Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12 2025
https://doi.org/10.62574/cwnj4e77
1
Use of ICT and its relationship to reading comprehension in the English
language
Uso de las TIC y su relación en la comprensión lectora del idioma inglés
Daysi Tatiana Portilla-Sierra
daysi.portilla@educación.gob.ec
Ministerio de Educación, Colegio Amazonas, Quito, Pichincha, Ecuador
https://orcid.org/0009-0009-4140-0004
ABSTRACT
Information and Communication Technologies (ICT) have significantly transformed educational
processes. The objective was to analyse the use of ICT and its relationship to reading
comprehension in primary school students in Quito, Ecuador. Descriptive with correlational
statistical support. The population consisted of 320 students. The results obtained in this study
show a very high positive correlation (Spearman's Rho = 0.944) and statistically significant (p =
0.000) between the use of Information and Communication Technologies (ICT) and reading
comprehension in English in basic education students in Quito, Ecuador, which confirms that the
use of ICT has a direct and favourable impact on the development of reading skills in English.
Descriptors: competency based teaching; teacher effectiveness; academic achievement.
(Source: UNESCO Thesaurus).
RESUMEN
Las Tecnologías de la Información y la Comunicación (TIC) han transformado significativamente
los procesos educativos. Se tuvo por objetivo analizar el uso de las TIC y su relación en la
comprensión lectora en estudiantes de EGB en Quito, Ecuador. De tipo descriptivo con apoyo
estadístico correlacional. La población estuvo conformada por 320 estudiantes. Los resultados
obtenidos en este estudio evidencian una correlación positiva muy alta (Rho de Spearman =
0,944) y estadísticamente significativa (p = 0,000) entre el uso de las Tecnologías de la
Información y la Comunicación (TIC) y la comprensión lectora en inglés en estudiantes de
educación básica de Quito, Ecuador, lo cual confirma que el uso de las TIC tiene un impacto
directo y favorable en el desarrollo de habilidades lectoras en inglés.
Descriptores: enseñanza centrada en el rendimiento; eficacia del docente; rendimiento escolar.
(Fuente: Tesauro UNESCO).
Received: 08/09/2024. Reviewed: 12/10/2024. Approved: 19/12/2024. Published: 27/01/2025.
Research articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
2
INTRODUCTION
Information and Communication Technologies (ICT) have significantly
transformed educational processes, offering innovative tools that enhance
learning in various contexts. In particular, their application in the development of
reading comprehension has aroused growing interest in the academic
community, given that this skill is fundamental for academic and professional
success. Reading comprehension does not only involve decoding words, but also
the ability to interpret, analyse and reflect on texts, skills that can be strengthened
through the appropriate use of ICT (Sánchez-Domínguez, Pérez-Hernández &
Pérez-Padrón, 2020).
On the other hand, Mariaca-Garron et al. (2022) comment that ICT facilitates
access to interactive and personalised resources, while Formichella & Alderete
(2020) point out that these technologies can improve academic performance,
especially in areas such as reading. However, challenges related to their
implementation have also been identified, such as the need for teacher training
and the digital divide (Gómez-Vahos, Muriel-Muñoz & Londoño-Vásquez, 2019).
In the context of the city of Quito, Ecuador, the use of ICT by students of Basic
General Education (EGB) represents an opportunity to strengthen reading
comprehension, especially in an environment where technological and
educational inequalities still persist. According to Villagómez-Ruiz, Yugcha-Véliz
& Zuñiga-Delgado (2023), ICT can play a fundamental role in the teaching-
learning process, provided that appropriate pedagogical strategies are
implemented.
Therefore, the objective of this research was to analyse the use of ICT and its
relationship to reading comprehension in EGB students in Quito, Ecuador.
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
3
Theoretical framework
In the pedagogical sphere, the use of Information and Communication
Technologies (ICT) has been strengthened as a tool for transforming teaching-
learning processes, especially in the development of reading skills. Therefore,
the following is presented:
Use of ICT as a pedagogical tool
From a pedagogical perspective, ICT not only represents a set of technological
tools, but also a means of dynamising teaching and learning processes. In this
sense, Mariaca-Garron et al. (2022), indicate that ICTs allow for the
implementation of innovative teaching strategies that favour meaningful learning,
by integrating interactive, multimedia and adaptive resources that respond to the
individual needs of students, therefore, ICTs become mediators of learning,
facilitating the active construction of knowledge.
The pedagogical approach to the use of ICT requires intentional planning that
takes into account the principles of instructional design. Therefore, Gómez-Vahos
et al. (2019) emphasise that the teacher must assume the role of facilitator,
guiding students in the critical and reflective use of technological tools, which is
in line with constructivist theories, which consider the importance of the
interaction between the student, the content and the technological context to
promote meaningful learning.
Likewise, the use of ICT in education must be inclusive and equitable, bearing in
mind that Formichella & Alderete (2018) warn that digital divides can limit access
to these tools, especially affecting students from vulnerable backgrounds.
Therefore, it is essential that educational policies promote the democratisation of
access to ICT, ensuring that all students can benefit from its pedagogical
potential.
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
4
Reading comprehension as an educational skill
Reading comprehension is a cross-curricular skill that forms the basis for learning
in all areas of knowledge. From a pedagogical perspective, this skill involves not
only the decoding of texts, but also the ability to interpret, analyse, evaluate and
reflect on the information they contain (Arteaga-Rolando & Carrión-Barco, 2022).
In this sense, reading comprehension is a complex cognitive process that
requires the activation linguistic, metacognitive and critical skills.
The development of reading comprehension in the educational context is
enriched by the use of ICT, which offers interactive and adaptive resources that
facilitate the personalisation of learning. According to Berral-Ortiz et al. (2024),
digital platforms and educational applications allow students to interact with texts
in a dynamic way, promoting the active construction of meaning, taking into
account that digital reading tools can include functions such as integrated
dictionaries, automatic summaries and comprehension activities, which support
the development of specific reading skills.
METHOD
The research was generated from a quantitative approach, with a non-
experimental, descriptive design with correlational statistical support. The
population consisted of 320 students, selected through intentional non-
probabilistic sampling, considering their access to and frequent use of
technological tools in the educational environment.
Two instruments were used for data collection: a structured questionnaire to
measure the level of ICT use and a standardised reading comprehension test in
English. Both instruments were previously validated by 5 experts in the field of
education and subjected to a pilot test to ensure their reliability and validity. The
reliability of the questionnaire was evaluated using Cronbach's alpha coefficient,
obtaining a value of 0.89, which indicates high internal consistency. The reading
comprehension test, on the other hand, achieved a coefficient of 0.91, which also
reflects high reliability.
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
5
The data obtained was analysed using Spearman's correlation coefficient, given
that the variables did not present a normal distribution, which allowed us to
determine the strength and direction of the relationship between the variables
studied.
The statistical analysis was carried out using SPSS software, version 25, with a
significance level of 1% (p < 0.01).
RESULTS
The results of the research are presented below, based on the data collected:
Table 1. Correlation of ICT use and its relationship to reading comprehension in
English.
Use of ICT and reading comprehension
Spearman's
Rho
Correlation Coefficient
,944**
Sig. (two-tailed)
,000
N
320
Source: Prepared by the author.
The results of Spearman's correlation analysis presented in Table 1 show a very
strong and significant relationship between the use of Information and
Communication Technologies (ICT) and reading comprehension in English
among general basic education students in the city of Quito, Ecuador. The
correlation coefficient obtained is 0.944, which indicates a very high positive
relationship between the two variables. This means that, as the use of ICT
increases, students' reading comprehension in English also tends to improve.
The statistical significance value is 0.000, which confirms that this relationship is
statistically significant at the 99% confidence level (p < 0.01).
Based on the above, the affirmative hypothesis H1 is accepted and the null
hypothesis H0 is rejected.
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
6
Hypothesis test
H1: The use of ICT has a positive relationship with reading comprehension in
English.
H0: The use of ICT does not have a positive relationship with reading
comprehension in English.
DISCUSSION
In accordance with the results presented, Aguirre-Idrogo et al. (2021) state that
ICT facilitates the comprehension of texts in English by offering interactive and
dynamic resources that motivate students. Similarly, Formichella & Alderete
(2020) argue that ICT not only improves academic performance, but also fosters
autonomous learning, a key aspect in the acquisition of reading skills.
On the other hand, Ballestas-Camacho (2015) points out that ICT is especially
useful in the early years of schooling, as it allows students to develop literacy
skills more effectively, which is complemented by Arteaga-Cruz et al. (2023), who
emphasise that, in times of virtuality, ICT has been fundamental for maintaining
and improving reading comprehension, even in basic education contexts.
Consequently, Ulco-Simbaña & Baldeón-Egas (2020) emphasise that ICTs have
a direct influence on the development of literacy skills, in that they allow students
to interact with texts in a more dynamic and personalised way. This position
reinforces the idea that ICTs are not only support tools, but also transform
traditional pedagogical practices.
The impact of ICT on reading comprehension has also been compared with
traditional pedagogical methods. In this sense, Pérez-Ruiz & La-Cruz-Zambrano
(2014) emphasise that traditional reading and writing teaching strategies,
although effective, can be enhanced through the use of technological tools. In
this sense, Trimiño-Quiala & Zayas-Quesada (2016) propose teaching strategies
that integrate ICT to encourage interest in reading, which coincides with the
results of this study.
On the other hand, Arteaga-Rolando & Carrión-Barco (2022) present a literacy
model based on conceptual pedagogy, which can be complemented with the use
of ICT to address current challenges in the teaching of reading and writing. This
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
7
perspective allows teachers to combine traditional strategies with technological
tools, thus maximising results in reading comprehension.
Likewise, Cárate-Ronquillo et al. (2024) qualify that the methodology of learning
literacy must be adapted to current technological demands, insofar as these tools
allow the teaching process to be personalised and the individual needs of
students to be addressed. This view is supported by Villagómez-Ruiz et al.
(2023), who conclude that ICT is essential for transforming the teaching-learning
process in basic education.
The design of pedagogical strategies that integrate ICT is fundamental for
improving reading comprehension. Therefore, Armijos-Uzho et al. (2023), in their
review of studies in Latin America, highlight that ICT-based strategies not only
improve reading skills, but also foster motivation and interest in students. This
position coincides with the results of this study, which show a positive relationship
between the use of ICT and reading comprehension in English.
Likewise, Parra-Bernal & Rengifo-Rodríguez (2021) emphasise that innovative
pedagogical practices mediated by ICT are key to addressing difficulties in
reading comprehension, especially in contexts where access to traditional
resources is limited, in addition to Berral-Ortiz et al. (2024), who highlight that
training programmes based on technological resources are effective in improving
reading comprehension in primary education.
The use of ICT has not only proven effective in basic education, but also at higher
levels, in response to which, Robles-Francia et al. (2020) analyse its impact on
public higher education in Mexico, concluding that ICT significantly improves
reading comprehension and fosters meaningful learning. Similarly, Núñez-Flores
& Ramírez-Mercado (2022) emphasise that ICT is a key tool for developing
reading skills in university students, especially in a globalised context that
demands advanced foreign language skills.
On the other hand, Salmerón & Villafuerte (2019) point out that reading practices
invigorated by ICT generate significant learning achievements, as they allow
students to interact with texts in a more active and reflective way, highlighting the
importance of integrating ICT at all educational levels. However, despite the
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
8
obvious benefits, the use of ICT in education faces certain challenges. Calvo
(2013) points out that teacher training is a crucial factor in guaranteeing the
success of ICT-based strategies. Teachers must be trained not only in the use of
technological tools, but also in their pedagogical integration, a point reinforced by
Gómez-Vahos et al. (2019), who highlight the role of the teacher in the creation
of meaningful ICT-supported learning experiences.
On the other hand, Mariaca-Garron et al. (2022) identify that, although ICT offers
multiple benefits, its effective implementation requires an adequate infrastructure
and equitable access to technology. This proposal is particularly relevant in
contexts of inequality, as pointed out by Caballeros-Ruiz et al. (2014) in their
analysis of successful experiences in Guatemala. Likewise, Formichella &
Alderete (2018) emphasise that the use of ICT in the home can complement its
implementation in the classroom, especially in contexts where technological
resources are limited, which allows students to develop reading skills both inside
and outside the school environment.
On the other hand, regarding the analysis of trends in the use of ICT in education,
such as that carried out by Sánchez-Domínguez et al. (2020), they suggest that
these tools will continue to play a central role in improving reading
comprehension. In view of this, Honorio-Meléndez et al. (2023) emphasise that
ICT not only has an impact on meaningful learning, but also promotes
pedagogical innovation, which opens up new opportunities for the design of
educational strategies. Consequently, Salmerón & Villafuerte (2019; Berral-Ortiz
et al. 2024), agree that reading practices enhanced by ICT and technological
training programmes must be designed in such a way that they are adapted to
the specific needs of students, thus guaranteeing their effectiveness.
CONCLUSION
The results obtained in this study show a very high positive correlation
(Spearman's Rho = 0.944) and statistically significant (p = 0.000) between the
use of Information and Communication Technologies (ICT) and reading
comprehension in English in basic education students in Quito, Ecuador, which
confirms that the use of ICT has a direct and favourable impact on the
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-12, 2025
Uso de las TIC y su relación en la comprensión lectora del idioma ingles
Use of ICT and its relationship to reading comprehension in the English language
Daysi Tatiana Portilla-Sierra
9
development of reading skills in English, allowing us to accept the affirmative
hypothesis (H1) and reject the null hypothesis (H0). The data supports the idea
that ICT not only complements, but transforms traditional pedagogical practices,
facilitating interactive, dynamic and personalised learning.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with people or institutions linked to the research.
ACKNOWLEDGEMENTS
To students and their rights to an inclusive and quality education for meaningful
learning.
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