<?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>S1665-61802023000100040</article-id>
<article-id pub-id-type="doi">10.32870/ap.v15n1.2299</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje autónomo de vocabulario del inglés como lengua extranjera usando recursos multimedia]]></article-title>
<article-title xml:lang="en"><![CDATA[Autonomous learning of vocabulary of English as a foreign language using multimedia resources]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berthely Barrios]]></surname>
<given-names><![CDATA[Julio César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel Gámez]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>40</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802023000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802023000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802023000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito del presente trabajo fue evaluar el impacto del uso de los recursos multimedia sobre el aprendizaje de vocabulario en inglés como lengua extranjera en una muestra de universitarios. Al seguir un enfoque cuantitativo, se realizó un estudio cuasi-experimental, longitudinal-prospectivo con 62 estudiantes universitarios (42.6% mujeres con edad promedio de 20.9 años y 57.4% hombres con edad promedio de 20.6 años), quienes fueron asignados previamente a uno de tres grupos. Para las mediciones anterior y posterior a la capacitación, se usaron dos instrumentos en sus formas A y B, validados en estudios preliminares. Como objetivo secundario, se verificó la influencia de los cognados presentes en ambas pruebas sobre el puntaje y la manera de realizar las preguntas, para lo cual se aplicó un instrumento propio. Durante el entrenamiento, el uso de lecciones de una plataforma virtual permitió presentar los recursos multimedia y evaluar de manera formativa el aprendizaje autónomo. En la posprueba, a cada grupo se le aplicó un solo tipo de examen y se detectó mejora significativa en tres de los cuatro instrumentos originales; sin embargo, los resultados deben ser tratados con cautela debido a la limitación del tamaño de la muestra y la conducción del estudio en modalidad a distancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to evaluate the impact of using multimedia resources on the English vocabulary learning as a foreign language in a sample of university students. Following a quantitative approach, a quasi-experimental, longitudinal-prospective study was conducted with 62 university students (42.6% women with mean age of 20.9 and 57.4% man with mean age of 20.6); previously divided into three different groups. For pre and post-training measurements, two instruments were used in their forms A and B, validated in previous studies. As a secondary goal, the influence of the cognates present in both tests on the score and the way of asking them was verified, in consequence an instrument of own design was applied. During the training, the use of lessons from a virtual platform made it possible to present multimedia resources and evaluate autonomous learning in formative manner. In the post-test, only one type of test was applied to each group, detecting significant improvement in three out of the four original instruments. However, the results should be treated with reservations due to the limitation represented by sample size and conduct of the study, in distance mode.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje de vocabulario]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[recursos multimedia]]></kwd>
<kwd lng="en"><![CDATA[vocabulary learning]]></kwd>
<kwd lng="en"><![CDATA[english as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[multimedia resources]]></kwd>
</kwd-group>
</article-meta>
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