Percepción de docentes de inglés respecto al uso de recursos multimedia en instituciones educativas de secundaria

Context: The use of multimedia resources has become central to teaching English as a foreign language; however, their effective integration in school contexts with technological limitations remains poorly understood from the teachers' perspective. Objetive: This research aimed to analyze the use of multimedia resources in secondary schools based on the perceptions of English teachers in Lima, Peru. Method: A qualitative approach was adopted, with a non-experimental, phenomenological design, of a basic type and descriptive level. Seven English teachers selected through purposive sampling participated, and a semi-structured interview validated by expert judgment (Aiken's V = 0.955) was administered. Results: Content analysis, with coding and triangulation, identified three categories: contextualized multimediality for pedagogical purposes, psycho-emotional inclusion and cognitive anchoring, and resilient and personalized multimedia praxis. The findings show that teachers adapt resources according to the cultural context and students' needs, that their effectiveness reduces the affective filter and strengthens retention, and that their sustainability depends on contingency strategies and greater digital literacy. Conclusion: It is concluded that the effective integration of multimedia resources constitutes a complex pedagogical process, not merely a matter of technical equipment.