Educación
88
088. - 103. Roberto Mesén-Hidalgo
Universidad de Costa Rica - Sede de Occidente
Revista Pensamiento Actual - Vol 23 - No. 40 2023
ISSN Impreso: 1409-0112 ISSN Electrónico 2215-3586
Período Junio-Noviembre 2023
DOI 10.15517/PA.V23I40.55189
Empowering Underachieving Learners through ICT-Supported Praxis: A Self-Reective
Experience of Professional Development
Empoderando al alumnado con bajo rendimiento mediante la praxis apoyada en las TIC: Una experiencia
de autorreexión sobre el desarrollo profesional
Roberto Mesén-Hidalgo1
Universidad de Costa Rica, Limón, Costa Rica
roberto.mesen@ucr.ac.cr
https://orcid.org/0000-0002-9318-7569
Fecha de recibido: 8-3-2022
Fecha de aceptación: 30-3-2023
Resumen
Este artículo informa sobre la sistematización de una experiencia que se centró en una intervención para ayudar a
tres estudiantes con bajo rendimiento en un curso de composición en inglés en una universidad pública de Costa Rica.
Se implementaron ejercicios adicionales después de la retroalimentación mediante el uso de tecnologías de la infor-
mación y la comunicación (TIC) para brindar a los alumnos la oportunidad de utilizar la retroalimentación recibida
anteriormente. La experiencia consistió en documentar lo sucedido. El estudio también elabora una explicación de
los hallazgos logrados como resultado de la intervención. El objetivo fue interpretar la experiencia de manera crítica
modelo de sistematización. Los resultados sugieren que 1) el uso de la retroalimentación en actividades adicionales
contribuyó a la preparación y el progreso académico del estudiantado y 2) que la adquisición de nuevos conocimien-
tos en habilidades digitales juega un papel importante en el uso correcto e integración de tecnologías digitales como
herramientas TIC y aplicaciones (por ejemplo, Zoom y Kahoot!) para el proceso de desarrollo profesional docente
y mejora de la praxis pedagógica. En conclusión, la implementación de una herramienta de TIC y una aplicación de
logró la competencia digital en el uso de Zoom y Kahoot !. Este nuevo conocimiento obtenido durante la intervención
Palabras clave: Tecnologías de la Información y la Comunicación (TIC), tecnologías digitales, habilidades digitales,
herramientas tecnológicas y aplicaciones, praxis pedagó
1 Magíster en Lingüística Aplicada. Docente e Investigador en la Universidad de Costa Rica, Sede del Caribe, Limón, Costa
Rica.
89
Educación
Abstract
This article reports on the systematization of an experience that focused on an intervention to help three undera-
chieving learners in a course of English composition at a public university in Costa Rica. Extra exercises after delayed
feedback were implemented by using Information and Communication Technologies (ICTs) to provide learners with
opportunities to use the feedback previously received. The experience consisted of documenting what happened. The
used qualitative analysis techniques and a systematization model. The results suggest that 1) delayed feedback use
in extra activities contributed to learners’ preparation and academic progress and 2) that the acquisition of new
knowledge in digital skills plays a vital role in the correct use and integration of digital technologies such as ICT tools
and applications (e.g., Zoom and Kahoot!) for the process of teacher’s professional development and pedagogical pra-
xis improvement. In conclusion, the implementation of an ICT tool and learning application allowed underachieving
learners to progress academically. Besides, the instructor achieved digital competence in using Zoom and Kahoot!.
Keywords: information and communication technologies (ICT), digital Technologies, digital skills, technological
I. Introduction
Underachieving language learners pose a challenge
that requires English instructors to help them
progress to learn a foreign language. Even though
underachievement may be a challenge, it is the
language instructors who, through their judgment
of the learners’ skills, identify students who do
not perform according to what is expected in a
subject or course (Akinkuolie & Sanni, 2016).
Underachieving learners require the learning needs
to be mediated by developing action plans that may
help them succeed academically. For helping these
learners, the language instructor should provide
opportunities that go beyond feedback. Actions
might be in response to help learners to improve
In line with this, the language instructor should
learners to develop well in academic scenarios and
trajectories of language (López & Foster, 2021).
These actions for learners’ improvement might
be direct interventions. However, the experiences
developed for the underachieving students should
(Akinkuolie & Sanni, 2016). In this regard, the
intervention developed should be a remedial
strategy that promotes an environment where
the learners feel safe and understand that their
mistakes are natural.
In this aim to provide learners with an intervention
should embody the opportunities created to help
is reached when the process is focused and
centered on praxis (Burke, 2020). In this sense,
the language instructors should be able to put into
practice their skills in planning and managing the
instruction process. These abilities are salient in
pedagogical praxis to provide a safe climate in the
class. In response to these instructors’ aptitudes,
the intervention may be developed based on the
instructors’ judgment and learners’ record of
progress and correspondence to the learners’ auto-
diagnosis of their needs.
In correspondence to the former and the latter, action
research (AR) elements should be implemented
element selected to found the intervention relies on
a communal activity (Samaras et al., 2012), in which
90 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
learners and instructors participate to share their
thoughts about the needs to not only express their
viewpoints but also obtain understanding based
on others’ perceptions and negotiate proposals of
intervention to overcome the learners’ needs.
In this view, an intervention was agreed to help three
underachieving learners in a group of eight students.
They were students at Universidad de Costa Rica
(UCR). The three underachieving students took the
course LM-1245, English Composition II, which is
a core course of the bachelor’s program in English
from the aforementioned university. LM-1245 is a
one-semester course prepared for learners who
have already taken LM-1235 English composition
I. The course is intended to help learners to develop
writing skills effectively to initiate the process of
essay writing. The course also aims participants
to apply principles of composition, for example,
the study of elements such as synonyms, related
words, and phrases. These elements of writing
represent the learners’ need for improvement and
the intervention.
Since the intervention has a purpose of promoting
improvements in the areas of professional praxis and
student’s learning, the results are directly discussed
from the view of systematizing the experience of
three students and their language instructor who
went through a dialogical methodology to answer
the following research questions (RQs): 1) how does
delayed feedback use in extra activities contribute to
learners’ preparation and academic progress? 2) To
what extent does the acquisition of new knowledge
in digital skills play a vital role in the correct use
and integration of different technological tools and
applications (Zoom and Kahoot!) for the teacher’s
professional development and pedagogical praxis
improvement? Besides, indirectly the results are
also discussed in how this new knowledge obtained
during the intervention embraces opportunities for
and practices.
The intervention presented as a remedial strategy
Research turns out to be essential for professional
development because this type of research achieves
practical knowledge in teaching and learning
improvement by involving analysis and change in
all sides of the participants (Klima, 2020). In this
concern, the language instructor and three learners
worked together to identify their needs and design
a proposal for improvement. They also agreed on
the means used to implement the remedial strategy.
underachieving learners has become a relevant
strategy in teaching and learning today. Akinkuolie
and Sanni (2016) have stressed the importance of
identifying underachieving learners and designing
remedial strategies for intervention. In the current
context, the instructor does not necessarily propose
these interventions, but they should be achieved
by implementing dialogical techniques that include
all participants. In this view, the AR elements
become salient for studies because the instructors
implement their actions for improvement, and
problems and constraints they faced in the process,
and their suggestions for improvement” (Cheng,
2010, p. 122). In line with this, the interventions
learning; the remedial strategy is implemented once
delayed feedback has been provided. Kim and Arbel
where insights are administered once a task has
that they are not evaluated to corroborate whether
they show or not intake of the feedback received.
The remedial strategies should not necessarily
respond to a lecture class or similar. They can be
devised by using Information and Communication
Technologies (ICTs). Soler et al. (2017) have aimed
at the importance of using blended-learning models
that may work in building knowledge and identifying
the positive impact of computers, learning platforms,
and mobiles in the teaching-learning processes.
91
Educación
In this view, the remedial strategy resorted to
technological tools and applications (Zoom and
Kahoot!) to set the opportunities for learners to
overcome their needs.
II. Theoretical foundation
This section focuses on the theoretical background.
It develops the theories and concepts that offer a
foundation for the study. It provides insights for
the understanding of the development of remedial
strategies to approach underachieving learners
and help them improve and progress in the target
language. Besides, it also addresses the discussion
of concepts for referencing underachieving learners,
differentiated learners’ instruction, delayed
feedback, digital technologies, and ICT tools. This
research’s approach for the study.
2.1. Underachieving learners
Language instructors teach courses that include
different learners who show different skills and
learning capabilities in the learning context.
Some students may respond well to the course’s
objectives, but others may struggle to achieve those
goals. In this view, a less skillful learner in learning
a language may be considered an underachieving
abilities far behind those of the average student”
does not allow the student to comprehend the
teacher’s educational contents and instructions.
Consequently, learners’ language and academic
success might be affected. Even though identifying
when underachieving occurs is hard (Akinkuolie
& Sanni, 2016), instructors should use their
training experience to assess and identify students’
abilities. This instructor’s professional skill to
identify underachieving learners may contribute
to determining appropriate strategies for helping
learners progress and improve in language learning.
2.2. Differentiated Learners’
Instruction
Now, with the aim to help underachieving learners,
the type of instruction implemented plays a vital
role. In learning environments, students respond
to instruction differently in correspondence to each
individual’s needs. In this context, underachieving
and accomplish the learning outcomes. One way to
improve it is to implement individualized attention
to those students who request extra help. For doing
the topic by implementing extra activities to ensure
learners achieve the learning outcomes. Shawer
thus occur unless teachers employ multifarious
learning modalities to adjust instruction to an array
of learning styles and needs” (p. 298). In this view,
providing learners with an extra class and learning
activities in response to their needs becomes essential
for the student’s academic and language progress.
2.3. Delayed Feedback
Another element to help underachieving learners
relies on how feedback is approached. Corrective
feedback addresses the comments given on the
correct students’ comprehension or second language
production (Li & Vuono, 2019). Corrective feedback
can be implemented by resorting to immediate
feedback or delayed feedback. For the purpose of
this study, delayed feedback set the basis to start
a proposal to help three underachieving learners
in a language course. In the context of teaching
and learning, delayed feedback was chosen over
immediate feedback because it is supported in a
study carried out by Metcalfe et al. (2009) in which
they found that delayed feedback is superior to
understanding that delayed feedback has superior
because there is an opportunity for learners’ mistakes
to vanish, and this may permit the internalization of
the correct answer or language pattern studied.
92 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
2.4. Digital Technologies
In the path to help underachieving learners, language
instructors may show skills to approach mediation,
especially to implement strategies that include delayed
feedback. At this point, language instructors should
identify the mediation strategy’s purpose carefully. For
example, there are periods in learning when students
have to work independently, which means that learners
require additional practice. For these additional
practices, language instructors should prepare extra
language activities that help learners to review,
ensure, and improve in some language topics after
they receive delayed feedback. In line with this, digital
technologies have become essential because their use
promotes autonomous learning, which also allows
language growth (Lee, 2016). Besides, the term digital
technologies has been addressed in different studies
(Gutiérrez & Serrano, 2016; Kali, et al., 2019; Moreno-
Murcia et al., 2015; Tondeur et al., 2018), in which the
authors have used different synonyms such as digital
literacy, literacy in ICT, and digital competencies. These
synonyms used to address digital technologies vary
depending on authors, organizations, or institutions
that analyze them. Nonetheless, the studies have shown
Digital competencies are linked to a series of skills,
knowledge, and capabilities (Muñoz-Osuna et al.,
2016; Padilla-Zea et al., 2015; Sandí-Delgado, 2020).
These digital knowledge and competencies are
required to choose the appropriate digital tools
for educational purposes that are implemented in
correspondence to responsibility and creativity.
These competencies and skills are relevant
because they allow instructors to identify suitable
technologies to help underachieving learners.
The concept of digital competencies used for the
purpose of this study is the one proposed by (Sandi
et al., 2018) who argued that digital competencies
refer to:
a set of knowledge related to the use and
mastery of digital technologies and other
related areas of knowledge, which through
different attitudes and values allows
people to know how to behave before an
event to promote personal and professional
improvement. In turn, it involves the ability
to acquire new knowledge and the skill to
know how to do and solve in the best way
the activities related to the educational
environment in which it operates. (p. 25)
The training of teachers in digital technologies is
considered an essential factor to be considered
to favor the use and application of different
technological tools in teaching, research, social
action, and at the management level. In line with
this, teachers should be technologically and
pedagogically competent to be able to use and
integrate the different ICT tools to improve their
pedagogical praxis (Prendes et al., 2018).
2.5. ICT Tools
After having discussed the importance of counting
on instructors who are technologically and
pedagogically competent, the process of choosing
tools to help underachieving learners may be easier.
In line with the instructors’ digital competencies,
changes in all areas of knowledge, namely, how to
balance, analyze, process, and store information.
training processes, mainly with innovative teaching
methodologies (Cruz-Alvarado et al., 2017). In
understanding this, language instructors may show
skills to choose the tools and methods to mediate
and help learners progress.
In higher education, innovative educational activities
have been mainly thought to be developed by using
different digital technologies (Cuberos de Quintero
& Vivas, 2017). For example, in English classes as
a Second Language (ESL), the ICTs have played an
important role as measurers in the teaching-learning
process, in which they have allowed a correct
93
Educación
integration between technological and didactic
design. Besides, ICTs have been used as means to
favor feedback between teachers and students
and promote the acquisition and training of new
digital skills and own self-regulation competencies
(Cruz-Alvarado et al., 2019). In this view, instructors
should go beyond and explore these ICT tools’ scopes
to help learners improve in learning.
2.6. Zoom
When instructors aim at underachieving learners to
participate in differentiated instruction and extra
activities requested to improve their learning, time
and space become a limitation due to schedules and
other commitments. Zoom is an ICT tool that helps
instructors approach learners’ needs and reduce the
previous limitations mentioned for implementing
extra activities. Zoom is an online media application
that is helpful for video conferences because it is
available in different gadgets ranging from iPhones,
Android phones, PCs, and tablets (Cuaca et al.,
2017). Different features should be considered
when choosing an ICT tool for a webinar or an
online conference, especially when learning is the
purpose. Features such as sharing display, small
group rooms, video chat, emoji sharing, and text chat
become essential to favor learning environments.
Considering these features, Cuaca Dharma et al.
(2017) conducted a study to identify the advantages
and disadvantages between Zoom and Skype. Their
be used for e-learning” (p. 273). The latter validates
Zoom as a tool, so teachers can use it to help learners
improve.
2.7. Kahoot!
In respect to delayed feedback, choosing a useful
tool to help underachieving learners becomes
relevant. There are different and free applications
that can be used for the formative assessment of
learners’ knowledge that can help them improve
and progress. However, before choosing any of
the existing options, evaluating these applications’
feedback capability is essential. The application
must use game elements, such as scores, badges,
rankings, and rewards that lead students to engage
with learning and motivate their behavior to achieve
the class objectives. Kahoot! is an application with
the last traits mentioned available for quizzes,
(Orhan & Gürsoy, 2019). These are some of the values
that Kahoot! has when providing learners with
feedback that may be useful to motivate learners
and engage their learning. This purpose has been
which they found that Kahoot! improves learning by
boosting motivation, enjoyment, and concentration.
2.8. Remedial Strategy and Pedagogical
Value
The instructors’ digital competencies and
appropriate digital tools may converge in developing
a remedial strategy with pedagogical value to help
underachieving learners.
Instructors’ critical thinking and decision-making
solving, creativity, alongside the ability to access,
evaluate, and use information. All teachers need
critical thinking skills to make informed decisions
about student needs and use creative ways to address
classroom dynamics” (Shawer, 2017, p. 300). These
skills are necessary to tackle issues and achieve
remedial instruction that favors learners’ progress.
impact that students can have in learning and
language when they can participate and negotiate
in response to a need that requires remedial help
by contributing to construct the remedial strategy.
A remedial strategy may be constructed based
on the instructor’s skills and learners’ proposal
integration. In designing remedial strategies,
Akinkuolie and Sanni (2016) have addressed
supportive and have a sense of belonging” (p. 88).
Also, determining an appropriate pedagogical
94 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
value of the remedial strategy becomes salient.
Elaborating pedagogical environments that respond
to various learners’ backgrounds to contribute to
case, underachieving learners’ challenges should
be approached through instructors’ and learners’
negotiation in the best cases.
In this perception, the remedial strategy has
a pedagogical or educational value where the
and come up with actual opinions about the right
or wrong path to follow for improvement (Husu
& Tirri, 2007). A remedial strategy that comes
out of this negotiation also shows a pedagogical
value of motivation because it has been shown
expectancy (both current and future expectations
of success) and value (the extent to which they value
the task or activity as interesting/enjoyable, useful,
and important)” (Hu & McGeown, 2020, p. 2). The
former and the latter address the opportunity to
develop pedagogical values where students can be
engaged with learning due to their participation to
identify the issues and suggest the tasks that can be
used in the intervention.
2.9. Pedagogical Praxis and Self-
Reflection
Without underestimating the positive impact that
traditional learning and teaching theories may
have to construct remedial strategies, a focus on
Praxeological pedagogy can suit a remedial strategy
to help underachieving learners to improve. In
the aim to develop a remedial intervention with a
focus on participatory action, pedagogical praxis
presents better elements because it concentrates
(Procter, 2012, p. 982). It means that approaching
a remedial strategy through pedagogical praxis
becomes thinking more outside the rubric. That
is because once rubrics orient pedagogy, there is
a danger of interpreting … education as a form of
banking (Jacobs, 2008). The banking approach
was rejected by Freire (1970) who stated that it
the depositories, and the teacher is the depositor”
(p. 72). In correspondence to the former and the
latter, a remedial strategy should focus on a learning
philosophy that allows participants to work in a
process where interactive learning is promoted.
Assessment is obtained through the participants’
increasingly evolved, permitting innovative and
interactive learning options that have required
pedagogical innovation to encourage learner
interactivity (Burke, 2020). This technological
evolution has helped instructors to revert the
transmission approaches.
2.10. Professional Improvement
Instructors should also count on adaptation as a
skill for their professional improvement and growth.
Learners may present different educational needs
that require an instructor to think beyond a single
teaching method or approach. Instructors are
required to respond to that variety of educational
needs. An adaptive mindset for professional
improvement on adaptive teaching becomes urgent
(Schipper et al., 2017). Through adaptive teaching,
instructors can only identify their learners’ needs,
negotiate with them how to approach the challenges,
and design remedial strategies that could help
learners and allow the instructor to improve
professionally.
III. Methodology
This section elaborates on the research approach
Besides, it also describes the research’s techniques
for the information collection and process of
analysis.
95
Educación
3.1. Research Approach
The study followed a qualitative approach to gather
research as one in which the researcher collects
detailed data from participants and then turns this
data into themes or categories. These categories or
themes are settled into broad patterns, theories,
or generalizations. Then, they are compared with
existing literature or personal experiences on the
subject.
In addition, a method of systematization of
experiences is used and is referred to not only
data or information that is collected and ordered
but also to obtain learning critics of the experiences
(Jara, 2020). In this systematization of experiences,
different elements are connected. Consequently,
there is a drive to deducing it critically, obtaining
times proposed by Jara (2020), which is used in this
study.
Table 1
Jara’s Systematization Model
Times Steps to consider
A. The starting point: a1. Having participated in the experience.
a2. Keeping the experiences’ records.
B. The initial questions:
b2. What experience (s) do we want to systematize? (Delimiting the object to be
systematized)
b3. What central aspects of these experiences are we interested in systematizing?
(Specifying a systematization axis)
b.4 What sources of information are we going to use?
b.5 What procedures are we going to follow?
C. Recovery of the process
experienced:
c1. Rebuilding history
c2. Ordering and classifying information
did what happen, in fact, happened?
d1. Analyzing and synthesizing.
d2. Making a critical interpretation of the process
E. The achievement points: e1. Formulating conclusions
e2. Communicating learnings
for the process of the study’s systematization. The
establishes a chronological order of the experience,
organizes the information into categories, and
analyses critically. The analysis followed three
stages:
study in which three underachieving
learners of an English course participated
in identifying a need, the design of remedial
strategy of two extra activities, and a
for their learning success.
The second stage compared the initial
situation to identify changes in action by
implementing the remedial strategy. It is
essential to mention that this stage also
aimed at identifying what elements allowed
the changes and what elements did not.
96 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
The third stage interpreted the perceptions
of the participants and instructor involved
in the experience. These actors’ perceptions
were included in the analysis to identify
convergences and divergences related to the
same aspects.
The model proposed for the systematization relied
on an observational study in which critical analysis
was implemented to interpret the experience. It
is salient to consider that the remedial strategy’s
experience was limited to a Zoom differentiated
class and a Kahoot! quiz.
3.2. Participants
The study subjects were three students who
took the course LM-1245, English Composition II
at Universidad de Costa Rica. The students were
limitations in a content unit called creativity and
innovation. The unit aimed at learners to understand
the use of synonyms, related words, and phrases.
The three students took this course as part of their
career program in the English major. The course was
a requisite for learners to continue with another
advanced course. The participants were one female
and two males whose ages ranged between 18 and
19 years old. Even though the course is designed
for learners whose level is intermediate, the three
students showed a lower level. This learners’ lower
same classmates’ rhythm.
3.3. The Techniques for the
Information Collection and Process of
Analysis
The information was collected by implementing
techniques that were different depending on the
sources where they were used. In this view, the
collection of information required three times or
based on the instructor’s observation and his
In the second part, the learner’s perception was
obtained by interviewing them using three open-
ended questions. The answers were categorized
in the third part of the process, the technique
consisted of two sets of questions. A set of three
open-ended questions was used to obtain the
learners’ perception about their participation in
differentiated teaching, delayed feedback, and use
of the ICT tools. Finally, a set of four open-ended
questions was used to obtain the instructors’
perception in implementing differentiated teaching,
delayed feedback, and the use of the ICT tools. In
to the sources and the techniques implemented.
Table 2
The Sources and Techniques for the Data Collection
Sources Techniques
Differentiated
instruction
t h r o u g h a
Zoom class
A1. Observing learners’ attitudes towards
differentiated instruction using extra
activities and using the instructor’s
experience to categorize and interpret
Kahoot! Quiz
B1. Identifying the learners’ perception
about their progress in taking the Kahoot!
quiz after receiving delayed feedback in
correspondence to the differentiated class
by using three open questions.
Focus group
C1. Keeping actors’ record of participation
Opinions and beliefs about differentiated
teaching, delayed feedback, and use of
the ICT tools. Two sets of open questions
were used. A set of three questions for the
learners and a set of 4 questions for the
instructor.
In line with the result’s analysis, two research
questions (RQs) contributed to categorize and
focus the analysis. These RQs were approached
in the introduction, and they are answered in the
conclusion.
97
Educación
The remedial strategy consisted of three parts. The
class for the three underachieving learners by
using the platform Zoom. Technique A1 was used
to monitor the learners’ attitude and reaction
sought to identify the students’ engagement with
learning when using a differentiated class with extra
activities based on their studied unit.
The second part of the remedial strategy consisted
of collecting those elements of synonyms, related
words, and phrases where students required
delayed feedback provided by the instructor. Using
these content elements, the instructor devised a quiz
by resorting to the application Kahoot! for learners
to monitor their understanding and achievement
in using the content elements. Technique B1 aimed
to interview learners to identify their perception
about the Kahoot! scopes to help them motivate and
improve using the feedback received. Finally, the
experience’s actors, the learners and the instructor,
participated in a focus group to critically analyze the
opportunities derived from differentiated teaching,
delayed feedback, and the ICT tools for improvement,
learning engagement, and professional growth.
IV. Results and discussion
As was explained before, the remedial strategy
derived from the learners and the instructor who
collaborated to identify the learners’ needs and
design a remedial strategy for the corresponding
intervention. The implementation of this remedial
strategy allowed obtaining results in three main
domains.
4.1. Observation of Learners’ Attitudes
towards Differentiated Instruction
observed the learners’ attitudes towards the extra
activities designed for differentiated instruction.
using the platform Zoom for the class; learners
showed to develop and respond well when using
the different traits provided by the platform. For
example, they used their cameras, microphones,
shared screen, the chat, and participated in the
breakout rooms. To achieve the use of the Zoom
activities and tasks where the different components
of the platform were used. As Cuaca et al. (2017)
devices, the three students did not have problems
accessing the class. In this view, Zoom’s attractive
mentioned, since it was a class for underachieving
learners, their participation and cooperation in
tasks were more salient than in their regular
sessions with the rest of the class. As Shawer (2017)
stated, different learning spaces could work better
for the different learners’ styles and needs. Besides,
the instructor allowed the learners to participate
without interrupting to correct their mistakes.
Consequently, this opportunity for freedom of
interventions without hesitation or inhibition due
to their mistakes.
The last part of the differentiated Zoom class
consisted of providing learners with delayed
feedback. It should be understood that the instructor
kept a record of the mistakes made, and they were
presented at the end of the activities. In doing
this, learners showed to be more relaxed to ask
mistakes. Delayed feedback allowed an opportunity
to expand the subjects studied by elaborating on the
learners’ examples and mistakes, which improved
the learners’ opportunities to progress. The former
In this view, if an instructor makes the study of
the ICT tool and designs a differentiated class for
learners with similar needs, the effectiveness to help
learners improve can be higher than only keeping
one modality of instruction.
98 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
4.2. The Learners’ Perception about
their Progress in Taking the Kahoot!
Quiz
The second part of the pedagogical intervention
consisted of using the observations collected for
delayed feedback in the Zoom class about content
elements of synonyms, related words, and phrases
to devise a quiz using Kahoot!. This part of the
intervention aimed to provide learners with an
interactive platform that helps them to use the
corrections received and discussed in the delayed
feedback stage.
Three questions were used for identifying the
learners’ perception about the use of Kahoot!
for extra practice and internalized the feedback
that the elements of scores, rankings, and rewards
engaged you more with learning?” Students
them agreed with two elements: 1) it was different
because the music and counting time activated their
enthusiasm, 2) they wanted to take the quiz more
than once to get in a higher position in the ranking
displayed.
They addressed how an interactive activity in
which they sense competition and feel pushed but
focused helps them more to progress than a passive
think that you could concentrate more on taking the
Kahoot! quiz than taking a paper and pen quiz?”
All students said yes; their unanimous answer
revealed that the music and counting time made
particular elements helped them to forget more
about surrounding distractions, what improved
their task’s assimilation, and consequently make
better choices to answer or complete each language
Kahoot! quiz helped you better learn from your
mistakes than simply receiving observations?” The
the only way they can learn about their mistakes
is by practicing more. They also shared how a
second quiz devised by the instructor based on
the questions they failed the most helped them to
understand and progress in learning through their
mistakes. They summarized that the quiz using
Kahoot! helped them to internalize and learn from
their mistakes.
Reading the former and the latter, it may be said that
the goal of Kahoot! is achieved in this intervention.
This is supported by Wang and Tahir (2020) who
performance by growing engagement, satisfaction,
and motivation.
4.3. Actors’ Record of Participation,
Opinions and Beliefs about
Differentiated Teaching, Delayed
Feedback, the ICT Tools, and
Professional Improvement
The last part of the intervention included a moment
intervention by implementing the remedial strategy.
The learners’ results were achieved by asking three
direct questions. Then, the instructor’s perception
was obtained by addressing four questions to him.
improve your learning? Why?” The students replied
learners found the activities helpful were that:
1. They felt supported
2.
3. The activities motivated them to learn.
4.
They considered their doubts, and mistakes
99
Educación
interactive platforms and applications for learning?”
Regarding this question, the learners’ response was
problems, and the platforms did not represent any
challenge for them. They also said that instructors
should use these tools more for teaching.
with the second differentiated class? Which ones?”
question. Some of the unanimous answers were:
1. I understood more in the second class than
2.
3.
The Kahoot! activity was more interesting
than the practices in the coursebook.
In this respect, the learners’ responses to the three
achieved the learners’ expectation because they
were more engaged with learning, the ICT tools
did not represent any challenge for them, and they
learned. The former showed that innovative teaching
methodologies mentioned by Cruz-Alvarado et
instructors give appropriate pedagogical use.
The instructor also answered four questions to
determine his perception of the remedial strategy.
used in the remedial activity favor feedback
between teacher and students? Why?” The answer
mentioned that during the design of the activity,
the learners contributed ideas for the tasks, and he
used his experience to give the pedagogical value.
Besides, the students also provided feedback about
things to be improved to make the intervention
more effective. In this concern, Cruz-Alvarado
et al. (2017) addressed how ICTs favor feedback
between teachers and students for improvement.
The instructor mentioned that he had a problem
allowing a learner to share his screen, but another
student told him what to do to solve it.
as an instructor related your digital competency
to teaching a language in the remedial activity?
Why?” The instructor mentioned that he tried his
best because after identifying the need with his
students, he took time to explore the advantages
and disadvantages of the ICT tools selected for the
intervention. He said that he could not choose a tool
to use without exploring its scope for the learners’
help. In this concern, Prendes et al. (2018) mentioned
the relevance that teachers become technologically
and pedagogically competent.
have a correct integration between technological
and didactic design? Why?” The instructor answered
that he effectively ensured that integration. He added
that the use of ICT tools should not be implemented
as distractors without a purpose. In response to
this, he studied the language content in the learners’
need context and also studied the tools to ensure
an integration that could facilitate learning and
improvement. Prendes et al. (2018) argued that
being competent in using and integrating ICT tools
helps instructors improve their pedagogical praxis
support.
implementation of the remedial strategy help you
to gain professional improvement? Why?” In this
added a call for language instructors to use different
teaching modalities that help learners respond
to their needs. In this view, he noticed that three
learners required differentiated attention, so he
negotiated, sought, and designed an alternative
extra to help the learners. Schipper et al. (2017) said
that professional growth on adapting instruction
becomes essential to support this.
100 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
V. Conclusion
The purpose of this article was to present the
systematization of an experience that focused on
an intervention to help underachieving learners
by designing a remedial strategy focused on
extra exercises using ICTs to provide learners
with opportunities to use the feedback previously
received. This article also aimed to answer two RQs:
1) how does delayed feedback use in extra activities
contribute to learners’ preparation and academic
progress? 2) To what extent does the acquisition
of new knowledge in digital skills play a vital role
in using and integrating different technological
tools and applications (Zoom and Kahoot!) for the
teacher’s professional development and pedagogical
praxis improvement?
that delayed feedback contributed to learners’
preparation and academic progress by allowing
with learning in the remedial strategy. This
delayed feedback contribution was made evident
in the learners’ answers to the questions about
their satisfaction with the implementation of the
remedial strategy to master the contents and
achieve progress.
RQ2. The investigation showed that the instructor
consolidated efforts to integrate technological
and didactic design in the remedial strategy. The
competence Zoom and Kahoot! which allowed him
to develop and improve his pedagogical praxis. As
future work, it is thought to devise a pedagogical
manual in which technological tools and applications
serve teachers with activities to help learners use
the feedback received after instruction.
As future work, a pedagogical manual will be
elaborated in which technological tools and
applications serve teachers with activities to help
learners use the feedback received after instruction.
VI. Study’s limitations
As with the majority of studies, the design of the
sample size. Nonetheless, this study approached
analyses. In this view, investigating a more
insight into the implications of the current study
and its limitations in future research.
VII. References
and Remediation of Factors Causing
Underachievement of Students’ Performance
Greener Journal of Educational Research,
6(3), 86–90. https://doi.org/10.15580/
gjer.2016.3.040416072
Burke, K. (2020). Virtual praxis: Constraints,
approaches, and innovations of online
creative arts teacher educators. Teaching
and Teacher Education, 95, 1–10. https://doi.
org/10.1016/j.tate.2020.103143
Cheng, V. (2010). Tensions and dilemmas of teachers
in creativity reform in a Chinese context.
Thinking Skills and Creativity, 5(3), 120–137.
https://doi.org/10.1016/j.tsc.2010.09.005
Chiang, T. (2019). How do underachieving working
class students survive in the classroom?
Critiques on the perspective of resistance.
International Journal of Educational Research,
96, 32–40. https://doi.org/10.1016/j.
ijer.2019.03.007
Creswell, J. (2009). Research Design:Qualitative,
quantitative, and mixed methods approaches
(Third Ed.). SAGE Publications.
101
Educación
Cruz, M., Sandí, J., & Víquez, I. (2017). Diseño
de situaciones educativas innovadoras
el proceso de enseñanza-aprendizaje.
Didasc@lia: Didáctica y Educación, 8(2),
99–116. https://dialnet.unirioja.es/servlet/
articulo?codigo=6632895
Cruz, M., A., Sanz, C., & Baldassarri, S. (2019).
Analyzing Experiences with Active
Objects in Interaction-Based Educational
Activities. Proceedings of the XX International
Conference on Human Computer Interaction,
Article No. 19, (pp. 1–2). https://doi.
org/10.1145/3335595.3335616
Cuberos de Quintero, M., & Vivas, M. (2017). Relación
de las TIC. Revista Electrónica Actualidades
Investigativas en Educación, 17(1), 1–31.
https://doi.org/10.15517/aie.v17i1.27198
Cuaca Dharma, H., Asmarani, D., & Dewi, U. P. (2017).
Basic Japanese Grammar and Conversation
e-learning through Skype and Zoom Online
Application. Procedia Computer Science,
116, 267–273. https://doi.org/10.1016/j.
procs.2017.10.055
Freire, P. (1970). Pedagogy of the Oppressed.
Continuum.
Gutiérrez, I., & Serrano, J. (2016). Evaluation and
development of digital competence in future
primary school teachers at the University of
Murcia. NAER. Journal of New Approaches in
Educational Research, 6(1), 51–56. https://
doi.org/10.7821/naer.2016.1.152
Hu, X., & McGeown, S. (2020). Exploring the
relationship between foreign language
motivation and achievement among primary
school students learning English in China.
System, 89, 1–10. https://doi.org/10.1016/j.
system.2020.102199
Husu, J., & Tirri, K. (2007). Developing whole school
pedagogical values-A case of going through
Teaching and
Teacher Education, 23(4), 390–401. https://
doi.org/10.1016/j.tate.2006.12.015
Jacobs, H. (2008). Information Literacy and
Journal of
Academic Librarianship, 34(3), 256–262.
https://doi.org/10.1016/j.acalib.2008.03.009
la sistematización de experiencias. Revista
DECISIO Saberes Para La Acción En Educación
de Adultos, 28, 1–17. http://centroderecursos.
alboan.org/ebooks/0000/0788/6_JAR_ORI.
pdf
Kali, Y., Sagy, O., Benichou, M., Atias, O., & Levin-
Peled, R. (2019). Teaching expertise
reconsidered: The technology, pedagogy,
content and space (TPeCS) knowledge
framework. British Journal of Educational
Technology, 50(5), 2162–2177. https://doi.
org/10.1111/bjet.12847
Kim, S., & Arbel, Y. (2019). Immediate and delayed
auditory feedback in declarative learning:
An examination of the feedback related
event related potentials. Neuropsychologia,
129, 255–262. https://doi.org/10.1016/j.
neuropsychologia.2019.04.001
Klima, I. (2020). Action research as a methodology
for professional development in leading an
educational process. Studies in Educational
Evaluation, 64, 1–9. https://doi.org/10.1016/j.
stueduc.2019.100826
Lee, L. (2016). Autonomous learning through task-
based instruction in fully online language
courses. Language Learning and Technology,
20(2), 81–97. http://llt.msu.edu/issues/
june2016/lee.pdf
102 Revista Pensamiento Actual - Vol 23 - No. 40 2023 - Universidad de Costa Rica - Sede de Occidente
research on oral and written corrective
feedback in System. 84, 93–109. https://doi.
org/10.1016/j.system.2019.05.006
López, L, & Foster, M. (2021). Examining
heterogeneity among Latino dual language
and Spanish at the end of Head Start.
Journal of Applied Developmental Psychology,
73, 2–11. https://doi.org/10.1016/j.
appdev.2021.101239
Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed
versus immediate feedback in children’s
and adults’ vocabulary learning. Memory
and Cognition, 37(8), 1077–1087. https://doi.
org/10.3758/MC.37.8.1077
Moreno, J., Silveira, Y., & Belando, N. (2015).
Questionnaire evaluating teaching
competencies in the university environment.
Evaluation of teaching competencies in the
university. NAER. Journal of New Approaches
in Educational Research, 4(1), 54–61. https://
doi.org/10.7821/naer.2015.1.106
Muñoz., F. O., Medina., A., & Guillén-Lúgigo, M.
(2016). Jerarquización de competencias
genéricas basadas en las percepciones de
docentes universitarios. Educación Química,
27(2), 126–132. https://doi.org/10.1016/j.
eq.2015.11.002
Orhan Göksün, D., & Gürsoy, G. (2019). Comparing
learning experiences via Kahoot and Quizizz.
Computers and Education, 135, 15–29. https://
doi.org/10.1016/j.compedu.2019.02.015
Padilla, N., Medina, N., Gutiérrez, F., Paderewski,
P., López, J., Núñez, M., & Rienda, J. (2015).
Evaluación continua para aprendizaje
basado en competencias: Una propuesta
para videojuegos educativos. Revista
Iberoamericana de Informática Educativa, 21,
25–38.https://dialnet.unirioja.es/servlet/
articulo?codigo=5113266
Procter, L. (2012). What is it about Field Trips?
Praxis, Pedagogy and Presence in Virtual
Environments. Procedia - Social and
Behavioral Sciences, 55, 980–989. https://
doi.org/10.1016/j.sbspro.2012.09.588
Samaras, A., Gudjónsdóttir, H., McMurrer, J.,
& Dalmau, M. (2012). Self-study of a
Professional Organization in Pursuit of
a Shared Enterprise. Studying Teacher
Education, 8(3), 303–320. https://doi.org/1
0.1080/17425964.2012.719127
Sandí, J. (2020). Desarrollo de competencias
digitales en el profesorado a través de juegos
serios: un estudio de caso aplicado en la
Universidad de Costa Rica (UCR). E-Ciencias
de la Información, 10(2), 1–27. https://doi.
org/10.15517/eci.v10i2.38946
competencias tecnológicas esperadas en
el profesorado en Iberoamérica. Edutec.
Revista Electrónica de Tecnología Educativa,
66, 93–121. https://doi.org/10.21556/
edutec.2018.66.1225
Schipper, T., Goei, S. L., de Vries, S., & van Veen, K.
(2017). Professional growth in adaptive
teaching competence as a result of Lesson
Study. Teaching and Teacher Education,
68, 289–303. https://doi.org/10.1016/j.
tate.2017.09.015
103
Educación
Shawer, S. (2017). Teacher-driven curriculum
development at the classroom level:
Implications for curriculum, pedagogy
and teacher training. Teaching and Teacher
Education, 63, 296–313. https://doi.
org/10.1016/j.tate.2016.12.017
Soler, R., Soler, J. R., & Araya, I. (2017). Diagnosis of
Educational Needs for the Implementation
of Blended Courses Based on the Blended
Learning Model. The Case of the Social
Sciences Faculty of the National University
of Costa Rica. Procedia - Social and Behavioral
Sciences, 237, 1316–1322. https://doi.
org/10.1016/j.sbspro.2017.02.216
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E.
(2018). A multilevel analysis of what matters
in the training of pre-service teacher’s ICT
competencies. Computers & Education,
122, 32–42. https://doi.org/10.1016/j.
compedu.2018.03.002
Vicars, M., Steinberg, S., McKenna, T., & Cacciattolo,
M. (2015). The Praxis of English Language
Teaching and Learning (PELT). SENSE
PUBLISHERS.
Wang, A., & Tahir, R. (2020). The effect of using
Kahoot! for learning – A literature review.
Computers and Education, 149, 1–22. https://
doi.org/10.1016/j.compedu.2020.103818
