English learning experience with video clips and online quizzes during the confinement

Experiencia de aprendizaje del inglés con video cápsulas y cuestionarios en línea durante el confinamiento social




Palabras clave:

Enseñanza multimedia, Inglés, Enseñanza audiovisual, Evaluación del estudiante


The following paper covers an intervention conducted in two high schools where educational conditions demand innovation in the teaching of English. Hence, Generation Z characteristics, microlearning, and mobile learning served as the background for a new way of promoting a better learning experience during the coronavirus confinement period[1]. The purpose of this study was to enhance the teaching-learning experience of English in high schoolers by using online quizzes that integrated multimedia materials. Action research was used hand in hand with grounded theory by appealing to qualitative approach techniques for data analysis. Findings revealed that the use of online quizzes with video clips to transmit knowledge fostered a positive experience in foreign language learning as learners were inspired to flexibly interact with digital academic content; also, an attractive-innovative approach and an easily accessible digital learning environment were promoted. Among the main conclusions, it can be highlighted that educational issues are unique in every context and, therefore, educators need to consider their students’ and community’s traits to find a proper solution to issues that emerge.


[1] This document is the result of a research that started during the COVID-19 confinement period under the research line innovation in educational processes through critical, theoretical, and practical reflection. The investigation was self-financed.


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Cómo citar

Pineda Castillo, K. A. (2022). English learning experience with video clips and online quizzes during the confinement: Experiencia de aprendizaje del inglés con video cápsulas y cuestionarios en línea durante el confinamiento social. Estudios λambda. Teoría Y práctica De La didáctica En Lengua Y Literatura., 7(2), 22–48. https://doi.org/10.36799/el.v7i2.121



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