from
https://teachingcommons.lakeheadu.ca/dont-mistake-hots-lots
Educación, M. d. (2016). Ministerio de Educación . Obtenido de

https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/EGB-
Eelemental.pdf
Espinar, M. C. (n.d.). CLIL &ICT A Perfect Symbiosis . Retrieved from Always Learning
Pearson : https://www.pearsonelt.es/content/dam/professional/english/pearsonelt-
es/materials/odi/CLIL%26ICT.pdf
Fierro, I., Cardona, D., & Gavilanez, J. (07 de June de 2019). Digital marketing: a new tool for
international education. Obtenido de Pensamiento & Gestion:
36
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-
62762017000200241
Fox. (2008). En Using Podcasts in the EFL Classroom.
Gajo. (2007). En Linguistic Knowledge and Subject Knowledge: How Does Bilingualism
Contribute (pág. 600). The International Journal of Bilingual Education and
Bilingualism.
Gray, C. P.-V. (2007). Integrating ICT into classroom practice in modern language foreign
teaching in England. En C. P.-V. Gray, Integrating ICT into classroom practice in
modern language foreign teaching in England.
Jacobsson, L. (2017), Karlstad lean factory: an instructional factory for game-based lean
manufacturing training. Retrieved from HYPERLINK
"https://www.researchgate.net/figure/input-Process-output-model-for-game-based-
learning-redrawn-from-garris-et-al-2002_fig5_320349437"
https://www.researchgate.net/figure/input-Process-output-model-for-game-based-
learning-redrawn-from-garris-et-al-2002_fig5_320349437
Kolikant, Y. B.-D. (2010, November). Digital natives, better learners? Students’ beliefs about
how the Internet. ELSEVIER, pp. 1384-1391. doi:doi.org/10.1016/j.chb.2010.04.012
Kwan, F. W. (17 de February de 2007). Online vocabulary games as a tool for teaching and
learning English vocabulary. Obtenido de
https://www.tandfonline.com/doi/full/10.1080/09523980600641445
Lidia Wojtowicz, M. S. (n.d). The Impact of ICT and Games Based Learning on Content and.
Retrieved from https://conference.pixel-
online.net/conferences/ICT4LL2011/common/download/Paper_pdf/CLIL07-247-FP-
Wojtowicz-ICT4LL2011.pdf
Maria. (July de 2017). CLILing with Maria. Obtenido de CLILing with Maria:
https://www.blogger.com/profile/09825135730079023049
Medina, C. (2018). Country Report on ICT in Education. Retrieved May 25, 2020, from
http://www.eun.org/documents/411753/839549/Country+Report_Spain_2018.pdf/b
38b02b0-4b4c-4925-bccd-3b0cf28ad669
37
Mehisto, P., Marsh, D., & Frigols, M. (2008). Uncovering CLIL : content and language
integrated learning in bilingual and multilingual education. Retrieved June 30, 2020,
from https://www.semanticscholar.org/paper/Uncovering-CLIL-%3A-content-and-
language-integrated-Mehisto-Marsh/eeb18becf9199a8cdd9ece1c7f87cbb5f07b0662
Ministry of Education . (2016). Introduction English as a Foreign Language. En Miniterio de

Educación (pág. 92).
Oddone, C. (2011). sing Videos from YouTube and Websites in the CLIL Classroom. Obtenido
de https://www.ceeol.com/search/article-detail?id=219288
Pale, P. (January de 2005). Objectives of ICT Use in Education. Objectives of ICT Use in
Education. Obtenido de Objectives of ICT Use in Education.
Passey, D., & Steve, H. (2011, December 14). Learning platforms and learning outcomes.
Learning, Media and Technology, 36(4), pp. 329-333.
doi:doi.org/10.1080/17439884.2011.626783
Puškášová, P. (2016). CLIL Activities in Music Lessons. Brno.
Riley, J. (s.f.). What is ICT? Obtenido de What is ICT?:

https://www.tutor2u.net/business/reference/what-is-ict
Salavati, M., & Salehi, H. (2016). Impact of Using Instructional Video Games as an on EFL
Learners’ Vocabulary Retention. Universal Journal of Educational Research, pp. 2724-
2728. doi:DOI: 10.13189/ujer.2016.041205
Savvidis, P. (2020). Webanywhere. Retrieved from Top 6 benefits of using technology in the
classroom: https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-
technology-classroom/
Schibeci. (2008). Teachers' journeys towards critical use of ICT. Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-
48702011000100002
Sergey. (2010, March 12). How to Use Technology to Teach Vocabulary. Retrieved May 30,
2020, from Techzone360:
https://www.techzone360.com/topics/techzone/articles/2020/03/12/444765-how-
use-technology-teach-vocabulary.htm
38
Study International Staff. (2019, February 14). Here’s how technology is shaping the future of
education. Retrieved June 25, 2010, from Here’s how technology is shaping the
future of education: https://www.studyinternational.com/news/heres-how-
technology-is-shaping-the-future-of-education/
Šulistová, J. (2013, December 01). The Content and Language Integrated Learning Approach
in Use. Acta Technologica Dubnicae, 03(02), pp. 47-54. doi:10.1515/atd-2015-0018
Suthiwartnarueput, T. (January de 2012). Effects of using Facebook as a medium for

discussions of English grammar and writing of low-intermediate EFL students.
Obtenido de Effects of using Facebook as a medium for discussions of English
grammar and writing of low-intermediate EFL students:
https://www.researchgate.net/publication/285936363_Effects_of_using_Facebook_
as_a_medium_for_discussions_of_English_grammar_and_writing_of_low-
intermediate_EFL_students
Team, L. (19 de January de 2017). Linways. Obtenido de ICT enabled education::

https://stories.linways.in/ict-enabled-education-d190bcc91bf0
Turkle, S. (1997). La vida en una pantalla. En S. Turkle. Simon & Schuster.
Wiseman, J. (25 de July de 2018). What is Content and Language Integrated Learning? .
Obtenido de What is Content and Language Integrated Learning? :
https://www.english.com/blog/content-and-language-integrated-learning/
[ CITATION MarcadorDePosición1 \l 12298 ]
39
Annexes
Survey:
Google forms link:
https://forms.office.com/Pages/AnalysisPage.aspx?
id=DQSIkWdsW0yxEjajBLZtrQAAAAAAAAAAAAZAAJKV2HRUOE9UR1NHMkRJWkNOTTZWVVF
IQkFITUpROS4u&AnalyzerToken=GTxK8FsEzBR8SjLrQvQainfxT7ATdPPt
Test for students:
40
41

Universidad Internacional de La Rioja: Facultad de Educación

Uploaded by

Copyright:

Available Formats

You might also like

Universidad Internacional de La Rioja: Facultad de Educación

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Universidad Internacional de La Rioja: Facultad de Educación

Uploaded by

Copyright:

Available Formats

Universidad Internacional de La Rioja

Master’s Degree in Bilingual Education

Final study presented by: Sofía Lorena Cornejo Contreras

THE EFFECTIVENESS OF THE USE

Platform, vocabulary, parents, students.

1.2. Brief analysis of the state of the art.............................................................................9

1.3. Objectives of the study..............................................................................................11

1.3.2 Specific objectives………………………………………………………………………………………………………11

2.1.1The Evolution of Education...............................................................................................12

2.1.2 The Use of ICT in language teaching and learning.....................................................12

2.2.1. ICT definition.......................................................................................................12

2.2.2. ICT in language teaching and learning…………………………………………………………………13

2.2.3 The ICT objectives……………………………………………………………………………………………………….14

2.2.4 The benefits of ICT………………………………………………………………………………………………………15

2.3 The CLIL approach........................................................................................................

2.3.1 The 4 C´s..…………………………………………………………………………………………………………………..18

2.3.2 Benefits of combining ICT and CLIL……………………………………………………………………………..19

2.5 The impact of online games on learning English Vocabulary….………………………………………21

2.6 Pícaro Platform……………………………………………………………………………………………………………..22

2.6.1 Features of Pícaro Platform………………………………………………………………………………………..22

2.6.2 Types of activities of Pícaro Platform………………………………………………………………………….23

3.1. Methodology and design…….………………………………………………………………………………..24

3.2. Analysis tools..............................................................................................................26

3.3. Data collection............................................................................................................26

4.1 Quantitative findings. Surveys……………………………………………………………………………………….28

4.2 Quantitative findings. Questionnaires……………………………………………………………………………29

4.3 Discussion and interpretation………………………………………………………………………………………..30

6. Limitations and further research.......................................................................................32

Figure 2 Relevant results from the survey (own elaboration) ……………………………………………29

Figure 3 Relevant results of the test applied in students A (own elaboration)……………………29

Table 2 (Students results) ………………………………………………………………………………………………….27

Table 3 (Parents perceptions) ……………………………………………………………………………………………27

We are increasingly becoming a multilingual and multicultural society and linguistic

1.2. Brief analysis of the state of the art

1.3 Objectives of the Study

1.3.2 General objective

1.3.2 Specific Objectives

2.1. The evolution of education

2.2. Use of ICT in language teaching and learning

2.2.1. ICT definition

2.2.2. ICT in language teaching and learning

Developing ICT curricula is a priority of educational policies to cultivate students’

To improve the quality of teaching foreign languages, the informatization of

2.2.3. The ICT objectives

 Support functions: It refers to support those who are in charge of administration,

2.2.4. The benefits of ICT

To get a better understanding of the benefits of ICT, it is important to take into

2.3. The CLIL approach

2.3.1. The 4 C’s

 Culture: Multilingualism goes hand in hand with interculturality, therefore students

2.3.2. The benefits of CLIL

2.5. Online platforms for FL learning

Another research made by Lin's (2003) with Taiwanese students of English as a

On the other hand, the Research by Suthiwartnarueput and Wasanasomsithi (2012)

2.5.2. Vocabulary Learning

Digital platforms offer a wide range of possibilities to improve writing, reading,

Interactivity in games refers to communication patterns where they are used in