Design and Implementation of a Digital Resource Based on the TPACK Model for Learning English in Secondary Education

Abstract

The low communicative competence in English evidenced in high school students in Colombia, especially in rural areas, raises the need to transform traditional pedagogical practices through integrative approaches that articulate content, pedagogy, and technology. The purpose of this research was to design and implement an interactive didactic content based on the TPACK Techno-educational model, aimed at improving the teaching and learning of vocabulary and simple grammatical structures of the English language in eleventh grade students. It was developed under a positivist paradigm, with a mixed approach, of a quasi-experimental type and with data collection techniques such as diagnostic tests, perception surveys, field logs and final evaluation.

The target population consisted of 66 high school students, equally distributed by sex and aged between 16 and 18 years. The results obtained showed that, after the intervention, there was a significant improvement in both vocabulary mastery and comprehension and use of basic grammatical structures. In addition, the students expressed a positive perception regarding the use of digital resources, highlighting the motivation, clarity and accessibility of the proposed content. The TPACK model, in its pedagogical, disciplinary and technological integration, proved to be effective not only for didactic design, but also as a framework to strengthen the teaching of foreign languages.

The findings of this study provide practical guidelines for the redesign of pedagogical experiences in English at the secondary level, suggesting that the use of educational technologies, when intentional and methodologically grounded, can be a key factor in improving learning in language skills in contexts with structural and social limitations.