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The Efficacy of a Web-Based Methodology on English Teachers' Digital Competence in Colombia

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Title: The Efficacy of a Web-Based Methodology on English Teachers' Digital Competence in Colombia
Language: English
Authors: Gonzalo Camacho-Vásquez (ORCID 0000-0002-3207-6689), Juana María Ortega-Tudela (ORCID 0000-0003-3649-3524), Elena María Díaz-Pareja (ORCID 0000-0001-5255-2761)
Source: Contemporary Educational Technology. 2025 17(4):612.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Language Teachers, Second Language Instruction, English (Second Language), Digital Literacy, Faculty Development, Web Based Instruction, Information Literacy, Media Literacy
Geographic Terms: Colombia
Abstract: Digital competency is becoming a priority in teachers' professional development. This article assessed the efficacy of a web-based methodology on English teachers' digital competence through a 200-hour course. This didactic methodology consists of eight learning moments that alternate between online and offline instruction and are based on solid theoretical foundations. The results of the six areas and 22 competencies of the DigCompEdu framework are compared between an entry and exit test in a group of 47 English teachers who were part of the web-based didactic design implementation. Data analysis was conducted using the statistical software R version 4.2.2. The Likert package version 1.3.5 and the ggplot2 package version 3.4.0 were used to generate graphs and descriptive statistics. The Stats package version 4.2.2 was used to perform the Kruskal-Wallis and Wilcoxon comparison tests. This analysis demonstrated that the effects of the designed methodology on teachers' digital competence development are highly significant. Teacher-learners advanced in areas of the DigCompEdu related to students' digital competence. The areas with fewer improvements were where teacher-learners scored higher in the pre-test. "Self-regulated learning," "accessibility and inclusion," and "communication and collaboration" competencies reached the highest difference when comparing the pre- and post-tests. Teachers struggle more with learning during offline moments. The Web-based methodology becomes an innovative proposal for training English teachers to incorporate technology to develop language skills.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494763
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Gonzalo+Camacho-Vásquez%22">Gonzalo Camacho-Vásquez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3207-6689">0000-0002-3207-6689</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juana+María+Ortega-Tudela%22">Juana María Ortega-Tudela</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3649-3524">0000-0003-3649-3524</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+María+Díaz-Pareja%22">Elena María Díaz-Pareja</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5255-2761">0000-0001-5255-2761</externalLink>)
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  Data: Digital competency is becoming a priority in teachers' professional development. This article assessed the efficacy of a web-based methodology on English teachers' digital competence through a 200-hour course. This didactic methodology consists of eight learning moments that alternate between online and offline instruction and are based on solid theoretical foundations. The results of the six areas and 22 competencies of the DigCompEdu framework are compared between an entry and exit test in a group of 47 English teachers who were part of the web-based didactic design implementation. Data analysis was conducted using the statistical software R version 4.2.2. The Likert package version 1.3.5 and the ggplot2 package version 3.4.0 were used to generate graphs and descriptive statistics. The Stats package version 4.2.2 was used to perform the Kruskal-Wallis and Wilcoxon comparison tests. This analysis demonstrated that the effects of the designed methodology on teachers' digital competence development are highly significant. Teacher-learners advanced in areas of the DigCompEdu related to students' digital competence. The areas with fewer improvements were where teacher-learners scored higher in the pre-test. "Self-regulated learning," "accessibility and inclusion," and "communication and collaboration" competencies reached the highest difference when comparing the pre- and post-tests. Teachers struggle more with learning during offline moments. The Web-based methodology becomes an innovative proposal for training English teachers to incorporate technology to develop language skills.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Faculty Development
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      – SubjectFull: Colombia
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