Ana María Pinto-Llorente, Mª Cruz Sánchez and Francisco J. García Peñalvo.

1. Students’ Essential Characteristics for Learning English in a
Hypermedia Modular Model
Ana María Pinto Llorente
Mª Cruz Sánchez Gómez
Francisco José García Peñalvo
Salamanca, October 2014

2. RESEARCH PURPOSE
TO KNOW STUDENTS’ ESSENTIAL
CHARACTERISTICS FOR LEARNING ENGLISH IN A
HYPERMEDIA MODULAR MODEL
TO IMPROVE INSTRUCTION
TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
This study was the result of an interdisciplinary project, which addressed two
October 2014
important fields: language and technology.

3. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
METHOD
QUALITATIVE
GROUNDED THEORY
The theory emerges and develops inductively from the research data, not
deductively from theoretical frameworks.
The process of analysis is dynamic and creative.
Data collection and analysis are carried out until theoretical saturation occurs.
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4. METHOD
QUALITATIVE
POPULATION SAMPLE
451 students
Foreign Language and its Didactics
I (English)
91 students
The qualitative sample was a non-probabilistic
sample, cumulative
and sequential
TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
October 2014

5. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
METHOD
QUALITATIVE
INSTRUMENT
Unstructured interview.
Internal validity of the unstructured interview was achieved because the criteria
established by Coleman & Unrau (2005), and Hernández, Fernández & Baptista
(2010) were met.
Reliability of the coding → 16 experts, an agreement of 81%.
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6. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
FIELDWORK
Ninety-one interviews were conducted from May to July 2010.
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ORGANIZATION AND ANALYSIS OF DATA
The process of qualitative data analysis → Miles & Huberman’s scheme:
1.data reduction
2.data display; and
3.drawing and verifying conclusions.
Data analysis finished when saturation of information was reached.
We used NUD*IST software to carry out categorizing and coding.
We used Microsoft Office Word to illustrate the results.

7. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
RESULTS
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30.69%
Competent computer skill

8. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
RESULTS
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
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Technological tools as barriers to learning
Men 35 or more
Men 30-34
Men 25-29
Men 20-24
Women 35 or more
Women 30-34
Women 25-29
Women 20-24

9. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
RESULTS
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Work in groups/collaboratively and Interpersonal
skills
Interpersonal
skills
17.77%
Work in groups
21.08%

10. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
RESULTS
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Organized/tenacious and Maturity
Organized
/tenacious
11.38%
Maturity
10.98%

11. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
RESULTS
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Level of English
8.10%

12. TEEM’ 14 Technological Ecosystems for Enhancing Multiculturality
CONCLUSIONS
Students must have reasonable computer skills and master certain
technological tools. The consequence of not using these tools is isolation.
Students have to know how to self-manage their learning as well as learn in a
collaborative way.
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They must be organised and tenacious in their learning.
The blended learning education required a high level of academic maturity.
The work accomplished by students in a blended learning course is more
extensive than the work in a course of face-to-face instruction.
Students have to have a reasonable competence in English in order to be
autonomous in their learning.