Connectivism and its impact on English language learning at a State University

Abstract

The objective of the study was to determine the influence of Connectivism on the English language learning process in third-cycle engineering students at a state university. The design used was non-experimental cross-sectional with explanatory scope and with a random sample of 202 students. The instruments used were two questionnaires, one for testing knowledge about Connectivism and the other for learning English with a Cronbach's alpha reliability of (0.95) and (0.96) respectively. The results indicate that Connectivism in the majority of students ranges from a medium level (48%) to a high level (5.5%), on the contrary, in learning English it ranges from a low level (51%) to a medium level. (28.7%). Evaluated with the simple linear regression model, Connectivism influences the learning of the English language (p<0.001), but analyzed according to professional school, a significant influence was found in the Electronics (p<0.001) and Computer Science (p=0.007) majors; However, the results are not significant in the telecommunications and mechatronics majors (p>0.05). Likewise, the coefficient of determination indicates that the application of Connectivism generates 25.9% of the variability in the learning of the English language in the Electronics major and 12.2% in the computer science major. At the Faculty level, this percentage is explained in 11.7%.