Use of Mondly as an Augmented Reality tool for practicing Spanish with English-speaking students.

Abstract

The digital revolution has allowed for the development of various disruptive tools that can be integrated into educational processes, providing new learning opportunities that respond to the challenges faced by education in the 21st century. The objective of the study was to develop a didactic lesson for Spanish II course, applying the Mondly tool as an Augmented Reality platform for the practice of communicative skills in the Spanish language, among K12 students at Halifax County High School in Virginia, United States. A quasi-experimental, descriptive, explanatory, correlational, and experimental model was implemented with a mixed approach, using a pretest-posttest, a Likert-type survey, and focus groups. This article will address the qualitative results of the research, which found that there is a high degree of development in the communicative skills of the experimental group compared to the control group, indicating that Augmented Reality becomes a curricular and extracurricular technological medium that contributes to Spanish language learning. As a conclusion of this research, it can be affirmed that the incorporation of this technology as a didactic tool for immersion in the learning of a second language from digital contexts is necessary in a synchronous and asynchronous way.