<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000100196</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i1.40098</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[R2D2: An effective model to incorporate ICTs in the EFL classroom?]]></article-title>
<article-title xml:lang="es"><![CDATA[R2D2: ¿Un modelo efectivo para incorporar las TIC en el salón de clases de la enseñanza de un idioma extranjero?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivares Garita]]></surname>
<given-names><![CDATA[Cinthya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brenes Sánchez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valverde Marín]]></surname>
<given-names><![CDATA[Evelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>196</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000100196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000100196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000100196&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Information and Communication Technologies (ICT) in English language teaching have become effective tools to boost meaningful learning. In an EFL environment the need to apply a model to incorporate web tools and free apps in the classroom takes prominence for teachers at the university level. The present study is an attempt at determining the effectiveness of the implementation of the Read-Reflect-Display and Do (R2D2) model by Bonk and Zhang (2006) through the design and application of a booklet of activities used by a group of 14 students of the Associate&#8217;s program in English and 17 students of the Bachelor&#8217;s degree in English Teaching at Universidad Nacional Brunca Branch. Due to its nature this research encompasses a case study with a descriptive scope. The design and implementation will be analyzed through an empirical predictive and retrospective evaluation considering the administration of a teacher and a student questionnaire and a focus group. The instruments were administered to 31 students and 7 teachers. The results of the analysis led to conclude that the model implemented in the booklet of activities proposed was effective to integrate ICTs to the learning process of a second language and at the same time innovate with the techniques used to incorporate the didactic strategies in this type of class. In order to safeguard the effectiveness of the R2D2 model is worth considering the teacher&#8217;s interest and willingness to use the technologies involved.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza del inglés han llegado a ser herramientas efectivas para promover el aprendizaje significativo. En un ambiente de la enseñanza del inglés como idioma extranjero, la necesidad de aplicar un modelo para incorporar herramientas web y aplicaciones gratuitas en una clase adquiere particular relevancia para los docentes de universidad. El presente estudio intenta determinar la efectividad de la implementación del modelo Leer-Reflexionar-Demostrar y Hacer (R2D2 por sus siglas en inglés) creado por Bonk y Zhang (2006) a través del diseño y aplicación de un folleto con actividades en un grupo de 14 estudiantes de la carrera Diplomado en Inglés y 17 estudiantes de la carrera Enseñanza del Inglés en la Universidad Nacional, Sede Regional Brunca. Debido a su naturaleza, esta investigación es un estudio de caso con un alcance descriptivo. El diseño y la implementación serán analizados mediante una evaluación empírica predictiva y una evaluación retrospectiva tomando en cuenta la aplicación de un cuestionario dirigido a los estudiantes y a los docentes y un grupo focal. Los instrumentos fueron administrados a 31 estudiantes y a siete profesores. Los resultados del análisis concluyeron que el modelo implementado en la guía didáctica propuesta fue efectivo para integrar las TIC al proceso de aprendizaje de una segunda lengua, asimismo se innova con las técnicas usadas para incorporar las estrategias didácticas en este tipo de clase. Es importante considerar como un aspecto clave en la efectividad del modelo que la persona docente tenga interés y disposición por utilizar estas tecnologías.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[english teaching]]></kwd>
<kwd lng="en"><![CDATA[apps]]></kwd>
<kwd lng="en"><![CDATA[digital era]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[aplicaciones]]></kwd>
<kwd lng="es"><![CDATA[era digital]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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