BEYOND GRAMMAR: THE ROLE OF
TECHNOLOGY IN TRANSFORMING
ENGLISH EDUCATION IN ECUADOR
MÁS ALLÁ DE LA GRAMÁTICA: EL ROL DE LA
TECNOLOGÍA EN EL APRENDIZAJE DE INGLÉS EN
ECUADOR
Jhon Alexander Romero Gaibor
Universidad Estatal de Milagro, Ecuador
Frans Andrés Recalde García
Universidad Estatal de Milagro, Ecuador
pág. 6331
DOI: https://doi.org/10.37811/cl_rcm.v9i4.19250
Beyond Grammar: The Role of Technology in Transforming English
Education in Ecuador
ABSTRACT
This paper investigates the role of technology in English as a Foreign Language education in Ecuador,
which is built on bibliographic review based on sixteen relevant studies and additional sources that serve
as recommendations for autonomous learning. The study analyzes the current situation of the EFL
learning in the country when the use of technological tools is limited. A qualitative research approach
was adopted to describe, synthetize, and discuss data obtained from national and international
investigations. The findings include the challenges faced by sectors in vulnerability when accessing to
technology, a remarkable inequality in the educational system for public educations, particularly for
rural schools, advantage in English learning in private institutions, educators and students’ motivation,
and possible alternatives to take advantage of the few possibilities to progress without being held back
by conformism. It is concluded that as technology is one of the best ways to enhance English proficiency
in Ecuador, it is necessary to apply strategies to reach all students with different social backgrounds,
even when big investments are not possible, it certainly is the eagerness to transform the learning
process. Students with one smartphone to download offline apps and videos to practice could develop
in a significant change in the learning process. It all depends on the government support and the
commitment from all educational stakeholders.
Keywords: informal English learning, digital learning, technology integration, EFL teaching, language
acquisition
1
Autor principal.
Correspondencia: jhromerog12@unemi.edu.ec
Jhon Alexander Romero Gaibor1
jhromerog12@unemi.edu.ec
https://orcid.org/0009-0008-1346-0774
Universidad Estatal de Milagro
San Miguel - Ecuador
Frans Andrés Recalde García
frecaldeg@unemi.edu.ec
https://orcid.org/0000-0003-0885-0432
Universidad Estatal de Milagro
Guayaquil - Ecuador
pág. 6332
Más Allá de la Gramática: El Rol de la Tecnología en el Aprendizaje de
Inglés en Ecuador
RESUMEN
Este artículo investiga el rol de la tecnología en la educación del inglés como lengua extranjera en
Ecuador. Se basa en una revisión bibliográfica de dieciséis estudios relevantes y fuentes adicionales que
sirven como recomendaciones para el autoaprendizaje. El estudio analiza la situación actual del
aprendizaje del inglés como lengua extranjera en el país, donde el uso de herramientas tecnológicas es
limitado. Se adoptó un enfoque de investigación cualitativa para describir, sintetizar y discutir datos
obtenidos de investigaciones nacionales e internacionales. Los hallazgos incluyen los desafíos que
enfrentan los sectores vulnerables para acceder a la tecnología, la notable desigualdad en el sistema
educativo público, en particular en las escuelas rurales, la ventaja en el aprendizaje del inglés en
instituciones privadas, la motivación de docentes y estudiantes, y las posibles alternativas para
aprovechar las pocas posibilidades de progresar sin verse limitados por el conformismo. Se concluye
que, dado que la tecnología es una de las mejores maneras de mejorar el dominio del inglés en Ecuador,
es necesario aplicar estrategias para llegar a todos los estudiantes de diferentes orígenes sociales. Incluso
cuando no es posible realizar grandes inversiones, sin duda es necesario el afán de transformar el proceso
de aprendizaje. Los estudiantes con un solo teléfono inteligente para descargar aplicaciones y videos sin
conexión para practicar podrían lograr un cambio significativo en su proceso de aprendizaje. Todo
depende del apoyo gubernamental y del compromiso de todos los actores educativos.
Palabras clave: aprendizaje informal de inglés, aprendizaje digital, integración de tecnología, enseñanza
de EFL, adquisición de lenguas
Artículo recibido 22 julio 2025
Aceptado para publicación: 26 agosto 2025
pág. 6333
INTRODUCTION
Literature review
English Language Education in Ecuador: Policy and Practice
In 2016, the Ecuadorian Ministry of Education developed a new mandatory English as a Foreign
Language curriculum designed for primary and secondary education students. It emphasizes two main
core principles: the communicative language approach, which aims for interaction and real-life
communication rather than merely learning passively; the second tenet is Content and Language
Integrated Learning and focuses on acquiring the language through cultural and cognitive factors.
Nevertheless, Galimberti et al. (2019) argue that in public institutions, teachers must use the textbook
devised by the MINEDUC despite failing to foster national cultural awareness.
In light of the preceding discussion, Barragán et al. (2023), in their book section “English Educational
Reforms in Ecuador”, outline that English education in the country suffers from a shortage of qualified
educators, a lack of instructional resources, and ambiguous standards, particularly in public institutions,
leading to unmet government expectations. However, there has been a gradual development in the
Ecuadorian EFL education over the decades compared to twenty years ago; one noteworthy development
is that MINEDUC currently requires English teachers to have at least a B2 international certification
accredited by renowned institutions.
Technology Integration: Private vs. Public Schools
English education in Ecuador is marked by a long-standing inequity. On the one hand, private
institutions have greater access to technology resources; this availability is beneficial for professors to
enhance their instructional processes and for students to have better language proficiency (Checa, 2021).
Conversely, public schools lack infrastructure, teacher preparation, and face economic disparities in
general, making technology implementation a complex undertaking.
In contrast, Cárdenas et al. (2024) highlight that not all public schools are subject to limited technology
access; the conducted research shows that 135 of 150 students in an Amazonian public school have
internet access at home, demonstrating a significant opportunity to improve the students’ language
performance, but it is still notable that the remaining fifteen pupils depend on alternative resources.
Thus, if access to technology in urban areas is challenging for some students, in rural schools this
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phenomenon is substantially more severe. Salgado (2025) outlines that public education in Ecuador
presents stark disparities if rural and urban schools are compared, driving rural institutions further
behind their peers, prolonging the cycle of poverty and undermining the country's development.
Teacher Training and Digital Literacy
Mena et al. (2024) explored the incorporation of technology in Ecuadorian classrooms through a mixed-
method study. Their findings showed that a significant portion of educators utilize technology inside or
outside the classrooms; they concur that inadequate technological infrastructure affects their intentions
to enhance their pedagogical practice.
Additionally, Hernández-Sellés and Massigoge-Galbis (2024) established a partnership between
ProFuturo program and MINEDUC to enhance teachers’ digital competence using a quantitative online
survey. Their results revealed that the participant teachers were committed to the training process and
significantly improved their technological skills, which indicated limited digital literacy; it also provided
an opportunity to strengthen the limited large-scale teacher training system. Analytically, in Ecuador
digital literacy might not be an issue for younger teachers, but it is likely to pose a challenge for many
educators from previous generations.
Technology and Inequality in the Classroom
The promise to enhance students’ English language skills through educational technology is an
opportunity for some and a dream for many. Yunga et al. (2025) remarks that there are persistent
challenges students endure daily across the country such as economic hardship, overcrowded
classrooms, teacher-centered methods, and a curriculum not adapted to their reality. Building upon this,
Proaño et al. (2025) interviewed specialists on how to overcome these difficulties; they are divided on
whether technology is the best pathway to transform English education in Ecuador. However, it is noted
as a pertinent strategy if there is enough government funding, willingness to change from both teachers
and students and employ technological tools with contextual activities.
Ecuador international standing in English proficiency
Ecuador is one of the lowest-ranked countries when it comes to English proficiency; reports cite factors
such as lack of digital literacy, students’ dwindling motivation, and a demanding curriculum (Orosz et
al., 2021). Nonetheless, Angelis (2022) believes that the Ecuadorian English proficiency is likely to be
pág. 6335
low, but international rankings such as EF EPI portray it as an embarrassment among Latin American
countries, revealing a superficial ideology with inconsistent data that do not reflect the reality of all
citizens.
Student Motivation
Perhaps the best way to acquire a new language is to be exposed to it constantly. This becomes effective
if the daily input is meaningful and comprehensible; it is the opposite of how many educators teach in
schools through extensive lessons with passive grammatical drills; the aim is communication (Krashen,
1981). Nevertheless, this does not imply that grammar is unnecessary; it could be merely a complement
rather than a primary method.
Castillo et al. (2019) studied the role of intrinsic motivation in English learning. Students report ludic
activities, captivating multimedia, communication with native speakers, practical real-life topics, and
empathetic teachers as encouraging reasons to learn the language. It is equally important for educators
to be motivated and when they are inspired, better lesson plans can be developed (Barragán et al., 2019).
In addition, a good attitude transforms the school environment and the entire educational process
benefits.
Informal Learning - Use of digital platforms
The use of informal platforms to acquire or learn English has changed the lives of countless individuals
worldwide; these platforms offer extensive material to engage the audience and they can be adapted to
meet their interests and necessities. According to Zhu (2025), the impact of social media on informal
language acquisition and learning is remarkable, learners around the world interact with each other in
real time and they experience cross-cultural communication that enhances their skills.
Liashuk (2021) highlights that informal language learning is a captivating way to study, considering that
traditional grammar classes can occasionally be frustrating for some students. Thanks to online
platforms they learn at their own pace. However, even though they are effective, their purpose is to be a
complement rather than a standalone form of study, particularly in early stages.
Conversely, it is important to address the challenges associated with learning through social media and
other apps. One such challenge is finding trustworthy information, people regularly utilize informal
language full of slang and possibly non-standard grammatical constructions (Wati et al., 2024). In
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parallel, distractions are highly likely to occur, principally among young people, as they don’t have an
organized study plan to follow and they tend to resort to improvisation. There are also other complexities
such as lack of real-life interaction, risk of privacy and security concerns.
On top of that, as all learning modalities have their benefits and drawbacks, technological tools offer
distinct advantages in terms of language learning and acquisition; living in a high-tech era is part of
modern life and should be leveraged, while accounting for its inherent intricacies.
Research gaps
Although there have been many studies regarding the access to technology and English learning in
Ecuador, there is limited research available regarding teacher training, specifically for the area of
English as a Foreign Language, and also research gaps in educational circumstances for students who
live in zones affected by gang violence, an alarming issue in the country, particularly in the Coastal
region.
Additionally, few studies have spearheaded participatory research in marginalized communities
concerning the English language subject, precisely in institutions where English educators are not
available and general education teachers have to improvise and teach an area of study that does not
concern them, affecting the students’ learning because they do not have the necessary knowledge and
skills to carry out such crucial duty.
METHODOLOGY
The present investigation entails a bibliographic review and analytical description of the latest studies
regarding English as a Foreign Language education in Ecuador, centered on how technology plays a key
role in student acquisition and learning beyond explicit grammar instruction and the challenges in
leveraging these tools. In accordance with Ocaña-Fernandez and Fuster-Guillén (2021), a bibliographic
literature review is a methodology that aims to observe and reflect on previous others’ research
experiences when there is no possibility of carrying through participatory research. Arizona State
University (2025), endorses that a literature review is a systematic process that requires a selective
analysis and time management given the multiple required steps.
The information to elaborate this paper was obtained from sixteen reliable documents divided into
national and international studies. The Ecuadorian-context publications were found on databases such
pág. 6337
as SciELO, ERIC, Dialnet, Neliti, Google Scholar, and other repositories from Ecuadorian Universities.
Moreover, the international publications are available in Scopus; Web of Science, ScienceGate, ERIC,
Google Scholar.
The information was analyzed and organized utilizing a qualitative approach to write a structural,
synthetical, and thoughtful review. Kalpokaite and Radivojevic (2021) highlight that a literature review
requires a reflexive process adapting a qualitative practice which starts from a plan, then building a
conceptual framework to later analyze remarkable information through a qualitative coding that involves
classification and categorization to finally synthetize a well-founded narrative that discuss a point.
This research was performed following consecutive stages. First, a relevant contextual topic was defined
based on focused research about this specific matter. Second, the research was organized into categories
such as: EFL teaching and learning in Ecuador, technology integration, teacher training, inequality,
private vs public education, informal language learning. Third, relevant resources were found and
selected and discussed, redundant information from past decades were excluded and the information
was chosen based on recent studies principally from 2019 to 2025, with the exception of relevant
information from previous years regarding the Ecuadorian English curriculum, self-directed English
learning and acquisition recommendations, or transcendental contributions from Stephen Krashen’s
theory.
DISCUSSION AND OUTCOMES
The review was framed to explore how technology could transform English education Ecuador, and it
outlines the importance of motivation and resources. By examining various influential topics, this review
discerns overarching contexts and analyzes areas in need of further investigation.
Across the literature review, divided opinions emerge. Barragán et al. (2023), Checa (2021), Galimberti
et al. (2019), and Salgado (2025) concur that English education in Ecuador has long been marked by
disparities influenced by economic barriers, inadequate curriculum reforms, a lack of government
support in public institutions: rural schools are the most affected, while private institutions hold an
advantage. Conversely, Cárdenas et al. (2024) state that these findings may not generalize to all public
schools. Nevertheless, it is necessary to highlight that a significant number of Ecuadorians do not have
the English proficiency expected by MINEDUC.
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Additionally, more intricacies emerged among students and teachers when it comes to access to
technology, as Mena et al. (2024), Proaño et al. (2025), and Yunga et al. (2025) highlight that
undertrained teachers or an unwillingness to change are slowing factors too. Despite the inconveniences
presented, having at least a smartphone is quite common even among impoverished families; Liashuk
(2021), considers that taking advantage of digital informal language learning is a great alternative to
learn real-life English from native speakers; its main benefit is that learners are exposed to meaningful
input because they decide the timing what to watch according to their interests, Zhou (2025), adds that
social media is a remarkable tool, individuals not only acquire and learn the language, but they discover
new information and experience cross-cultural communication. However, Wati et al. (2024) warn about
the safety and reliability when using these platforms.
Building on Krashen’s theory on Second Language Acquisition and Learning (1981), a proven effective
way to learn a second language is to be exposed to comprehensible input. If there are few possibilities
to pay for courses, digital tools offer unlimited materials for autonomous learning, as recommended by
Cambridge English (n.d.) and Newcastle University (2019): watching videos with subtitles to learn
common phrases, listening to music and singing along as much as possible enhances the vocabulary and
pronunciation, or using free apps for practice depending on the level. Nonetheless, the success of these
methods depends on having discipline, as suggested by Barake (2024) from Colegio Buen Consejo, the
results will depend merely on how much effort and interest are dedicated.
Subhan-Brewer in collaboration with Oxford University Press (2015) advises that young individuals
specifically need more supervision; they might not take it seriously, and choose vain entertainment over
entertaining learning. On this regard, Barragán et al. (2019) and Castillo et al. (2019), consider intrinsic
motivation as a key factor to thrive in the journey of learning English outside the classroom. This points
out the necessity of commitment and the aspiration of becoming bilingual individuals who might be
offered better opportunities in the future.
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ILLUSTRATIONS, FIGURES, TABLES
Table 1 Literature review matrix
Author(s)
and year
Title
Research
category
Key challenges found
Angelis
(2022)
EF English
Proficiency Index
e inglés en
Ecuador:
Suposiciones
inciertas del
ranking
internacional
English
proficiency
in Ecuador
Commercial bias and
misleading comparisons
influence public
perception of a country
and lead to superficial
solutions and increased
inequity.
Barragán et
al. (2023)
English Language
Education in
Ecuador:
Assessing
Opportunities for
Teaching and
Learning in a
Developing
Nation
Section: English
Educational
reforms
EFL
teaching and
learning in
Ecuador
- Uneven qualifications
among teachers; many
whom have not reached a
B2-level proficiency in
English.
- Urban-rural disparities
are a perennial issue.
- Ambiguity in the
curriculum design.
Cárdenas et
al. (2024)
Use of technology
to learn English in
Ecuadorian
classrooms: a case
study in Morona
Santiago province
Technology
integration
The majority of students
rely on mobile devices and
do not have access to other
equipment; while 10% still
have limited access.
Checa
(2021)
The Integration of
ICTs in EFL
Teaching in
Ecuadorian High
Schools: One
Country, Two
Realities
Technology
integration in
public/privat
e education
For public schools:
- Public schools have
infrastructure gaps and
lack ICT tools.
- There is a deficiency of
technical skills among
reluctant teachers.
- Many students cannot
access technological tools
at home due to economic
means.
Galimberti et
al. (2019)
Adapting English
lessons to raise
culture awareness
in an EFL
classroom
EFL
teaching
strategies.
Cultural
awareness in
Ecuador
- The division between
Bilingual and Hispanic
education remains
pronounced in some
sectors.
- There is insufficient
teacher training to instill
cultural identity in
adapted lessons.
- The English curriculum
fails to include activities
promoting the value of
traditions, contrary to its
intended objectives.
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Hernández-
Sellés and
Massigoge-
Galbis
(2024)
Strengthening
Policies for
Education,
Innovation, and
Digitization
Through Teacher
Training:
Evaluating
ProFuturo’s Open
Model in Ecuador
Teacher
training in
Ecuador
There are uneven training
challenges due to
demographic variations.
Tailored programs can
address this disparity.
Liashuk
(2021)
Informal
Language
Learning Through
Interactive social
media Tools:
Current Trends
and Practices
Informal
learning
The algorithms and
multiple content types may
compromise pedagogical
rigor without adequate
regulations.
Mena (2024)
Integración de la
Tecnología
Educativa en el
Aula de
Educación Básica
en Ecuador
Technology
integration
Schools lack essential ICT
equipment such as
computers or connectivity
to the internet, so they
have to manage with
limited resources.
Proaño et al.
(2025)
Perspectives and
challenges of
technology
integration in
English language
teaching: an
academic
approach
Technology
integration in
EFL
teaching
- There is a lack of
information for
identifying the best tools
in each context.
- Technology in practice is
not as easy to implement
as theory suggests.
Salgado
(2015)
Educational
inequality in rural
and urban areas of
Ecuador
Rural vs
urban
education
For rural schools:
- Rural schools frequently
lack access to education of
quality.
- Student dropouts persist.
- The impact of COVID-19
exacerbated these
challenges.
-
Wati et al.
(2024)
Exploring the
Benefits and
Challenges of
Social Media in
English Language
Learning: Insights
from English
Education
Students
Informal
learning
Without a rigorous
approach, social media
could become a distraction
if it is not used responsibly.
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Yunga et al.
(2025)
Difficulties in
learning English
among
Ecuadorian
elementary
students: causes
and solutions
EFL
teaching and
learning in
Ecuador
- Students’ low motivation.
- Limited exposure to
spoken language
- Underutilization of
technological tools.
- Insufficient family and
community support.
Zhu (2025)
The Role of Social
Media in Informal
English Learning:
A Case Study of
Language
Learning
Communities
Informal
learning
There might be
misinformation, technical
barriers, or limited
opportunities for spoken
language practice.
CONCLUSIONS
Based on the bibliographic review, this study concludes that integrating technology into English as a
Foreign Language education in Ecuador is one of the most effective approaches for enhancing overall
proficiency among young learners. In relation to this, technology assists as a valuable complement to
traditional formal education. Despite the challenges faced by disadvantaged sectors, achieving the
expected outcomes depends not only on external support but also on the internal motivation of both
students and teachers. A single smartphone to download offline videos and apps to practice can
essentially transform the learning experience. When used strategically, these tools have been proven
effective in similar limited contexts, yielding noteworthy gains in speaking, listening, reading, and
writing skills.
Although this article covers the main factors associated with the lack of resources and support to students
in vulnerability, there is limited information about the gang violence faced in the country and the lack
of English teachers for the EFL area. There is a necessity in assisting these types of situations, moreover
in the rapid grow of the mainstream society which requires competent people, but when there is
insecurity and little facilities, there is still a lot of work to do.
The evolving society of the XXI century requires competent individuals to solve daily-life problems
who do not struggle with the universal English language, which rules the communication in the world,
to achieve this, the Ecuadorian police makers should consider restructuring the current curriculum to be
contextually aligned with the culture and socioeconomic backgrounds, aiming for empathy and
achievable aspirations.
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Educators should reflect on their pedagogical practice and enhance their digital skills; it is necessary to
enroll in continuous training courses for professional development to improve the English education in
Ecuador. Once there is a change in the teaching practice, they can motivate students to keep improving
at home with tailored multimedia.
It is recommended further investigation about this topic due to the lack of empirical evidence in diverse
EFL contexts. Hence, reporting standards and comparability across multiple targeted research could be
transcendental.
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