Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 7, Número 12 (Ed. Esp. Feb. 2023) ISSN: 2697-3456

The use of multimedia resources to improve listening skills in young learners.

DOI: https://doi.org/10.46296/yc.v7i12edespfeb.0301

THE USE OF MULTIMEDIA RESOURCES TO IMPROVE LISTENING SKILLS

IN YOUNG LEARNERS

EL USO DE RECURSOS MULTIMEDIA PARA MEJORAR HABILIDADES

AUDITIVAS EN JÓVENES APRENDICES

1

Cárdenas-Coello Jonathan Paul ; Cedeño-Macías Leticia Mercedes

1

Universidad Técnica de Manabí. Portoviejo, Ecuador.

Correo: jonathan.cardenasrs@gmail.com. ORCID ID: https://orcid.org/0000-0002-4986-9730

2

Universidad Técnica de Manabí. Portoviejo, Ecuador.

Correo: leticia.cedeno@utm.edu.ec. ORCID ID: https://orcid.org/0000-0002-7263-3902

Abstract

The use of multimedia tools is a technological means that have had considerable success in

increasing the motivation of students to learn and improve their knowledge in the acquisition of a

second language, regardless of their educational stage, so the main objective of the research is

to identify the relationship between listening skills and multimedia resources in young students.

In addition, this study describes the following specific objectives: Analyze other research on

listening skills and multimedia in the last five years; Describe the perception of teachers about the

use of multimedia to increase listening skills with multimedia resources; Identify what has been

learned from the use of multimedia in young learners. The methodology carried out in this paper

is a bibliographic research design, which allows identifying the main characteristics of a topic

using secondary resources, such as articles and books. Likewise, it can also help to understand

the variety of statements made by different authors about the influence of multimedia resources

on the development of listening in young people; thus, it is possible to make a contrast of ideas.

Among the main conclusions, it was possible to show that very few teachers use multimedia

resources because they are not sufficiently motivated to learn about them, or even consider the

importance of these tools in the learning process. Their lack of knowledge about its use; they

don't spend time learning about them, and the school does not have the required resources to

train them.

Keywords: multimedia resources, listening skills, young students, technology.

Resumen

El uso de herramientas multimedia es un medio tecnológico que ha tenido un éxito considerable

en aumentar la motivación de los estudiantes por aprender y mejorar sus conocimientos,

independientemente de su etapa educativa, por lo que el objetivo principal de la investigación es

identificar la relación entre las habilidades auditivas y el uso de recursos multimedia en jóvenes

estudiantes. Además, este estudio describe los siguientes objetivos específicos: Analizar otras

investigaciones sobre habilidades auditivas y recursos multimedia en los últimos cinco años;

describir la percepción de los docentes sobre el uso de recursos multimedia para aumentar las

habilidades auditivas; identificar las lecciones aprendidas del uso de multimedia en jóvenes

líderes. La metodología utilizada es un diseño de investigación bibliográfica, que permite

identificar las principales características de un tema utilizando recursos secundarios; como

papeles y libros. Asimismo, también puede ayudar a comprender la variedad de afirmaciones

realizadas por diferentes autores sobre la influencia de los recursos multimedia en el desarrollo

de la escucha en los jóvenes; por lo que es posible hacer un contraste de ideas. Entre las

principales conclusiones, se pudo evidenciar que muy pocos docentes utilizan los recursos

multimedia porque no están lo suficientemente motivados para aprender sobre ellos, o incluso

no consideran la importancia de estas herramientas en el proceso de aprendizaje. Carecen de

conocimiento sobre su uso; no dedican tiempo a aprender sobre ellos, y la escuela no tiene los

recursos para capacitar.

Palabras claves: recursos multimedia, habilidades auditivas, jóvenes estudiantes, tecnología.

Información del manuscrito:

Fecha de recepción: 01 de diciembre de 2022.

Fecha de aceptación: 01 de febrero de 2023.

Fecha de publicación: 27 de febrero de 2023.

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Cárdenas-Coello & Cedeño-Macías. (2023)

teaching has evolved over time due

to the educational and technological

discoveries that have revolutionized

learning systems, in which results

can be improved thanks to the

application of programs based on

multimedia resources that makes

face-to-face classes more dynamic

when participating in a classroom

and, at the same time students are

quite a lot motivated and are the

ones who can decide what the

1

. Introduction

English has been considered the

most widely used language in the

world,

which

is

why

many

educational institutions integrate it

into the curriculum. The process of

learning English as

language is generally acquired inside

classroom, where different

a

foreign

a

controlled activities are carried out by

the teacher. Although there are

several ways in which students can

achieve a high degree of English

language development by running in

other activities such as listening to

music or watching movies in English.

learning

relationship

is

like,

especially with the introduction of

online classes, which is why it is

considered a game changing in

teaching English.

Teaching and promoting the ability to

speak English has become an

important part of the process of

teaching English as a foreign

This has been a motivation for the

introduction and implementation of

multimedia tools in the acquisition of

oral, listening, and written skills of the

English language, raising the quality

of traditional classes. The use of

multimedia tools is a technological

medium that has had considerable

success in increasing students'

motivation to learn and improve their

knowledge, regardless of their

language,

because

nowadays

students prefer to use the language

spontaneously during the teaching

and learning process as a way of

Communication. The technological

revolution

has

also

had

a

considerable impact on this process,

which has changed all the sectors

and activities considered traditional,

so that in education it has facilitated

the teaching not only of English but

of other languages. Traditional

educational

stage.

Multimedia

resources in commercial sectors

have had a great impact on the

development and scope of English

classes, as well as representing a

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Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 7, Número 12 (Ed. Esp. Feb. 2023) ISSN: 2697-3456

The use of multimedia resources to improve listening skills in young learners.

change in teaching practices and in

the way of presenting education.

Technology is considered a tool with

the power to transform learning and

teaching, quickly becoming in a

useful instrument that allows

strengthening relationships between

students and teachers, creating and

promoting new approaches to

available within the educational

processes, adapting to the different

needs that may arise. Educational

technology is an organized process

in which technology is integrated to

obtain a better educational result, an

important issue for educators, since

it plays a fundamental role especially

in the learning and practice of a new

language, considering ICT as a new

process that includes the necessary

material for the specific methodology

to be used. Educational technology is

one of the utmost important today, as

a tool that allows all teachers to

optimize the teaching and learning

process, so that they can make the

most of it, connecting with students in

an innovative way.

participation

and

collaboration,

providing those responsible for

providing knowledge the opportunity

to adapt and transform according to

the

needs

and

by

requirements

the students,

expressed

improving the general training

process that generates adults

capable of communicating and using

the available resources to carry out

future activities for the benefit of the

country (Lozano & Izquierdo, 2019).

Currently, researches related to

educational technology are oriented

towards the creation of environments

that specifically generate meaningful

teaching-learning process, with the

collaboration of all the people

involved in the process to manage

materials and use them to solve

specifics problems. Promoting the

usage of effective digital teaching

and learning, ensures teachers to

reach an adequate level of

development of technological skills,

to help students to manipulate

Educational technology seek to solve

specific situations and problems that

may arise during the teaching and

learning process, supported in this

case by ICT (information and

communication technologies). For a

long time, approaches related to the

subject have been presented,

making these strategies one of the

main ones for education, since it

allows an approach and an intimate

interaction between the opportunities

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Cárdenas-Coello & Cedeño-Macías. (2023)

technological resources in the best

way. Educational technology allows

the class, the teacher can use

different tools to evaluate more

quickly, thus assimilating the

information imparted, such as a blog

in which the doubts, opinions and

results of the presented topic are

published, not only serving as an

instrument for practice of the skills

learned, but also including the

practice of the technological tools

available. It is not just about the use

of computers in the classroom, but it

goes further as it seeks to meet the

learning objectives.

generating

innovative

making

learning

environments,

attractive where students use

appropriate

meaningful

information

in

a

way. Educational

technology is the set of procedures

and general rules through which

scientific knowledge is ordered to

solve the problem, contributing to the

change of reality. (Dauzón Ledesma

&

Izquierdo Sandoval, 2020).

Educational technology has been

applied for many years in educational

institutions, where the teacher

projects texts, images and videos in

different interactive programs in front

of his students, boosting the class

presented with different approaches

that can arouse interest, especially

when it comes to the English

language, it is important that

teachers motivate students to be

successful in the learning process.

Educational technology can be used

in a different way in the teaching-

learning process, since it attracts the

attention of the students and

therefore, they put more interest in

attending the class with the new

topic, since it does not become

monotonous. After having projected

Talking

about

Educational

Technology is not something new;

however its use has increased in

recent years due to the speed of the

evolution of ICT. Educational

technology helps to modify the

organization

of

educational

environments to transmit information

to students, so that they develop their

skills, abilities and aptitudes in a

more interactive way, transforming

knowledge into meaningful learning,

which is also a responsibility of each

person, some teachers do not use it

properly for the simple fact of not

dedicating a little more time to the

training of their students. All of this

has been grouped and called

teaching

resources,

although

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The use of multimedia resources to improve listening skills in young learners.

according to each nation and the

standards established for the

been learned and sometimes these

materials are constituted as a guide

for our students, we can make these

materials from our creativity and use

them as motivation for the students

(Han, 2019).

educational process,

a

global

consensus has not been established

to regulate or establish the guidelines

for the use of multimedia tools and

educational technology in the

classroom. Due to the rejection or

doubt of the effectiveness that these

would have, there were delays for the

implementation in the classrooms,

keeping the technological process

reduced that had a sudden increase

with the change from face-to-face

classes to online modality that

occurred worldwide with the arrival of

the Covid-19 pandemic (Smajla,

Given all this, teachers and

institutions must develop listening

comprehension skills as part of the

teaching process, which has shown

that it requires short, medium, and

long-term processes which are

perceived by the English teacher,

who must search for new items. and

tools that allow the evolution of

students' communication skills in all

areas such as written, oral, and

listening, achieving optimal learning

under the standards and guidelines

of the institutions that allow the use

of information and preparation of

classes They will have a better

receptivity. These tools become

essential to create an interactive

relationship, in which online and

offline tools using technology can be

used to enhance the educational

process.

2

020).

The didactic resources are the

means to which one can go as an

alternative during the teaching-

learning process to be able to fulfill

an objective favorably, these

interactive didactic resources make

direct reference to the formation,

training, and instruction for teaching,

the resources are tools that they are

useful within an educational process,

making use of a didactic resource

would help the teacher to fulfill his

educational function, in general, the

resources provide information, it

serves to put into practice what has

Listening skills have had

a

considerable evolution thanks to the

introduction of multimedia tools that

changed the traditional perception, in

which only a student could practice

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Cárdenas-Coello & Cedeño-Macías. (2023)

their listening skills by playing

cassettes or CDs which they had to

wait to complete the entire track to

practice or pose possible doubts.

The evolution and revolution that

multimedia listening tools have

language, which would later become

methodologies and processes of

assimilation

and

acquisition

(Tunagür, Kardaş, & Kardaş, 2021).

The importance of listening is

ingrained since people are babies

and children, from a very early age

they are exposed to the phonemes of

the mother tongue, without taking

into consideration other languages, it

does not resemble the one they are

used to when entering the

educational stage and face a process

of learning of a second language, the

process of identifying sounds and

understanding them is difficult. The

brain does not register foreign

sounds as words without proper

preparation. When children are

exposed to learning and developing

listening skills from an early age, it

has been proven that they are more

likely to learn other skills, although

this motivation and practice does not

occur in all students, which presents

a challenge at the time of learning

initiation in listening to learn all the

variables that make up the English

language specifically.

entailed

have

posed

a

methodological

challenge

for

teachers to motivate and achieve

student progress, especially in

conceptual content. The ability to

listen has the same importance as

the oral and written ability to express

feelings, emotions, and thoughts

since these are made up of the

delivery and reception of a message,

which refers to avoiding a greater link

between one skill and the other

without any existing of these. Due to

interaction and involvement, the

ability to listen is an essential

component in the social sphere,

fulfilling a transcendent role during

the process of learning a foreign

language is the teacher who must

implement the appropriate tools to

encourage listening for students to

be competent and self-sufficient in

the use of English. Some of the tools

that participated in the process

included cassettes, walkmans, and

radios with cassette players as the

first to present the new innovative

trends for the time in the reception of

Within the revolutions and tools

involved in learning and developing

listening comprehension in English,

the British company Linguaphone

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The use of multimedia resources to improve listening skills in young learners.

stands out for the design of materials

for teaching the language, it has

been one of the first companies in

innovation in the technological field,

designing the first cylinders that

contained English classes; Later

came cassettes, CDs and mp3s.

During the sixties, the appearance of

language laboratories with the use of

cassettes and headphones, these

resources were introduced in the

educational field. The use of this new

resource grew rapidly during the

seventies of the last century.

access

to

information,

and

geographic location, among other

factors (Zhou & Wei, 2018).

One of the stages of CALL highlights

the integration to the development of

low-cost personal computers that

gave students the opportunity to

experiment

with

multimedia

resources, incorporating audio and

video. At this stage, the first attempts

were made to offer students

computer-mediated

interactions,

synchronously and asynchronously,

thanks to the use of English teaching

software that was installed on

The introduction of the digital

programs in the laboratories brought

with it a new revolution, in which it

was possible to show that the

incorporation of video and new

technologies such as the computer

gave a new perspective to the

teaching and learning process of

languages. Following these events,

CALL (Computer Aided Language

Learning) which promoted the use of

computers.

Within

the

most

recognized knowledge of this

system, the evolution of the use of

technology in the teaching and

learning of English is mentioned;

likewise, it cannot be denied that the

use of video, audio, CDROM and

repetitive and interactive exercises

have revolutionized the educational

field, resulting in new ways of

teaching, studying and interacting

with knowledge. In this same trend,

computers

with

software

for

language learning, all these historical

factors contributed to the important

techno-educational progress in the

area of English teaching, which

the revolution

continued to innovate and create

new learning environments,

technological

currently

continues

to

show

highlighting, without a doubt, the

most important, that is, the

emergence of the Internet, which

considerable evolution, capable of

adapting to all educational levels,

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Cárdenas-Coello & Cedeño-Macías. (2023)

came to reinvent the way of

educating, breaking traditionalist

paradigms.

had to devise ways for all students to

participate in the lesson, something

that has now evolved since by having

a resource such as television and an

internet connection, a class can be

placed, pause as many times as

necessary for students to listen,

practice, and correct themselves as

a video unfolds. The literature has

revealed that instruction using these

resources has had success rates,

especially in isolated areas that are

more difficult to access through print

materials, such as improving

listening skills that need to be

practiced and not just writing or

speaking. It has also been studied

that radio is one of the most

accessible and profitable media for

many people, which has had great

relevance in distance education

In this way, four fundamental means

of communication teachers have

used over time, among which are:

the written press, television, audio,

and information technologies. It has

been an evolution of each mean of

communication, that we as teachers

have been noticing with the past of

the years since its inception, which

highlights the difference between

technology and the media, we have

understood that: technology refers to

the development of knowledge

thanks to specific devices, while the

media serve as a channel to

introduce this knowledge. In this

area, regardless of the type of

resource, video or audio, plays an

important role in which it will be used

depending on the results that are

aspired to achieve.

(Karipi, 2019).

Current education is closely linked to

the use of Information and

Communication Technologies (ICT),

mainly due to the use of the internet,

the resources, and digital materials

that can be found in this space. Many

authors define it as didactic means

and resources that are useful to

teachers when they are faced with a

situation in which they must solve

communication problems or create a

Many teachers and authors have

studied the adaptation of CD-ROM-

based radio, for example, with

lessons that allow education to

brought to the greatest number of

students, something that was

previously a complicated task since

there was no access to these devices

and teachers sharing only one, they

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The use of multimedia resources to improve listening skills in young learners.

different space for learning. In this

sense, specifically for the teaching of

a foreign language, teachers can

take advantage of all the resources

and tools that technology offers and

thus create a whole innovative

learning environment that arouses

the interest and motivation of

students in the learning of a second

language. Among the advantages of

ICT, it can be pointed out that the

creation of more flexible learning

spaces, the elimination of space-time

barriers between learners and

teachers, the development of

autonomous learning, the promotion

of interactive environments, the

possibility of new media for

communication and guiding students

and the promotion of continuous and

permanent training (Halpern, Piña, &

Ortega-Gunckel, 2020).

achieve during an educational stage.

This discipline is known as M-

Learning or Mobile Learning. This

learning is currently widely used in

any field of knowledge and the study

of a foreign language is no exception.

Thanks to Mobile Learning there are

countless multimedia resources and

other tools that facilitate the study of

the language, such as applications or

free courses that can be found

online. Multimedia content and

materials are many within the field of

education with multimedia tools to

improve foreign language skills that

can include videos, infographics,

books, and podcasts, among others.

Mobile Assisted Language Learning

can be defined as language learning

that deals with mobile devices and

technology (Sutrisna, Ratminingsih,

& Artini, 2018)

Today's teachers, in addition to the

use of computers, have chosen to

integrate the use of mobile devices in

The use of these resources raises

the need for a guide or model on

which teachers can plan and develop

knowledge, and although many of

these resources have become

familiar with technologies for

foreign

language

classrooms,

integration of

besides

the

applications that were mainly created

to communicate and are now used to

teach or guide students such as

Facebook, Skype, WhatsApp that

adapt to the English language

requirements that they plan to

education

and

the

different

multimedia resources available, not

all have the technical knowledge that

allows the creation of their lessons in

a simple way and that includes all the

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Cárdenas-Coello & Cedeño-Macías. (2023)

psycho-pedagogical

foundations

some have read the efforts of some

for the benefit of others; hence, in the

context of the production and social

distribution of knowledge that this

website announces, some teachers

find it hard to accept that a

conference designed for a small

audience today can be seen in real-

time or recorded asynchronously by

thousands of people in any place in

required by the regulations of each

country, for which the skills that the

users of these tools must possess

must also be taken into account, so

that their use during class, which

allows

a

comfortable process

adapted to the age and knowledge of

the adult, being for the teacher a

means with which he can design,

propose and create new spaces for

learning the English language, which

has a different activity for the practice

of skills, etc.

the

world

(Guillén-Gámez

&

Mayorga-Fernández, 2020).

Web 2.0 has also represented a new

experience and expression in the

culture of teaching perhaps today

knowledge has become a universal

social good, both because of its

accessibility and because of the

plurality with which it is shown today.

In this context, the use of blogs,

video blogs, podcasts, virtual

libraries, thematic sites, and social

networks such as Facebook and

Twitter, among others, are resources

that have increased the production

and circulation of information, so if

they are used correctly, can enhance

the educational experience of

students. Thus, Web 2.0 offers

considerable possibilities to promote

social and meaningful learning,

which is why it is explained in the

technical part, which includes the

At the beginning of the integration of

these resources, the method of

communication was email or chat,

which evolved into personal blogs

and free access sites, which

constituted a valuable tool for

teachers to establish communication

with their students and other

academic colleagues, which has

allowed the constitution of effective

virtual

communities.

The

incorporation of Web 2.0 resources

as devices to configure virtual

environments that allow horizontal

communication through the Internet

has meant a drastic change for the

most conservative teachers, first,

because it means bringing to light

knowledge that, in the perception of

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The use of multimedia resources to improve listening skills in young learners.

tools for publishing and managing

content, and in the social sphere, it

generates a community that brings

together various bits of intelligence

with individual contributions that are

not systematized or explicitly

oriented.

their own information search and

management processes.

In this transformation process, when

educational institutions and teachers

are in a disadvantaged position, their

planning is focused on the optimal

resolution

of

the

challenges,

This tool and all the development and

adaptation opportunities can help

demands, and dilemmas of an

educational community, for which it is

necessary to analyze how to

introduce and acquire competencies

that facilitate the acquisition and

diversification of knowledge of

educational agents, given the

enormous amount of information that

circulates through various means of

communication and information,

since the vertiginous technological

development places both institutions

teachers

to

increase

their

communication skills and motivation

in the teaching-learning process, a

process that is normally in constant

evolution, but from a perspective that

adapts to the students, allowing them

to refine the search for information,

collaborative work, and social

interdependence,

as

well

as

intellectual autonomy, based on what

is essentially this conjunction of

resources that favors the social

construction of knowledge. All this

combined with the advances of ICT

revealed in the context of educational

and

organizations

in

a

disadvantageous position to the

University.

Educational institutions and teachers

must use appropriate ICT for the

creation of content on the Web,

through blogs, multimedia resources,

and virtual platforms that could

innovation

that

is

promoted

throughout the educational system,

promoting and highlighting the

factors that celebrate the diversity of

technological resources, ensuring

that a student acquires knowledge

not only from primary sources but for

many years, the teacher, through

improve

and

guarantee

understanding and participation in

specific topics within educational

planning. For this reason, it has

become a priority to know how to

work for the creation of multimedia

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Cárdenas-Coello & Cedeño-Macías. (2023)

resources that allow improving skills

and the learning process, especially

when it comes to a foreign language

as a channel of communication in

design is also applied in order to find

out the teacher`s perception of the

use of multimedia to increase

listening skills in young learners in

order to describe the impact of

technology on language learning.

different

ways,

allowing

the

exchange of information and

knowledge that promotes the

2

.2.

Research modality

comprehensive

education

of

students. This has been a topic

understood by many teachers, who

have expressed the difference and

benefits of these in the educational

process. (Karipi, 2019).

This type of labor research is mixed;

which means that it is qualitative and

quantitative at the same time; based

on what was said by Hernández,

Fernández and Baptista (2006) in

their methodology book: "the

quantitative approach is when data

collection instruments are used, they

2

. Methodology

2

.1.

Design of the investigation

are

analyzed,

reasoned

and

statistically tabulated to accurately

establish the behavior models of the

population”. This method was

applied through the questionnaire

that was applied to the 7th-grade

students and teachers of the Juan

Montalvo fiscal school of the San

Pablo parish of the city of Portoviejo,

to know first-hand what impressions

they have on listening skills and the

use of multimedia resources in the

classroom.

This work is based on a bibliographic

research design, which allows for

identifying the main characteristics of

a topic using secondary resources,

such as articles and books in order to

analyze deeply the main topic.

Likewise, it can also help to

understand the variety of statements

made by different authors about the

influence of multimedia resources on

the development of listening skills in

young people; thus, it is possible to

make a contrast of ideas and realize

how important has been the

implementation of new era resources

mentioned before. A descriptive

2.3.

Type of investigation

The types of research applied were

field research, which is defined as

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The use of multimedia resources to improve listening skills in young learners.

the type of research that evaluates

the space where the study variables

fluctuate and the different aspects of

the research problem to be

method was also used, which

collaborated with the information

obtained on the theory of each of the

variables. The main characteristics of

the same and with this, it was

investigated.

In

addition

to

quantifying the results, investigate

possible

to

establish

the

causes

greater

than

those

relationships between them.

conceived.

The research was carried out at the

beginning of August 2022 with the

application of the surveys to the 7th-

year students of the Juan Montalvo

fiscal school of the San Pablo parish

of the city of Portoviejo, while the

interviews were carried out at the

beginning of September 2022 to the

teachers of the institution in order to

On the other hand, a descriptive

investigation was carried out that

helped the

to

conceive

systematization of data through

various

sources and

them

thereby

through

systematize

understandable training for the

reader. Therefore, the reader's

perspective is an important point of

analysis and visualization.

know

the

most

outstanding

characteristics considered in the

development of listening skills in the

English language.

2

.4.

Theoretical,

mathematical-statistical)

Research

methods

(

empirical, and

2.5.

Research techniques and

instruments.

The following empirical research

methods were applied in this work.

The mathematical statistical method

was applied because it was carried

out through personal experience,

and the methodological structure is

through practice, on the diagnostic

process and the uses of the method

in the Juan Montalvo fiscal school of

the San Pablo parish in the city of

Portoviejo. Likewise, the theoretical

The instruments used were the

following:

The survey is a data collection

technique where questions related to

the variables studied are previously

elaborated, with a closed option to

later tabulate and analyze the results

obtained,

allowing

a

better

understanding of the problem,

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80

Cárdenas-Coello & Cedeño-Macías. (2023)

interpretation of the meaning in the

learning process, and didactics of

students and teachers, providing a

perspective on technology in the

educational field.

2.6.

Population and Sample

In order to achieve the objectives of

the following article it was necessary

to choose a population to find out the

relation of multimedia resources in

English teaching, specifically in the

usage of developing listening skills,

the population, in this case, was

focused on the Juan Montalvo public

School because it has a great

number of students and it helped out

to take a sample on an institution with

quite a lot students. Due to the high

number of students in the institutions,

the school has two periods of

classes, in the morning and

afternoon.

The survey was applied to students

to find out the relationship that exists

nowadays between students and

multimedia resources in English

classes. Furthermore, this instrument

helped out to understand better the

student’s

perception

of

the

advantages and disadvantages of

the usage of technology in second

language acquisition.

On the other hand, an interview for

data collection was used in order to

analyze the teacher’s perspective on

the improvement of using multimedia

resources in English classes. The

teachers from the 7th year of the

Juan Montalvo fiscal school of the

San Pablo parish of the city of

Portoviejo, whose provide a realistic

perspective opinion according to

their realities and experiences about

the use of multimedia to increase

listening skills that have been

relevant in their teaching process.

The sample that was chosen for this

project was centered on the EGB

students, more specifically the 7th-

year students, due to the English

curriculum they manage which is a

bit higher than the elementary

section. Choosing this section of the

school, benefits the process to reach

realistic results to have a clear

landscape about what is happening

with the teaching of English and the

relation that it has had with

multimedia resources in the last

years. According to this sample, the

number was 100 students divided in

two courses, 50 students in the

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The use of multimedia resources to improve listening skills in young learners.

morning section and 50 students in

the evening section both belong to

the same school.

(item 1), which facilitates the learning

process, and at the same time, they

feel more confident to practice in the

classroom. Although it can also be

observed that not all students

practice at home what they see in

class (item 5), which can generate

even more doubts and questions

about a given topic, making them feel

that they do not have correct

According to the research, the most

accurate type of sample for this

project was Non-probability sampling

because of the characteristics that

this type of sample has, which are

according to the type of research I

have carried out during this article.

progress

concerning

other

classmates (item 7), as well as they

have stated that they do not use

multimedia resources to practice

listening outside class periods, which

can mean a lack of motivation for

students in general, who are not

The Non-probability sampling was

chosen due to the characteristics of

the population and the requirements

of the project. Furthermore, it

facilitates the collection of data in the

most accurate way to have realistic

results about the topic in research.

Specifically, judgement sampling

was applied to run the project

interested

in

achieving

the

educational objectives that are

proposed and that by having access

to multimedia videos they can have a

better perception of the actions they

are not enough to enhance the

teaching and learning processes

because,

according

to

the

population, it was more accessible

for the researcher to choose a

specific group of students that could

throw out results according to the

real situation in the English teaching

classes.

(item 4), for all teachers they have a

considerable challenge, not only to

properly impart knowledge but also

to ensure that students frequently

practice their listening skills so that

they all can accomplish the strategic

objectives defined following the 7th-

year.

3

. Results and discussion

The students showed up they had a

better understanding of the activities

to be carried out during the class

after watching an explanatory video

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Cárdenas-Coello & Cedeño-Macías. (2023)

On the other hand, the perception of

the teachers is different from the

opinion expressed by the students,

since they assure that the institution

does not have the resources to

implement multimedia resources, so

they must devise ways in which they

traditional methods, but perhaps

using topics. that arouse the interest

of the students and propose activities

to do at home where these resources

available to each one can be used,

encouraging the practice of the

students in their improvement and

evolution of the auditory domain,

necessary for the fulfillment of the

institutional planning of according to

your degree.

can

present

the

multimedia

information, generally using their

personal computers or a projector

that everyone needs to buy to

present the classes, they also state

that a great determinant of improving

The use of multimedia resources has

a considerable impact on the

development of the lessons since it

becomes the motivating means for

students to decide to accept the

information positively or simply as

part of a class without further

participation in it, similar to the

results obtained by Saborío(2019),

who determined that the curricular

young

people's

listening

comprehension is the struggle they

feel when speaking and practicing in

English, which can limit their ability to

get better in the areas that have been

mentioned before. In addition, they

have

a

considerable lack of

motivation in the sense that they do

not see the importance of mastering

all aspects related to English

language skills and the benefit that it

can bring them in numerous

situations now and in the future.

proposal is applicable in

theoretical-practical way within the

conceptualization, structuring,

a

design, and implementation of ICT

for the training of students as future

teachers. The results reinforced the

identification of special application

capabilities that the course has in

terms of the conceptualization,

They also state that multimedia

resources can be a support for the

English language learning process,

but not knowing their applications or

being up to date with the available

tools can delay the implementation

process, so they prefer to rely on

structuring,

design,

and

implementation of resources (both

pre-technological and technological).

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The use of multimedia resources to improve listening skills in young learners.

In this way, the educational methods

and processes must be analyzed

learning process by allowing the

student to interact with multimedia

technology to complement and

reinforce their knowledge.

with

the

multimedia

and

technological resources available to

establish a strategy with which the

best academic results are obtained,

similar to what (Aguirre, 2022)

determined with his research in

which he was able to conclude that

the implementation of multimedia

resources strengthens and promotes

the teaching-learning process in

students. These types of tools open

up, as we said before, a world of

possibilities that, based on your

research and innovative capacity as

a teacher, can take your classes to

another level.

4

. Conclusions

According to the study carried out on

the chosen sample, the following

conclusions were reached:

•

Very few teachers use multimedia

resources due to numerous

reasons. They are not motivated

enough to learn about them

because they are in a comfort

zone where they still use old-

fashioned resources and do not

even consider the importance of

these tools in the learning

process, which could throw out

different and better results in

achieving the goals of each

Finally, institutions must be a pillar

for the fulfillment and improvement of

the learning process, since by

verifying the effectiveness that

multimedia resources have on

students and their performance in

English lack

knowledge about the usage of

these kinds of multimedia

level.

They

general,

resources

with

can

be

established

which

the

resources; they do not spend time

learning about them, and the

government does not have the

monetary budget to implement

technological resources, even

worse, to train teachers.

presentation of these according to

their educational level each course,

data similar to those obtained by

Flores and Pari (2018), who

determined that the use of

multimedia technology contributed to

raising the quality of the teaching-

•

It is observed that teachers in

public schools still use traditional

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strategies, due to the lack of

interest teachers show when

learning new methodologies in

order to apply them in the

teaching-learning process, and

only occasionally look for some

information on the Internet about a

topic they want to learn. Even

though teachers in the public

sector have to achieve a minimum

of training hours through a

platform of government, they only

do it because they need those

hours to be promoted in a new

category to earn a better salary

but not because they want to

• The selection of multimedia tools

has become a way to evaluate the

development in relation to the

listening skills of the students,

providing a real perspective on the

points to improve during the

lessons.

• It is evident the reality of public

schools in Ecuador lack the tools

used for the application of

multimedia resources, such as

computers, simulators, projectors,

software, and other technological

resources. No matter how many

platforms the teachers have to

improve

their

teaching

improve

their

old-fashioned

methodologies if the institutions

do not have the required

resources to develop a better

learning process for students.

teaching methodologies.

•

The use of audiovisual materials in

the classroom allows students to

better understand the listening

activities that can be significant to

impact their communities on

transcendental issues, presented

in digital format that can be easily

shared among the people who

make up their communities. In

addition, it is useful to practice

after classes because most

students have smart devices such

as tablets and smartphones which

can be used by the teacher to

share the listening activities for

further practice.

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