DOI:
https://doi.org/10.14483/22486798.23923Publicado:
04-02-2026Número:
Vol. 31 Núm. 1 (2026): Lenguaje, medios audiovisuales y tecnologíaSección:
Artículo de InvestigaciónCategorías
Impact of TEACH: A Virtual Pedagogical Model for Teaching English as a Foreign Language
Impacto de TEACH: un modelo pedagógico virtual para la enseñanza del inglés como lengua extranjera
Impacto do TEACH: um modelo pedagógico virtual para o ensino de inglês como língua estrangeira
Palabras clave:
21st-century skills, CLIL, PBL, English as a foreign language, virtual pedagogical model (en).Palabras clave:
ABP, AICLE, inglés como lengua extranjera, habilidades del siglo 21, modelo pedagógico virtual (es).Descargas
Resumen (en)
The article proposes a virtual pedagogical model for English language teaching that is based on five dimensions: the technological-communicative dimension, the educational-pedagogical dimension, action-based research, competency development, and holistic learning. Its implementation involved 22 students from a bachelor’s program in Languages with an emphasis on English at a Colombian university. This study was conducted in three phases: the creation of the TEACH model for virtual learning environments; the adaptation of the syllabus, based on content and language integrated learning (CLIL) and on problem-based learning (PBL) within the framework of an English-taught course; and data collection and analysis through interviews, Likert-scale surveys, observation, and learning analytics. The thematic analysis revealed three categories, yielding results related to interaction and research skills, the impact of task design and problem solving, and learning through experience. The findings highlight the interrelation of these aspects within the TEACH model, demonstrating improvements in English language learning. This study concludes that the model positively impacted learning by anticipating objectives, fostering critical thinking, enhancing communication, and facilitating implicit learning. Additionally, the structured interaction and the design of authentic, content-meaningful tasks played a key role in reinforcing learners' linguistic performance and engagement in real communication.
Resumen (es)
El artículo presenta la propuesta de un modelo pedagógico virtual para la enseñanza del inglés, basado en cinco dimensiones: tecnológico-comunicativa, educativo-pedagógica, investigación basada en la acción, desarrollo de competencias y aprendizaje holístico. Su implementación involucró a 22 estudiantes de un programa de Grado en lenguas con énfasis en inglés de una universidad en Colombia. El estudio se desarrolló en tres fases: la creación del modelo TEACH para entornos virtuales de aprendizaje; la adaptación del programa de estudios siguiendo un enfoque AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) y ABP (Aprendizaje Basado en Problemas) en una asignatura impartida en inglés; y la recogida y análisis de datos mediante entrevistas, cuestionarios con escala Likert, observación y analíticas de aprendizaje. El análisis temático reveló tres categorías relacionadas con el desarrollo de habilidades de interacción e investigación, el impacto del diseño de tareas y la resolución de problemas, y el aprendizaje a través de la experiencia. Los resultados pusieron de manifiesto la interrelación de estos aspectos dentro del modelo TEACH, evidenciando mejoras en el aprendizaje de la lengua inglesa. Finalmente, el estudio concluyó que el modelo tuvo un impacto positivo en el aprendizaje, al favorecer la anticipación de objetivos, el pensamiento crítico, la comunicación y el aprendizaje implícito. Del mismo modo, la interacción estructurada y el diseño de tareas auténticas y significativas desempeñaron un papel clave en el fortalecimiento del rendimiento lingüístico de los estudiantes y en su implicación en situaciones reales de comunicación.
Resumen (pt)
Este artigo apresenta os resultados de um modelo pedagógico virtual composto por cinco dimensões: tecno-comunicativa, pedagógico-educacional, investigativa, por competências e de aprendizagem holística. Foi implementado com 50 estudantes de um curso de licenciatura em línguas estrangeiras com ênfase em inglês. Três fases foram desenvolvidas: a criação do modelo TEACH para o ensino de inglês em ambientes virtuais, a adaptação do plano de ensino com base na abordagem de Aprendizagem Integrada de Conteúdo e Língua (AICLE) e na Aprendizagem Baseada em Problemas (ABP) para um curso ministrado em inglês. A coleta de dados foi realizada por meio de entrevistas, questionários tipo Likert, observações e análises de aprendizagem. Os dados foram analisados com base na análise temática. Evidenciou-se o desenvolvimento de habilidades de interação e investigação, bem como o impacto do design de tarefas e da resolução de problemas no favorecimento de uma aprendizagem experiencial. Os resultados destacaram a inter-relação desses aspectos dentro do modelo TEACH, demonstrando melhorias na aprendizagem da língua inglesa. O modelo impactou positivamente o aprendizado ao antecipar os objetivos de aprendizagem, promovendo o pensamento crítico, a comunicação e facilitando a aprendizagem implícita. Além disso, a interação estruturada e o design de tarefas autênticas e significativas baseadas em conteúdo desempenharam um papel fundamental no fortalecimento do desempenho linguístico dos alunos e na promoção da comunicação real.
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