The impact of an asynchronous techno-pedagogical model on students’ English proficiency level in a virtual learning environment

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dc.audiencegeneralPublic
dc.contributorFlores González, Norma
dc.contributor.advisorFlores González, Norma; 0000-0002-4967-8854
dc.contributor.authorLimón Meneses, Hugo
dc.date.accessioned2026-06-08T19:35:05Z
dc.date.available2026-06-08T19:35:05Z
dc.date.issued2025-11
dc.description.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”.
dc.folio20251128132117-8962-T
dc.formatpdf
dc.identificator4
dc.identifier.urihttps://hdl.handle.net/20.500.12371/32833
dc.language.isoeng
dc.matricula.creator223462017
dc.publisherBenemérita Universidad Autónoma de Puebla
dc.rights.accesopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject.lccFilología y lengua inglesa--Inglés moderno--Lengua--Estudio y enseñanza
dc.subject.lccTeoría y práctica de la educación--Enseñanza (Principios y práctica)--Tecnología educativa
dc.subject.lccTeoría y práctica de la educación--Enseñanza (Principios y práctica)--Sistemas de instrucción--Informática en la educación--Instrucción programada--Multimedia interactiva
dc.subject.lccEntornos virtuales compartidos--Estudio de casos
dc.thesis.careerMaestría en la Enseñanza del Inglés
dc.thesis.degreedisciplineÁrea de Ciencias Sociales y Humanidades
dc.thesis.degreegrantorFacultad de Lenguas
dc.thesis.degreetoobtainMaestro en la Enseñanza del Inglés
dc.titleThe impact of an asynchronous techno-pedagogical model on students’ English proficiency level in a virtual learning environment
dc.typeTesis de maestría
dc.type.conacytmasterThesis
dc.type.degreeMaestría
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