<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000200007</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26i41.5119</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[El uso de TikTok® para mejorar la precisión oral de estudiantes universitarios de primer año]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of TikTok® to improve first year undergraduates&#8217; speaking accuracy]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso do TikTok® para melhorar a precisão oral de estudantes universitários do primeiro ano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz Bustamante]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisterna Zenteno]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>41</numero>
<fpage>7</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Este estudio corresponde a una investigación acción y tiene como propósito examinar el aporte de la estrategia de descripción de imágenes implementada mediante la aplicación TikTok® para mejorar la precisión oral de un grupo de cinco estudiantes de primer año de pregrado del curso de Lengua Inglesa I, del programa de Traducción e Interpretación de una universidad chilena. Se utilizó un muestreo intencional, ya que los participantes fueron elegidos por tener dificultades para expresarse oralmente en inglés. La recopilación de datos incluyó evaluaciones orales previas y posteriores, así como un grupo focal y una autoevaluación, en concordancia con los objetivos de la investigación. La intervención constó de seis sesiones en las que los participantes practicaron diferentes estructuras gramaticales y vocabulario específico relacionado con la descripción de imágenes. Los resultados obtenidos mostraron que el uso de la técnica de descripción de imágenes implementada a través de vídeos subidos a la aplicación TikTok® fue beneficioso para los estudiantes, ya que les permitió mejorar su precisión oral tanto en el uso adecuado de la gramática como en el manejo del vocabulario. Además, las opiniones de los participantes en el grupo focal y en la autoevaluación en cuanto al uso de TikTok® en un contexto educativo fueron positivas, y destacaron su utilidad y facilidad de uso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study corresponds to action research and aims to examine the contribution of the picture description strategy implemented through the TikTok® application to improve the speaking accuracy of a group of five first-year undergraduate students in the English Language I course, fits into the Translation and Interpretation program at a Chilean university. Purposive sampling was used as participants were chosen for having difficulties in their oral expression in English. The data collection included conducting oral evaluations before and after the study, holding a focus group, and asking participants to complete a self-assessment. These methods were chosen to align with the research objectives and gather comprehensive and accurate data. The percentage analysis and the thematic analysis were used in the data analysis technique. The intervention consisted of six sessions where different grammatical structures and specific vocabulary related to image description were practiced. The results indicated that the use of the picture description technique implemented through videos uploaded to the TikTok® appproved to be beneficial for the students, allowing them to improve their speaking accuracy in both the appropriate use of grammar and vocabulary management. Additionally, participants&#8217; opinions in the focus group and self-assessment regarding the use of TikTok® within an educational context were positive, highlighting its usefulness and ease of use.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo corresponde a uma investigação-ação e tem como objetivo examinar a contribuição da estratégia de descrição de imagens implementada por meio do aplicativo TikTok® para melhorar a precisão oral de um grupo de cinco estudantes do primeiro ano de graduação do curso de Língua Inglesa I, do programa de Tradução e Interpretação em uma universidade chilena. Foi utilizada amostragem intencional, uma vez que os participantes foram escolhidos por apresentarem dificuldades para se expressar oralmente em inglês. A coleta de dados incluiu pré e pós-avaliações orais, bem como grupo focal e autoavaliação, de acordo com os objetivos da investigação. A intervenção consistiu em seis sessões nas quais os participantes praticaram diferentes estruturas gramaticais e vocabulário específico relacionado à descrição de imagens. Os resultados obtidos demonstraram que a utilização da técnica de descrição de imagens implementada através de vídeos carregados na aplicação TikTok® foi benéfica para os estudantes, pois permitiu-lhes melhorar a sua precisão oral tanto no uso adequado da gramática como na gestão do vocabulário. Além disso, as opiniões dos participantes no grupo focal e na autoavaliação quanto à utilização do TikTok® em contexto educativo foram positivas, destacando a sua utilidade e facilidade de utilização.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[TikTok]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
<kwd lng="en"><![CDATA[picture description strategy]]></kwd>
<kwd lng="en"><![CDATA[oral expression]]></kwd>
<kwd lng="en"><![CDATA[recordings.]]></kwd>
<kwd lng="es"><![CDATA[TikTok]]></kwd>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[Estrategia de descripción de imágenes]]></kwd>
<kwd lng="es"><![CDATA[Expresión oral]]></kwd>
<kwd lng="es"><![CDATA[Grabaciones.]]></kwd>
<kwd lng="pt"><![CDATA[TikTok]]></kwd>
<kwd lng="pt"><![CDATA[Redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia de descrição de imagens]]></kwd>
<kwd lng="pt"><![CDATA[Expressão oral]]></kwd>
<kwd lng="pt"><![CDATA[Gravações.]]></kwd>
</kwd-group>
</article-meta>
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