CIEX JOURNAL

The Use of ICT Apps and Resources to Improve English Grammar in A2+ Students

Rogelio Guarneros Rentería — 2026-10-31

Information and Communication Technologies (ICT) have increasingly shaped contemporary language learning practices, offering learners a variety of digital tools to support the development of linguistic skills. Within this broader context, the present study investigates how undergraduate ELT students at a public university in Veracruz integrate ICT applications and resources into their grammar practice routines. Focusing on learners enrolled in an A2+ course, the research determines how these students employ ICT tools to enhance their grammatical competence. The study adopts a mixed-method design, although the findings presented here derive exclusively from the qualitative component. Data were collected through semi‑structured interviews conducted with selected participants to gain deeper insights into their experiences regarding ICT‑mediated grammar learning. Results suggest that students perceive these tools as effective instruments for improving grammar understanding, with apps and digital platforms helping students visualize and internalize grammar rules through immediate feedback, interactivity, and multimedia explanations.

Autonomía, Interacción y Retroalimentación como Impulsores de la Motivación en el Aprendizaje del Inglés

Carmen Alicia Magaña Figueroa — 2026-10-31

Esta investigación cualitativa, desarrollada bajo un diseño de estudio de caso, exploró cómo la autonomía, la interacción y la retroalimentación influyen en la motivación de estudiantes universitarios en el aprendizaje del inglés. Se trabajó con 40 estudiantes con diferente nivel. La recolección de datos se realizó mediante observación de clases, entrevistas semiestructuradas y análisis de materiales didácticos. El análisis se desarrolló de acuerdo con la Teoría Fundamentada de Strauss y Corbin (2008). Este proceso permitió identificar patrones emergentes y construir una categoría central que explica cómo la motivación del estudiante se fortalece cuando convergen tres elementos: interacciones significativas, una retroalimentación clara y orientada a la mejora, y oportunidades graduales de autonomía adaptadas al nivel lingüístico. Los hallazgos revelan que la motivación en el aprendizaje del inglés es un fenómeno dinámico que se construye socialmente en el aula, influido por el acompañamiento docente, el clima afectivo y las prácticas pedagógicas implementadas.

Phatic Production and Interlocutor Status

Alma Alicia Peralta Aguillón — 2026-10-31

Conducted at the Facultad de Lenguas, Benemérita Universidad Autónoma de Puebla, this study examines whether the pragmatic appropriateness of EFL learners’ phatic production in academic WhatsApp interactions differs by interlocutor status, and what this implies for instruction. Using a mixed-methods, cross-sectional design, the study analyzed 50 EFL learners’ responses to a Discourse Completion Task by means of Wilcoxon signed-rank tests and qualitative interpretative analysis. Appropriateness was significantly higher toward professors than peers in openings and closings, but not in maintenance, revealing that learners’ sociopragmatic sensitivity is concentrated in the ritualized acts of opening and closing interactions, while they struggle to moderate peer register in digital academic interaction.

Students’ Perceptions Regarding the Development of Autonomous Learning Abilities by Working with Self-study Guides

Secundino Isabeles Flores — 2026-10-31

This study was conducted at the School of Languages from the University of Colima. Researchers are interested in finding ways to develop autonomous learning and believed self-study guides contribute to reach such aim. This investigation is relevant because it can generate knowledge regarding the aspects of autonomous learning self-study guides can help develop. The research question was: Do students become more responsible for their learning and develop skills needed in autonomous learning after working with self-study guides? The investigation was conducted through a case study by collecting quantitative data. Participants were university students who worked with self-study guides for one year. Data was collected through the adapted questionnaire by Chan et al. (2002). The findings showed students felt responsible for some aspects of their learning but continued to view others as the teacher’s responsibility. It was concluded that working with self-study guides contributes to develop certain features of autonomous learning.

Implementation of Effective Strategies yo Develop Oral Expression in English as a Foreign Language in Undergraduate Students

Maria Cass — 2026-10-31

This educational intervention addresses difficulties in oral expression among undergraduate Physical Education students at the University of Colima who are evaluated through the B1 Preliminary (PET) speaking exam. Diagnostic data collected from students and teachers revealed that anxiety, limited communicative practice, and low confidence significantly hinder oral performance. In response, a six-week intervention grounded in Communicative Language Teaching and Sociocultural Theory was designed and implemented. The intervention integrates task-based speaking activities, peer interaction, and scaffolded support aligned with the academic context of students. The project aims to enhance fluency, confidence, and communicative competence in English within a public higher education setting.

Braille Awareness for Language Teachers

Valeria Balanzar — 2026-10-31

This workshop introduces participants to the fundamentals of Braille literacy system, focusing on tactile reading, basic symbols, and inclusive communication. Through hands-on activities, attendees will experience how Braille supports accessibility, empathy, and educational inclusion, promoting awareness and practical skills for inclusive learning environments.

MEN In Action

Pedro José Mayoral Valdivia — 2026-10-31

This hands-on workshop introduces the MEN framework (Mindfulness, Emotions, and Neurosciences) as a practical approach to designing joyful, inclusive, and humane language classrooms in the age of artificial intelligence (AI). Addressing teacher and student fatigue caused by heavy curricula and technological pressure, the session combines brief theoretical insights with experiential activities such as breathing techniques, chants, games, active pauses, and collaborative design tasks. Participants will explore how mindfulness, emotional awareness, and basic neuroscience principles can reduce anxiety, support neurodiversity, and enhance engagement. AI tools are presented as supportive assistants rather than replacements for teacher creativity. The workshop concludes with the creation of a small, ready-to-use MEN classroom toolkit.

La Responsabilidad

Martha Patricia Alejo Santos — 2026-10-31

En el presente ensayo se analiza el valor de la responsabilidad en el ámbito de la formación académica universitaria. Es interesante estudiar los valores con los que se forma un estudiante de nivel licenciatura en conjunto con los que convive en su comunidad indígena. Esta contrastación nos ayudará a identificar, a lo largo del desarrollo académico, como se va transformando al alumno, dando como resultado, una formación íntegra para su futuro desempeño profesional, lo cual, si no se fortalece, el hoy estudiante corre el riesgo de tener un desempeño laboral cuestionable, porque, como resultado, dejará de realizar sus actividades en tiempo y forma, lo cual repercutirá en posibles pérdidas en su centro de trabajo. Para evitar estos escenarios, es necesario fortalecer los valores como la responsabilidad en los estudiantes y añadir sus conocimientos comunitarios con los valores de los que es partícipe en su cultura.