Ruiz Gros, SandraBarrera Revelo, Kattya YamilethCampués Pupiales, Ana Lucia2026-08-072026-08-0720266010https://repositorio.puce.edu.ec/handle/123456789/49552Based on Connectivism (Siemens , 2005) and Sociocultural Theory (Vygotsky, 1978), this study analyzes the impact of limited technological resources on English language learning outcomes among 12-14-year-old students at Unidad Educativa ‘Rumipamba’ a public rural institution in La Esperanza, Ibarra, Ecuador. The research seeks to determine how technological limitations affect English language learning outcomes in this rural educational setting. A mixed methods approach was employed, combining student surveys and semi-structured interviews with three English teachers from the eighth, ninth and tenth grade parallel A from Educación General Básica Superior. The findings indicate that limited technological resources negatively affect English language learning outcomes, particularly in listening and speaking skills. Although the present institution has a computer lab, administrative restrictions and unstable internet connectivity create a double barrier that goes beyond physical unavailability. Students recognized the value of technology for vocabulary development and reading comprehension, and expressed a preference for technology used in English classes: however, irregular access prevents students from fully developing their language skills. Teachers compensate through collaborative and active strategies, yet these ones are insufficient to fully bridge the technological gap, leading educators to reduce learning expectations and rely on basic language objectives, making it difficult to meet the English proficiency standards established by the national curriculum.enTechnological ResourcesEnglish Language LearningLanguage Learning OutcomesThesis