Innova ITFIP Magazine

Pedagogical practices through virtual learning environments (vles) and their impact on the acquisition of spanish as a second language in the united states

Sonia M. Bruno González

DOI: https://doi.org/10.54198/innova16.06

Keywords: Didactics practice, educational exploration, teacher preparation – research, language acquisition, virtual learning environments-VLE, teaching second language

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Abstract

This research analyzes the impact of pedagogical practices mediated by Virtual Learning Environments (VLE) on the investment of Spanish as a second language (L2) in educational circumstances in the United States. In an increasingly digital and multicultural environment, the integration of educational technologies has become a key strategy to respond to the lingual and cultural distinctiveness of students, especially in foreign language teaching programs.
The study is based on a combining approach between qualitative and quantitative methods to examine both teachers' perceptions and students' performance in virtual environments. The results show that VLEs, when integrated with pedagogical intentionality, favor the development of language competencies through interactive resources, collaborative learning strategies, and constant feedback. Tools such as forums, videoconferences, conversational simulators and educational platforms allow students to refine their comprehension, oral and written production in Spanish.
Likewise, there is evidence of an improvement in the motivation, autonomy and loyalty of students when the internships are contextualized and respond to their linguistic and cultural needs. However, important challenges are also identified: the digital divide, teacher training in the didactic work of technologies, and the need to adjust content to different levels of competence.
In conclusion, pedagogical practices through VLE represent an effective tool for teaching Spanish as L2, as long as they are articulated with a solid instructional design and planning aimed at achieving significant learning. This inquiry contributes to the apprehension of the prospective of virtual environments in language teaching and offers practical guidelines for their implementation in diverse educational contexts.

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