<?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>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322017000300479</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v22n03a07</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Impacto de la implementación de un entorno de aprendizaje virtual en el aula de ILE]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'impact de la mise en place d'un environnement d'apprentissage virtuel dans la classe d'anglais langue étrangère]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Mosquera]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Surcolombiana University  ]]></institution>
<addr-line><![CDATA[Neiva Huila]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>479</fpage>
<lpage>498</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322017000300479&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322017000300479&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322017000300479&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This descriptive qualitative research study aims to identify the impact of implementing a virtual learning environment (VLE) in English as a foreign language (EFL) courses at a public university in Colombia. About 210 students and 5 teachers composed the sample of convenience for this study. As for the research instruments, questionnaires, class observation notes, quick surveys, and teacher narratives were used to gather information related to students' perceptions and attitudes towards the use of this technology in class as well as the existing conditions for such implementation. The study shows that students feel enthusiastic and motivated towards the use of VLEs, and they suggest that all teachers should indeed include them in their lessons. Students also realized that even though they are part of a digital age in which the use of personal digital devices is commonplace, it is sometimes challenging for them to deal with some types of educational technology. On the other hand, findings suggest that the capacity of laboratories and computers, as well as Internet connectivity, continue to be the main threats to implementing VLE. Nevertheless, when those hindrances were overcome, the experience of technology-based learning turned out to be satisfactory for those EFL students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación cualitativa descriptiva tiene como objetivo identificar el impacto de la implementación de un Entorno Virtual de Aprendizaje (EVA) en los cursos de inglés como lengua extranjera (ILE) de una universidad pública colombiana. Aproximadamente 210 estudiantes y 5 profesores conformaron la muestra de conveniencia para este estudio. Como instrumentos de investigación, se realizaron cuestionarios a profesores y a estudiantes al inicio y al final del semestre académico para recopilar información relacionada con las percepciones y actitudes de los estudiantes hacia el uso de la tecnología en sus clases de inglés, así como la descripción de las condiciones existentes en dicha implementación. El estudio muestra que los estudiantes se sienten motivados hacia el uso de un EVA y sugieren que todos los docentes deberían incluirlo en sus clases. Los estudiantes también expresaron que a pesar de pertenecer a la era digital en la que es común el uso de herramientas tecnológicas, algunas veces el trabajo con algunas tecnologías educativas supone un reto para ellos. Por otra parte, la capacidad del laboratorio y los computadores, así como la conectividad a internet continúan siendo una amenaza para la implementación del EVA. Sin embargo, una vez se superan estas limitaciones, la experiencia de aprendizaje apoyada en la tecnología resulta satisfactoria para estos estudiantes de ILE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé : Cette étude de recherche qualitative descriptive vise à identifier l'impact de la mise en &#339;uvre d'un Environnement d'Apprentissage Virtuel ( désormais EAV) sur les perceptions et les attitudes des étudiants dans des cours d'anglais langue étrangère (ALE) d'une université publique colombienne. Environ 210 étudiants et 5 professeurs représentent l'échantillon de convenance pour cette étude. En ce qui concerne les instruments de recherche, on a utilisé des questionnaires parmi des enseignants et des étudiants au début et à la fin du semestre, visant à recueillir des informations sur les perceptions et les attitudes des étudiants à l'égard de l'utilisation de cette technologie en classe ainsi que la description des conditions de sa mise en &#339;uvre. L'étude montre que les étudiants se sentent enthousiastes et motivés à l'idée d'utiliser l'EAV, et suggèrent que tous les enseignants devraient en effet eux aussi l'inclure dans leurs cours. Les étudiants ont également réalisé que même en faisant partie d'une ère numérique dans laquelle l'utilisation d'appareils numériques personnels est monnaie courante, il est parfois difficile pour eux de faire face à certains types de technologie éducative. D'autre part, l'on a pu constater également que la capacité du laboratoire et des ordinateurs, ainsi que la connectivité à internet, restent les principales menaces pour une bonne mise en &#339;uvre de l'EAV. Cependant, une fois ces limites dépassées, l'expérience d'apprentissage basée sur la technologie s'est montrée satisfaisante pour ces étudiants d'ALE.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[virtual learning environment]]></kwd>
<kwd lng="en"><![CDATA[VLE]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[students' perceptions]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[EFL.]]></kwd>
<kwd lng="es"><![CDATA[entorno virtual de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[EVA]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[percepción de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[ILE.]]></kwd>
<kwd lng="fr"><![CDATA[Environnement d'apprentissage virtuel]]></kwd>
<kwd lng="fr"><![CDATA[EAV]]></kwd>
<kwd lng="fr"><![CDATA[technologie éducative]]></kwd>
<kwd lng="fr"><![CDATA[perception des étudiants]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[ALE.]]></kwd>
</kwd-group>
</article-meta>
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