<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802022000200078</article-id>
<article-id pub-id-type="doi">10.32870/ap.v14n2.2174</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Mobile learning as a support to learn English during the social lockdown]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje móvil como apoyo para aprender inglés durante el confinamiento social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pineda Castillo]]></surname>
<given-names><![CDATA[Kristian Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colegio de Bachilleres  ]]></institution>
<addr-line><![CDATA[ Sinaloa]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>78</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802022000200078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802022000200078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802022000200078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The main purpose of this investigation was to transform the teaching of English in high school by incorporating mobile learning as a complementary strategy to foster students&#8217; autonomy. A qualitative approach was used through an actionresearch design, collecting information through participant observation, documentary analysis, and focus groups. Findings revealed the way learner&#8217;s linguistic knowledge was significantly enhanced since they responded favorably to the Duolingo application; specifically, pupils ameliorated their listening comprehension, vocabulary acquisition, understanding of topics, and exam scores. Additionally, teenagers&#8217; educational experience was improved as this innovative practice was greatly valued by them. However, limitations related to the digital divide, technological failures, and the period of lockdown caused by the covid-19 were encountered. On the other hand, these results contribute to science as research projects like the present add to the odds in favor in adverse scenarios where educators and learners cannot meet face to face. In conclusion, it can be stated that, now more than ever, education must consider technology in the study of foreign languages.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo general de esta investigación fue transformar la enseñanza del inglés en el bachillerato incorporando el aprendizaje móvil como una estrategia complementaria para fomentar la autonomía de los estudiantes. Se utilizó un enfoque cualitativo mediante un diseño de investigación-acción, recolectando información a través de la observación participante, el análisis documental y los grupos focales. Los hallazgos revelaron cómo el conocimiento lingüístico de los estudiantes mejoró significativamente, ya que respondieron favorablemente de forma positiva a la aplicación de Duolingo; específicamente, los alumnos reforzaron su comprensión auditiva, la adquisición de vocabulario, el entendimiento de temas y puntajes en exámenes. Además, se mejoró la experiencia educativa de los adolescentes ya que esta práctica innovadora fue bien valorada por ellos. Sin embargo, se enfrentaron limitaciones relacionadas con la brecha digital, las fallas tecnológicas y el período de encierro provocado por el covid-19. Estos resultados contribuyen a la ciencia, pues proyectos de investigación como el presente se suman a las probabilidades a favor en escenarios adversos donde educadores y estudiantes no pueden reunirse de forma presencial. En conclusión, se puede afirmar que, ahora más que nunca, la educación debe considerar la tecnología para promover la independencia en el estudio de lenguas extranjeras.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="es"><![CDATA[Inglés]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
</kwd-group>
</article-meta>
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