How do students read on the Internet in the new technological era?

The principal focus of this investigation is to discuss how EFL students read on the Internet after completing a Cybertask. Our main concern is to find out how students read on the Internet in the new technological era. Nowadays we are going through a great technological revolution that makes us being concerned about the English Language as a Foreign Language education. For this reason, we deem necessary to apply our knowledge during the reading process (Schmar-Dobler, 2003) and promote the reading capacity of texts (Luzón & Ruiz-Madrid, 2008; Luzón, Ruiz-Madrid & Villanueva, 2010; Girón-García & Gaspar, 2012). Furthermore, this paper focuses on two features: (a) how students handle the great amount of information they find on the Web; and (b) how they select the most appropriate information according to their task objectives. In order to get relevant results, a group of university students of the English Studies degree at ‘Universitat Jaume I’ (Spain) worked on an English task-based activity (i.e. ‘Cybertask’) during their class regular time. They also took into account a number of Websites provided by the teacher and following they completed a Self-Assessment Questionnaire in order to evaluate both their task process and task result. Finally, the main aim is to analyse how students read (‘Reading Modes’) in a digital context when they face task-based activities (Girón-García, 2013). However, our study goes beyond the classification of Internet users (‘Knowledge Seekers’, ‘Feature Explorers’, and ‘Apathetic Hypertext Users’) (Anderson-Inman & Hoerney, 1993; Bowdish et al., 1994; Lawless & Kulikowich, 1996)

Teaching and Learning EFL Successfully Through An Online Environment: An Experimental Study With "Legal English" Students

Information and Communication Technologies (ICTs) are developing exponentially and are having a great impact on the redefinition of learning and literacy in the 21st century. For this reason, experts in the education field have the need and the responsibility to adapt and integrate the curricula into a new digital context , making use of available digital tools in order to ensure that education is relevant to the demands of today’s society ;. This article highlights the role of digital literacy to foster reading comprehension on the Internet in order to solve problems, activities, and tasks.This study has been possible thanks to fundings from “Pla 2014 de Foment de la Investigació de la UJI” (Ref. P1.1A2014-02). IULMA (Institut Interuniversitari de Llengües Modernes Aplicades) at Universitat Jaume I de Castelló

Design of a Cybertask for Undergraduate Students: The Influence of Learning Styles on Task Completion

Learning styles play a significant role in language teaching and learning (Robertson & Nunn, 2013) in relation to task completion. During the past decade, numbers of studies have demonstrated the importance of learning styles in language learning (Pei- Shi, 2012); although little attention has been paid to the influence of learning styles on task completion (Girón-García, 2013). For the purpose of our present study, this work has been based upon the examination and description of a pedagogical activity (also called ‘Cybertask’) with a group of university students selected from the English Studies degree at ‘Universitat Jaume I’ (Spain). The results obtained lead us to suggest interesting concepts such as ‘Successful Task completion’, ‘Style-switching, ‘Style-blending’, and ‘Learning trait’, which we may consider as relevant to teachers making learners more independent and more effective in their language learning process

Computer-assisted instruction: ‘JClic’ as a new pedagogical tool for EFL learners

The present study has a double purpose: firstly, to evaluate the effect of JClic on students' performance in the use of Simple Present Perfect in English and secondly, to establish the impact of the use of JClic on students' engagement and motivation. In other words, this research seeks to find out if student engagement and motivation in the learning process are heightened while using JClic, as a pedagogical tool, to carry out instruction. In this study, the Simple Present Perfect is presented in contrast to Simple Past in order to strengthen students' knowledge and understanding of the two tenses, although only the first one is evaluated as it was more problematic for them (according to the results from the 2nd end of term exam). Furthermore, a description and practice activities, involving the use of both tenses, are presented. In this study, we use mixed methods (quantitative and qualitative), in order to answer the research questions and obtain a better triangulation and complementarity regarding data collection. The findings reveal that the use of the JClic software, as a computer-assisted language-learning (CALL) tool, can increase students' engagement, motivation, and learning achievement. Thus, computer-assisted instruction (CAI) might complement teacher-directed instruction through motivating activities that are helpful to students so as to improve their academic performance. Finally, the results of this study may be useful for English teachers as they can use students' achievement data in order to make instructional decisions to change classroom environment and improve learning

Learning styles’ influence in SL/FL reading

Enormous changes have taken place in second and foreign language learning over recent decades [1]. Currently, there is a growing interest in the factors that influence the learning of the four language skills. This accepted interest is especially reflected in the field of Applied Linguistics, which has shifted its emphasis towards learners and learning [2]. In order to prosper in this complex process, students need to get over some obstacles. However, the way they face these difficulties in the classroom setting seems to vary among them due to the different ways they usually perceive information [3]. Hence, this study examines the learning strategies that allow foreign language students to deal with the problems that may arise during their learning process, which may be influenced by their learning styles. In particular, it focuses on direct reading strategies and more specifically with their manifestation in the assorted sensory preferences in English as a foreign language context. Then, it aims to prove that perception varies among individuals and therefore, learners do not use the same learning strategies when they are reading. Finally, the results of a small-scaled study are shown with the intention to provide some evidences that seem to demonstrate conclusively that learning styles have an impact on the direct reading strategies that learners use.This study has been possible thanks to funding from“Pla 2014 de Foment de la Investigació de la UJI” (Ref. P1.1A2014-02) and IULMA (Institut Interuniversitari de Llengües Modernes Aplicades) at Universitat Jaume I de Castelló

Designing Oral-based Rubric for Oral Language Testing wiht Undergraduate Spanish Students in ESP Contexts

During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell et al., 2001; Schwartz & Arena, 2013; Stoynoff, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Spandel, 2006; Wilson, 2006). The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent theseThe research conducted in this article is part of the Education and Innovation research project: Proyecto de Innovación Educativa Universitat Jaume I 2779/13 Parámetros de aproximación a la evaluación de las destrezas orales en lengua inglesa: tipología, diseño de tests y criterios de validación. 2 Universitat Jaum

Science dissemination videos as multimodal supporting resources for ESP teaching in higher education

In recent years, science dissemination has moved from printed to digital formats, and digital genres such as free access videos, along with their own multimodal characteristics (e.g. image, audio, movement, among others) are particularly relevant in order to meet 21st century users' (i.e., digital natives) learning needs (Prensky, 2017) and to make them aware of the use of the multimodal traits. However, only a few studies can be found on the use of videos for the dissemination of research in ESP teaching as learning resources in Higher Education (HE) contexts, nor have the multimodal connections embedded in videos which contribute to the engagement of their users been taken into account (Valeiras-Jurado & Bernad-Mechó, 2022). Considering a communicative multimodal procedure in the digital era (Kress, 2010), the objective of this research is to identify the criteria that ESP teachers take into account when selecting this type of video for their courses, as well as the multimodal characteristics of these videos that can be identified and taken into consideration in the classroom. To attain our aim, a questionnaire will be distributed to 10 ESP teachers asking about the criteria they use for the selection of videos (e.g., length, clarity of language, visual aids, subject matter appropriate to the content, difficulty, among other aspects). Secondly, a multimodal discourse analysis of an extract from one of the videos teachers use in their courses will be developed. The teacher who uses this video in his class will be interviewed before and after showing him the multimodal analysis in order to check whether being aware of the video's multimodal traits can change his criteria for video selection and for class activities related to it. The results of this investigation will serve to offer teachers some support in their selection of appropriate multimodal materials for their ESP courses, as well as pedagogical tips about activities that can enhance the multimodal features of this digital genre.Funding for open access charge: CRUE-Universitat Jaume

Analizando el Mundo Digital y su Metaforicidad: Cibergéneros y Cibermetáforas en el siglo XXI.

The Internet has significantly affected the linguistic field since the virtual world has instigated scholars to explore users’ interaction with Cybergenres (Girón-García & Navarro i Ferrando, 2014; 2015). In Cognitive Linguistics, some authors have suggested that Idealised Cognitive Models (ICMs) already active in the users’ conceptual system may guide online navigation patterns, resulting in new forms of literacy. Accordingly, social networks and webpages tend to display words and expressions, which since the beginning of the Internet era have been used in a new sense, as they represent mental models that have been transferred from traditional domains onto digital domains. This study aims to describe and analyse how these ICMs give coherence to different types of cybergenres in English - e.g. social networks, MOOC, Cybertask, weblog, and ‘marketplace’ web pages. In particular, this paper recognises the metaphorical models that are used in the digital context (i.e. Cybergenre), and describes and classifies conceptual connections between the source domain and the target domain. With that objective in mind, certain social networks and ‘marketplace’ web pages are analysed to test the hypothesis that metaphorical models give coherence to their organization and structure. The description and classification of those conceptual projections may unveil a link between the digital world and traditional conceptual representations. Results may help us to understand the connection between the previous cultural representations and the digital environment; as well as helping virtual users to develop their Digital Literacy in this virtual context.Internet ha experimentado un gran impacto en los últimos años, afectando significativamente el campo de la Lingüística, ya que el mundo virtual ha alentado a los académicos en ese campo a explorar la interacción de los usuarios con los Cibergéneros (Girón-García y Navarro i Ferrando, 2014; 2015). En el campo de la Lingüística Cognitiva, algunos autores han sugerido que los MCIs ya activos en el sistema conceptual de los usuarios pueden guiar los patrones de navegación en línea, derivando en nuevas formas de alfabetización. En esta misma línea, las redes sociales y las páginas web tienden a mostrar palabras y expresiones que después de la era de Internet se están utilizando en un nuevo sentido, ya que representan modelos mentales que se han transferido de dominios tradicionales a dominios digitales. El objetivo de este estudio es describir y analizar cómo estos modelos cognitivos anteriores dan coherencia a diferentes tipos de cibergéneros en inglés, por ejemplo, redes sociales, MOOC, Cybertask, weblog, páginas web de "compra y venta". Concretamente, este estudio tiene como objetivo reconocer estos modelos metafóricos que se utilizan en el contexto digital debido a la descripción y clasificación de conexiones conceptuales entre el dominio de origen y el dominio de destino. Con ese objetivo, se analizan algunas redes sociales y páginas web de 'compra para probar la hipótesis de que algunos modelos metafóricos dan coherencia a su organización y estructura. La descripción y clasificación de esas proyecciones conceptuales puede revelar un vínculo entre el mundo digital y las representaciones conceptuales tradicionales. Los resultados obtenidos con este análisis pueden ayudar a comprender la conexión entre las representaciones culturales anteriores y el entorno digital; así como ayudar a los usuarios virtuales a desarrollar su alfabetización digital en este contexto virtual

A mixed-methods study of online learning in the EFL classroom

[EN] The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. This study was supported financially by the following Action Research Projects carried out at Universitat Jaume I: “Innovació educativa i interdisciplinarietat: ensenyament de l’anglès a l’aula universitària amb l’aplicació d’una “Lesson” integrada a la plataforma Moodle” (3820/20), “Disseny d’entrades en diccionaris online d’especialitat per a l’ensenyament de AFE” (3860/20), “Aprofitament de la ferramenta “Google Sites” per a l’ensenyament de l’anglès a l’aula universitària: Desenvolupament de l’aprenentatge autònom dins del context de la COVID-19” (3949/21), “Creació d’una base de dades multinivell per a secundar el desenvolupament de la competència escrita a l’estudiantat del Grau en Estudis Anglesos” (3975/21) The research conducted in this article is also part of the following Research Project carried out at Universitat Jaume I: UJI-B2018-59.Girón-García, C.; Boghiu-Balaur, S. (2021). A mixed-methods study of online learning in the EFL classroom. Revista de Lingüística y Lenguas Aplicadas. 16(1):95-122. https://doi.org/10.4995/rlyla.2021.13950OJS95122161Appleton, J. J., Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386, https://doi.org/10.1002/pits.20303Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O. & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 126-150, https://doi.org/10.14742/ajet.5477Bond M., Buntins K., Bedenlier S., Zawacki-Richter O. & Kerres M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education 17:2, 1-30, https://doi.org/10.1186/s41239-019-0176-8Brinton, D.M. & Snow, M. A. (2017). The evolving architecture of content-based instruction. In M.A. Snow & D.M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 2-20). Ann Arbor: University of Michigan Press.Clark R. C. & Mayer R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: John Wiley & Sons. https://doi.org/10.1002/9781119239086Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.Dennis, A. R., Abaci, S., Morrone, A. S., Plaskoff, J. & McNamara, K. O. (2016). Effects of e-textbook instructor annotations on learner performance. Journal of Computing in Higher Education, 28(2), 221-235, https://doi.org/10.1007/s12528-016-9109-xDodge, B. (2001). FOCUS: Five rules for writing a great WebQuest. Learning & Leading with Technology, 28(8), 6-9, 58.Dunn, T.J. & Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137. pp. 104-137. ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.04.004Fincham, D. (2013). Introducing online learning in higher education: An evaluation. Creative Education, 4(9), 540-548, https://doi.org/10.4236/ce.2013.49079Gimeno Sanz, A.M. (2014). Fostering Learning Autonomy in Technology-Enhanced ESP Courses. In: E. Bárcena, T. Read & J. Arús (eds.), Languages for Specific Purposes in the Digital Era, pp. 27-44. Cham: Springer. https://doi.org/10.1007/978-3-319-02222-2_2Girón-García. C. (2013). Learning Styles and Reading Modes in the Development of Language Learning Autonomy through 'Cybertasks'. ISBN 978-84-695-9179-6. Barcelona. Ed. Universitat Jaume I. http://hdl.handle.net/10803/125440Girón-García, C. & Silvestre-López, A.J. (2019). Students' self-perception of motivation regarding a Cybertask integrating different types of online resources in the ESP classroom. International Academy of Technology, Education and Development (IATED). pp. 4120-4126. ISSN: 2340-1079. https://doi.org/10.21125/inted.2019.1032Goh, F. C., Leong, M. C., Kasmin, K., Hii, K. P. & Tan, K. O. (2017). Students' experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2), 117-128, https://doi.org/10.20368/1971-8829/1298González-Lloret, M. (2016). A Practical Guide to Integrating Technology into Task-based Language Teaching. Washington D.C. Georgetown University Press. https://doi.org/10.1007/978-3-319-02328-1_16-1González-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era (pp. 51-61). Dublin: Research-publishing.Hinkelman, D. (2018). Blending technologies in second language classroom. https://doi.org/10.1057/978-1-137-53686-0Hughes, A. (2003). Testing for Language Teachers (2nd Ed.) Cambridge: Cambridge University Press, ISBN: 0521484952 (paperback).Keller, J. M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum.Kim, H.J., Hong, A.J. & Song, H. (2019). The roles of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education 16:21, 1-18, https://doi.org/10.1186/s41239-019-0152-3Kizilcec, R. F., Piech, C. & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). Leuven, Belgium: (LAK' 13) Association for Computing Machinery, New York. https://doi.org/10.1145/2460296.2460330Kokoç, M., Ilgaz, H. & Altun, A. (2020). Individual cognitive differences and student engagement in video lectures and e-learning environments. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement with Instructional Technology in Higher Education (pp. 78-93). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch005Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching, Language in Education: Theory and Practice, No. 67. [Washington, D.C.] Distributed by ERIC Clearinghouse, 1987, 105 p. Available at https://eric.ed.gov/?id=ED283385Krause, K-L. (2005). Understanding and promoting student engagement in university learning communities. Centre for the Study of Higher Education: University of Melbourne. Engaged, inert or otherwise occupied? Deconstructing the 21st century undergraduate student at the James Cook University Symposium 2005, Sharing Scholarship in Learning and Teaching: Engaging Students, James Cook University, Townsville/Cairns, Queensland, 21-22 September 2005.Lei, H., Cui, Y. & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An international journal, 46(3), 517-528, https://doi.org/10.2224/sbp.7054Levitt, R. & Piro, J. M. (2016). Innovation in education through web-based instruction: Digital and cross-platform storytelling. In M. Raisinghani (Ed.), Revolutionizing Education through Web-Based Instruction (pp. 131-144). Hershey, PA: IGI Global, https://doi.org/10.4018/978-1-4666-9932-8.ch008Lightbown, P. M. (2014). Focus on Content-Based Language Teaching. Oxford: Oxford University Press.Long, M. H. (2016). In defense of Tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5-33. Cambridge University Press, https://doi.org/10.1017/S0267190515000057Luzón, M.J, Ruiz-Madrid, M.N. & Villanueva, M.L. (Eds.) (2010). Digital genres, new literacies and autonomy in language learning. Newcastle-upon-Tyne: Cambridge Scholars Publishing.Lyster, R. (2018). Content-Based language teaching. New York: Routledge, https://doi.org/10.4324/9781315103037McLaughlin, M., McGrath, D. J., Burian-Fitzgerald, M. A., Lanahan, L., Scotchmer, M., Enyeart, C. & Salganik, L. (2005). Student content engagement as a construct for the çmeasurement of effective classroom instruction and teacher knowledge. Washington, DC: American Institutes for Research. Available at http://www.air.org/files/AERA2005Student_Content_Engagement11.pdf https://doi.org/10.1037/e539752012-001Martin, F. & Bolliger, D. (2018). Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222, https://doi.org/10.24059/olj.v22i1.1092Navarro-Coy, M. & Silvestre-López, A.J. (2010). The CIBERTAAAL Project: Helping Students Become Wreaders. In Digital genres, new literacies and autonomy in language learning. Luzón, M.J, Ruiz-Madrid, M.N., & Villanueva, M.L. (Ed.) (pp. 101-125) Newcastle-upon-Tyne: Cambridge Scholars Publishing.Perea-Barberá, M.D., & Bocanegra-Valle, A. (2014). Promoting Specialised Vocabulary Learning Through ComputerAssisted Instruction. E. Bárcena, T. Read & J. Arús (eds.), Languages for Specific Purposes in the Digital Era, pp. 129-154. Cham: Springer https://doi.org/10.1007/978-3-319-02222-2_7Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816Prensky, M. (2017). The changing ends and paradigm for education in the World. WISE Education Review, 1, 1-3.Reaburn, P., Muldoon, N. & Bookallil, C. (2009). Blended spaces, work based learning and constructive alignment: Impacts on student engagement. In Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009 (pp. 820-831).Richards, Jack. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press, https://doi.org/10.1017/CBO9780511667305.021Richards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge university press.Richards, J. & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education Limited).Rovai, A. P., Ponton, M. K., Wighting, M. J. & Baker, J. D. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6, 413- 432.Ross, B., Pechenkina, E., Aeschliman, C. & Chase, A.-M. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25, https://doi.org/10.25304/rlt.v25.1976Sokolik M. E. (2014). Digital technology in language teaching. In M. Celce-Murcia, D.M. Brinton & M.A. Snow (Eds.), Teaching English as a second or foreign language pp.409-422) (4th ed.). Boston, MA: National Geographic Learning/ Heinle Cengage Learning.Stryker, S. & Leaver, B. (1997). Content-Based Instruction in Foreign Language Education: Models and Methods. Washington, DC: Georgetown University Press.Suárez-Vilagran, M.D.M.S. (2012). Learner autonomy in e-portfolios: from ambitious learning objectives to downto-earth outcomes. 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Multimodal and Perceptual Learning Styles: Their Effect on Students’ Motivation in a Digital Environment

[EN] The advent of various interactive multimedia networks in the English for Specific Purposes (ESP) classroom (Grabe & Grabe, 2007) has led to the emergence of new learning methodologies (Ming-Hung et al., 2017). Accordingly, new ways of learning are present in a multimodal environment, and have caused an effect on students’ degree of motivation, as well as on their learning styles (e.g., ‘multimodal’ and ‘perceptual’ learning styles).The present study aims to analyse the degree of motivation of ESP learners with a ‘Multimodal’ learning style in contrast to those with ‘Multiple’ learning styles. In particular, this study addresses three research questions: (1) Has ‘Digital’ learning created a recent ‘perceptual’ learning style (i.e., ‘Multimodal’ learning style)? (2) To what extent does ‘digital’ learning increase ESP students’ motivation in comparison to ‘traditional’ learning? (3) Does the ‘Multimodal’ learning style heighten the degree of motivation in contrast to ‘Multiple’ learning style?The study used a sample of 62 first-year ESP students taking the subject ‘Professional English for Communicators’ at a Spanish university. Data for this study were collected using ‘Wix’, as the main research tool, and two questionnaires which focused on students’ ‘Multimodal’ learning style and motivation: (a) ‘Multimodal Learning Styles Questionnaire’, designed to help students identify their preferences towards their learning process, and (b) ‘Motivation Questionnaire’, in order to get information regarding students’ perceptions for the enhancement of engagement.Results suggest that the implementation of ‘Wix’ in the classroom increases students’ engagement in their learning process and fosters a new perceptual learning style (i.e., ‘multimodal’ learning style). 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