METHODOLOGY
It was decided that the intervention activities were to take place in two different groups,
each leaded by a different teacher-researcher. Group A, was supervised by Mario Sandoval
Sánchez, and Group B, was supervised by Milagros Cruz Ramos. These groups were at opposite
ends of the spectrum. Group A was a level 4 class whose students were already fluent in the
language, whereas Group B was a level 1 class constituted by true beginners.
A total of five core activities (See Appendix A) were designed to be implemented using
topics and materials relevant to each group’s course content. Before describing the activities
implemented, it is important to describe the tools selected for such implementation. All of the
tools listed below are free of charge and can be accessed from all kinds of portable devices, such
as cellphones, iPods, iPads, and laptops. With the purpose of acquainting the reader with their
possible uses, we describe here each of the sites and applications we have referred to as tools
until now.
Sites and applications used for the intervention
a) Merriam-Webster Dictionary
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Merriam-Webster online dictionary: Free online dictionary, thesaurus,
Spanish-English and medical dictionaries, audio pronunciations, Word of the
Day, word games, and many more high-quality features.
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Merriam-Webster App: In addition to all the definitions from MerriamWebster's Collegiate Dictionary, the app offers voice search, synonyms,
antonyms, example sentences, Word of the Day, and more.
b) Socrative: According to the product’s own website*, Socrative is a smart student
response system that empowers teachers to engage their classrooms through a series
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