(PUCE - Ibarra, 2026) Ibujés Chuquizán, Francisco Xavier; Noguera Arcos, Mercy Elizabeth
The present study analyzes the use of offline applications in teaching English as a foreign language to students from 13 to 15 years old in rural contexts of canton Espejo. The main objective is to explore the effectiveness of these technological tools in environments with limited connectivity and suggest their integration into the teaching process. To achieve this, a mixed-methods approach was employed to examine the current teaching practices, the use of technological tools and devices as part of English instruction, the integration of mobile applications, and students’ attitudes toward their permanent inclusion in the classroom. This involved the implementation of data collection techniques such as surveys, interviews, and classroom observations. The results obtained were highly favorable toward the high potential of offline applications to improve language skills and provide unlimited access to new materials. In the case of teachers, they accept the necessity to stay updated with technology, especially with new apps that provide unlimited information and motivate students to engage with English in enjoyable ways. However, they emphasized the necessity of previous training to maximize their use. On the other hand, although students were initially unfamiliar with some new offline apps, their attitudes toward including and practicing with those apps were totally positive as key for a successful language acquisition in rural contexts.
