<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000300917</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Limitaciones de la tecnología móvil en la enseñanza-aprendizaje del Idioma Inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Limitações da tecnologia móvel no ensino-aprendizagem da língua inglesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Limitations of mobile technology in the teaching-learning of the English language]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robaina Pérez]]></surname>
<given-names><![CDATA[Rogelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Páez Paredes]]></surname>
<given-names><![CDATA[Meivys]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saiz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>917</fpage>
<lpage>926</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000300917&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000300917&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000300917&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La tecnología móvil se ha abierto camino hasta nuestras aulas, los estudiantes han incluido en sus útiles escolares una amplia diversidad de dispositivos móviles que le son de su agrado y los docentes hemos perdido protagonismo. El objetivo de este trabajo es comunicar las limitaciones encontradas sobre cómo lograr integrar estos dispositivos al proceso de enseñanza-aprendizaje dentro de la clase para desarrollar una tarea dada, trabajar con una aplicación favoreciendo la motivación, filmar un vídeo con su más cercano amigo y sobre todo emplear el idioma que se utiliza en esa situación determinada en los estudiantes de primer año de la carrera de Agronomía de la Universidad de Pinar del Río. Se emplearon en su elaboración métodos teóricos como el análisis histórico-lógico, la inducción-deducción, el enfoque de sistema y el análisis-síntesis; métodos empíricos como el análisis documental, la encuesta y la observación a estudiantes en clases; y técnicas estadísticas como el análisis porcentual. Se identificaron limitaciones en el uso de los medios tecnológicos en manos de los estudiantes para la solución desde el aula y con la utilización de la tecnología móvil o m-learning, logrando los resultados deseados de que los estudiantes elaboren textos de producción y comprensión con el uso de aplicaciones que fortalecen las clases integrando la tecnología móvil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A tecnologia móvel chegou às nossas salas de aula, os alunos incluíram uma grande variedade de dispositivos móveis de que gostam em seus materiais escolares e os professores perderam destaque. O objetivo deste trabalho é comunicar as limitações encontradas em como integrar esses dispositivos no processo de ensino-aprendizagem dentro da turma para desenvolver uma determinada tarefa, trabalhar com um aplicativo que favoreça a motivação, filmar um vídeo com seu amigo mais próximo e sobre todo uso a linguagem que é usada nessa situação particular nos alunos do primeiro ano da carreira de Agronomia da Universidade de Pinar del Río. Métodos teóricos como análise histórico-lógica, indução-dedução, abordagem sistêmica e análise-síntese foram utilizados em sua elaboração; métodos empíricos como análise documental, levantamento e observação dos alunos nas aulas; e técnicas estatísticas, como análise percentual. Foram identificadas limitações no uso de meios tecnológicos nas mãos dos alunos para a solução a partir da sala de aula e com o uso da tecnologia móvel ou m-learning, alcançando os resultados desejados que os alunos elaboram textos de produção e compreensão com o uso de aplicativos que fortalecem as classes integrando a tecnologia móvel.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Mobile technology has found a way into the classrooms; students have added to the school materials a wide variety of mobile devices of their liking therefore, so that teachers have lost protagonism. The purpose of this work is to disseminate the limitations in achieving the integration of mobile devices within the teaching learning process within the classroom to carry out a specific task, use certain app to favor motivation, snap a video among friends while speaking the language in a given situation, carried out with the students of first year in agronomy major from the University of Pinar del Rio. Theoretical methods as the historical analysis, induction-deduction; the systemic approach and analysis and synthesis were used in the research besides empiric methods such as document analysis, survey and observations to the student's performance in class, statistical techniques as percentage analysis were also used. Limitations in the use of technological devices of the students were detected and stated here while using m-learning as well and so invigorating the lessons with technology is also provided.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aplicaciones]]></kwd>
<kwd lng="es"><![CDATA[dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[limitaciones]]></kwd>
<kwd lng="es"><![CDATA[m-learning]]></kwd>
<kwd lng="es"><![CDATA[protagonismo]]></kwd>
<kwd lng="es"><![CDATA[tecnología móvil]]></kwd>
<kwd lng="pt"><![CDATA[aplicações]]></kwd>
<kwd lng="pt"><![CDATA[Dispositivos móveis]]></kwd>
<kwd lng="pt"><![CDATA[limitações]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem móvel]]></kwd>
<kwd lng="pt"><![CDATA[Liderança]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia móvel]]></kwd>
<kwd lng="en"><![CDATA[applications]]></kwd>
<kwd lng="en"><![CDATA[mobile devices]]></kwd>
<kwd lng="en"><![CDATA[protagonist]]></kwd>
<kwd lng="en"><![CDATA[limitations]]></kwd>
<kwd lng="en"><![CDATA[mobile technology]]></kwd>
<kwd lng="en"><![CDATA[m-learning]]></kwd>
<kwd lng="en"><![CDATA[tasks]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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