Validación de la mejora de la comprensión oral en español L2/LE en niveles avanzados a través del uso de la herramienta en línea Edpuzzle

This doctoral research aims to validate the effectiveness of the online tool Edpuzzle for improving listening comprehension in Spanish as a second or foreign language at advanced levels, specifically C1 and C2 according to the Common European Framework of Reference. The study arises from the need for methodological resources that integrate technology into language teaching and respond to the demands of digital natives, who are naturally engaged with audiovisual and interactive formats. The thesis is structured in several sections. First, it reviews the evolution of information and communication technologies in education, and more specifically in foreign language teaching. Frameworks such as the SAMR model and active methodologies including task-based learning, the action-oriented approach, and flipped classroom are examined. The pedagogical foundations and key features of Edpuzzle are also analysed, highlighting its ability to embed questions and activities in authentic videos to create interactive lessons. The core of the research is a quasi-experimental study with a sample of 160 students of Spanish as L2 at C1 and C2 levels, representing twelve different nationalities. The experimental group worked with Edpuzzle while the control group followed a traditional methodology based on passive viewing of the same audiovisual materials. Data collection included standardized listening comprehension tests before and after the intervention, as well as perception questionnaires on the use of technology in language learning. Results indicate a significant improvement in listening comprehension among students who used Edpuzzle, with an average increase of 9.6 points compared to the control group. Positive correlations were also observed between performance and variables such as motivation, self-confidence, and attitudes towards educational technologies. Furthermore, the impact was consistent across different cultural subgroups, reinforcing the validity of the tool in diverse contexts. Qualitative analysis confirmed that the interactive nature of Edpuzzle fosters active student engagement, encourages attentive listening, and provides immediate feedback that consolidates learning. The customization of audiovisual materials also allows teachers to adapt activities to learners needs, enhancing both motivation and autonomy. The main conclusion is that Edpuzzle constitutes an effective strategy to improve listening comprehension in advanced levels of Spanish L2, aligned with CEFR descriptors. Its use generates cognitive, attitudinal, and motivational benefits, adding value over traditional methodologies. The thesis also includes a SWOT analysis and improvement proposals aimed at future research and at the systematic integration of interactive tools in language teaching programs. In summary, this work provides empirical validation of Edpuzzle as a didactic resource and demonstrates that its use significantly contributes to the development of listening comprehension skills in advanced Spanish learners. It offers a replicable model for other educational contexts and for the teaching of different languages.

Grantor dc:publisher

Universidad de La Rioja (España)

Year dc:date

2026

Author dc:creator

• Martínez Vicente, José

Contributors dc:contributor

• Martínez Ezquerro, Aurora (Universidad de La Rioja)

Statement dc:rights

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Language dc:language

spa

Repository record dc:identifier

https://dialnet.unirioja.es/servlet/oaites?codigo=397724

OAI identifier oai:identifier

oai:dialnet.unirioja.es:TES0000023218