The impact of an asynchronous techno-pedagogical model on students’ English proficiency level in a virtual learning environment
Date
2025-11
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Benemérita Universidad Autónoma de Puebla
Abstract
“This thesis examines the impact of an asynchronous techno-pedagogical model on the English proficiency of undergraduate students enrolled in the Licenciatura en Enseñanza del Inglés at the languages department in the Benemérita Universidad Autónoma de Puebla. The incorporation of Information and Communication Technologies (ICTs) in higher education has increased the need for flexible learning environments which respond to students’ several academic needs and demands. In this context, asynchronous learning emerges as an alternative that supports autonomous work, continuous access to resources, and personalised learning pathways. The purpose of this research is to analyse the extent to which an asynchronous-techno pedagogical model contributes to the development of students’ proficiency at the B1 Preliminary level. Additionally, it seeks to identify the kind of impact that the model has on learners’ performance and to describe their perceptions regarding its design, usability, accessibility, and pedagogical value. The study follows a quantitative approach. Data were collected through two mock Cambridge B1 Preliminary tests administered before and after the intervention, allowing for comparison of proficiency gains. Additional quantitative data were obtained through a Likert-scale questionnaire, which measured students’ perceptions in five main areas: motivation and autonomy, usability, accessibility and technological anxiety, usefulness and academic performance, interaction and collaboration, and acceptance and willingness”.
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