A A web-based methodology effects on digital tools’ use for English teaching

Emergency remote teaching during the Pandemic marked a significant milestone in the incorporation of technology into teaching. In English teaching, digital tools enhance language skills and foster the development of intercultural competence. This research article presents the implementation results for a Web-Based methodology in a 200-hour course with 47 English teachers as part of a didactic innovation study on teaching professional development. The Web-Based Learning Design integrates online and offline instruction into eight learning moments grounded in solid theoretical frameworks. The primary objective is to assess the effectiveness of the methodology in incorporating digital tools into English teaching, and the specific aim is to identify differences in the population groups regarding teaching experience and teaching levels. A mixed-method approach was used to analyze the collected data from an online Likert scale-type questionnaire, comments from an online forum, and implementation videos. Results show the high effectiveness of the methodology in incorporating digital tools into skills development. Teacher-learners made significant advancements in incorporating new digital tools, primarily to develop productive skills. They continued to utilize traditional resources, such as YouTube, and tried new tools, including Canva, Jam Board, and Quizizz. More than augmenting the number of tools, what becomes significant is the change in attitude toward technology.