Evaluating the Impact of Digital Resources on University Students' Self-Perception and Academic Performance in ESP Learning DOI
Beatriz Chaves, Cristina de la Peña Álvarez

Published: May 2, 2025

Abstract This study explores the impact of digital resources, specifically platforms and games, on academic performance self-perception university students studying English for Specific Purposes (ESP). While previous research has acknowledged motivational benefits tools, this distinguishes between with very high low levels, thus offering a novel perspective differentiated outcomes. The purpose is to determine how resources influence achievement identify pedagogical strategies that can support based their profiles. motivated by need enhance student engagement, autonomous learning, metacognitive awareness in higher education settings, particularly context ESP instruction. A quantitative, quasi-experimental design was adopted, using tests questionnaire as measurement tools. within-subjects employed, where same cohort first received traditional instruction (six weeks) subsequently integrating (eight weeks). Weekly assessments final were administered. Comparative analyses conducted results classifications. main findings reveal use significantly improves students' compared teaching methods. Digital especially beneficial promoting while games positively impacted all students, strong effects among those self-perception. practical implications suggest instructors should strategically integrate address diverse learning needs achievement. Furthermore, fostering could amplify positive suggesting rethinking current practices education. contributes field highlighting dual role supporting both students. It offers valuable insights educators curriculum designers aiming create more inclusive, motivating, effective environments.

Language: Английский

Evaluating the Impact of Digital Resources on University Students' Self-Perception and Academic Performance in ESP Learning DOI
Beatriz Chaves, Cristina de la Peña Álvarez

Published: May 2, 2025

Abstract This study explores the impact of digital resources, specifically platforms and games, on academic performance self-perception university students studying English for Specific Purposes (ESP). While previous research has acknowledged motivational benefits tools, this distinguishes between with very high low levels, thus offering a novel perspective differentiated outcomes. The purpose is to determine how resources influence achievement identify pedagogical strategies that can support based their profiles. motivated by need enhance student engagement, autonomous learning, metacognitive awareness in higher education settings, particularly context ESP instruction. A quantitative, quasi-experimental design was adopted, using tests questionnaire as measurement tools. within-subjects employed, where same cohort first received traditional instruction (six weeks) subsequently integrating (eight weeks). Weekly assessments final were administered. Comparative analyses conducted results classifications. main findings reveal use significantly improves students' compared teaching methods. Digital especially beneficial promoting while games positively impacted all students, strong effects among those self-perception. practical implications suggest instructors should strategically integrate address diverse learning needs achievement. Furthermore, fostering could amplify positive suggesting rethinking current practices education. contributes field highlighting dual role supporting both students. It offers valuable insights educators curriculum designers aiming create more inclusive, motivating, effective environments.

Language: Английский

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