Scholarlink

This study analyzes the perception of both practicing and future English teachers regarding an activity designed under a didactic conceptual framework that uses SCRATCH as a tool to promote English language teaching to 4th grade primary school students. A survey was designed, validated by experts, and then applied to 28 participants. The reliability of the scale was analyzed, showing internal consistency of 0.96 and 0.99 using Cronbach’s alpha and G6, respectively. Implicative statistical analysis was used to explore the relationships between questions across different dimensions. The similarity tree identified two significant clusters with values of 0.6 and 0.54. The implicative graph and cohesive tree displayed implications with values exceeding 0.7. The findings highlight a high appreciation for the activity using SCRATCH, which is perceived as both viable and an effective facilitator of contextualized and meaningful learning.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Enhancing English Learning in Primary Education: Evaluating SCRATCH as a Pedagogical Tool

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Luis Puebla Rives,
  • Connie Cofré-Morales,
  • Miguel Rodríguez,
  • Eduardo Puraivan,
  • Marisela Vera Medinelli,
  • Abigail González,
  • Ignacio Reyes,
  • Karina Huencho-Iturra,
  • Macarena Astudillo-Vásquez

摘要

This study analyzes the perception of both practicing and future English teachers regarding an activity designed under a didactic conceptual framework that uses SCRATCH as a tool to promote English language teaching to 4th grade primary school students. A survey was designed, validated by experts, and then applied to 28 participants. The reliability of the scale was analyzed, showing internal consistency of 0.96 and 0.99 using Cronbach’s alpha and G6, respectively. Implicative statistical analysis was used to explore the relationships between questions across different dimensions. The similarity tree identified two significant clusters with values of 0.6 and 0.54. The implicative graph and cohesive tree displayed implications with values exceeding 0.7. The findings highlight a high appreciation for the activity using SCRATCH, which is perceived as both viable and an effective facilitator of contextualized and meaningful learning.