for a Spanish equivalent of unknown words decreased. This represents an important feat when
taking into account the fact that the students in Group B where mostly true beginners whose level
of confidence depended on Spanish translation.
Students seem to have gotten used to taking unit quizzes in Edmodo. Some of them
expressed they liked it because they did not need to worry about their handwriting and because
they could see their grades as soon as they submitted their quizzes. A possible disadvantage of
this is the fact that they seemed unwilling to take paper quizzes afterwards.
Another negative consequence is a certain lack of homogeneity in the adoption of
positive portable device usage routines. Even though most of the students showed great interest
in working this way and stopped texting so much in class, there were still a couple that continued
incurring in the same old practices. In addition, monitoring what students were doing when using
their cellphones was still difficult, however, they seemed more focused on their class tasks.
There were plenty of positive consequences for the teacher-researchers as well. For example, the
amount of time taken not only to elaborate and grade quizzes, but also to calculate the numeric
value of those quizzes as part of the grading criteria declined dramatically. Similarly, providing
feedback became simpler and faster, mainly for activities carried out using Edmodo.
CONCLUSIONS
The inclusion of technology in the language classroom is the eventual and logical result
of the continuous technological advances. Such advances have impacted electronic devices as
well telecommunications, especially now that Internet connection is becoming not only faster,
but also more accessible. These developments have led to an increase in the sales of mobile
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