Digital Transformation in Ecuadorian Higher Education: Evaluating the Effectiveness of Technology-Enhanced Learning Platforms for English Language Instruction

Resumen

This study evaluates the effectiveness of technology-enhanced learning (TEL) platforms for English language instruction at Unidad Educativa Salinas in Ecuador. Using a mixed-methods design, the study examined 30 Level A2 English learners over one academic semester, combining quantitative pre-test/post-test assessments with qualitative interviews. Pre-test scores averaged 54.2 (SD=8.67), while post-test scores increased significantly to 72.5 (SD=7.34), representing a mean gain of 18.3 points (t(29)=10.95, p<.001) with a large effect size (d=2.01). Qualitative analysis of 12 student interviews and 3 teacher interviews identified key themes including increased engagement, appreciation for personalized learning opportunities, and preference for blended approaches combining digital platforms with classroom instruction. Findings indicate that TEL platforms, when strategically integrated with face-to-face instruction and supported by professional development, substantially improve English language proficiency. Results suggest that Ecuadorian institutions should prioritize blended learning approaches, ensure equitable technology access, and provide comprehensive teacher training to maximize TEL effectiveness while addressing contextual challenges including limited internet infrastructure.