Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

encuentro con el sentido del aprendizaje en los procesos educativos 151 A second element that was revealed after evaluating the product was the interaction that students had in some activities of the website especially in the forum sections. Researchers concluded that by providing students the opportunity to interact among themselves, there can be an increment of the use or production of the language, which is a positive element necessary to support the students’ grammar micro skills. Furthermore, researchers also concluded that students enjoyed and found the activities in which they interacted and built knowledge attractive. This type of activities promoted also an intrinsic motivation in the students towards their learning process. Participants said that the website Surfing my Grammar Wave had promoted grammar learning throughout interesting practices. One of the most relevant aspects of this project is the fact that the website designed became a motivating tool for the students to learn grammar and they acknowledged that. The students evaluated the website through a questionnaire. They said that the website had helped them reinforce their grammar knowledge. Similarly, in question 24 of the questionnaire, they indicated that they had gained knowledge by learning grammar throughout the interesting activities that the website had. Therefore, doing these interesting activities motivated the students to use the platform. According to them, the most important is that they believed the website helped them learn grammar. References Alfaro, E. (Host and Director). (2014, september 19). Un 5% de guanacastecos hablan inglés [Online program]. In TV Prensa Guanacaste (Producer), Nuestras Verdades TV. Liberia, Guanacaste: TV Prensa Guanacaste. Canales, H., & Garcia, R. (2007-2008). E-learning Platforms. Moodle and Dokeos. Retrieved from: http://www.it.uc3m.es/rueda/lsfc/trabajos/curso07-08/E-earning%20platforms- HomeroCanales-FernandoGarcia.pdf Charpentier, W. (2013). Costa Rican Teachers’ Use of ICTs in the English Language Class. Revista de Lenguas Modernas , 19, 449-467. Retrieved from: file:///C:/Users/Lucrecia/Downloads/13955- Texto%20del%20art%C3%ADculo-24098-1-10-20140319.pdf Chuan, S., & Whei, T. (june, 2002). Students’ perceptions of english learning through ESL/EFL websites. Teaching English as a Second or Foreign Language, 6 (1), 1-14. Retrieved from: http:// www.tesl-ej.org/wordpress/issues/volume6/ej21/ej21a2/?wscr= Debata, P. (2013). The Importance of Grammar in English Language Teaching-A Reassessment. Language in India , 13 (5). Retrieved from: http://languageinindia.com/may2013/ pradeepgrammarfinal.pdf Díaz, L. (2003). Evaluación de la Calidad de los Materiales Educativos Multimediales . Retrieved from: http://webcache.googleusercontent.com/search?q=cache :8H9uAOXEca4J:www.virtualeduca. info/encuentros/encuentros/barcelona2004/es/actas/paises/costarica/3.12.10. doc+&cd=1&hl=en&ct=clnk Duke, B., Harper G., & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, 4-13. Retrieved from https://www.hetl.org/wpcontent/ uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf