Motivation and Videoconferencing Strategies for Learning and Teaching English: A Qualitative Study

Motivación y estrategias de videoconferencia para el aprendizaje y la enseñanza del inglés: un estudio cualitativo

Published 2025-01-20

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Vol. 1 No. 1 (2025)
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Escobar-Fandiño, F. G., Ramírez-Robayo, G. A., Gil-Ramos, S. L., Viásus-Bulla, H. O., & Silva-Velandia, Ángela J. (2025). Motivation and Videoconferencing Strategies for Learning and Teaching English: A Qualitative Study. Journal of Education and Technology Trends, 1(1), 46-59. https://doi.org/10.63805/3067-4824.33
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https://doi.org/10.63805/3067-4824.33
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Fredy Geovanni Escobar-Fandiño
Corporación Universitaria Minuto de Dios image/svg+xml
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Perfil Google Scholar
https://orcid.org/0000-0003-2818-5513
Gilberto Alonso Ramírez-Robayo
Secretaría de Educación del Distrito Capital image/svg+xml
Roles:  
Sandra Lorena Gil-Ramos
Corporación Universitaria Minuto de Dios image/svg+xml
Roles:  
Héctor Oswaldo Viásus-Bulla
District University of Bogotá image/svg+xml
Roles:  
Ángela Juliette Silva-Velandia
Corporación Universitaria Minuto de Dios image/svg+xml
Roles:  
Show authors biography

Fredy Geovanni Escobar-Fandiño,

Professor Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia

Gilberto Alonso Ramírez-Robayo,

Teacher Secretaría de Educación, Bogotá, Colombia

Sandra Lorena Gil-Ramos,

Professor Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia

Héctor Oswaldo Viásus-Bulla,

Professor Universidad Distrital Francisco José de Caldas, Bogotá, Colombia

Ángela Juliette Silva-Velandia,

Professor Corporación Universitaria Minuto de Dios- UNIMINUTO, Bogotá, Colombia.

Introduction. Learning a foreign language is an interactive process. Video conferencing strategies relate to motivation in learning practice, so to research on pedagogical methods handover features to upturn the teaching-learning processes. Objective. To explore aspects related to motivation around using video conferences in English learning as a strategy.
 
Methodology. Focus group and individual semi-structured interviews. The volunteers in the study were a group of six online tutors and six online students of degree-level education who speak Spanish as a mother language.  The analysis was performed using NVivo 12 software to obtain semantic categorizations. 

Results. Strategies used in video conferences are diverse, and motivation can be related to external factors.

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