Internet Connectivity, Relationship with the Teaching-Learning Process of the English Language in University Students

Abstract

This study addresses the importance of internet connectivity in the English teaching-learning process for university students, highlighting how the digital divide affects academic performance and educational equity. The objective is to analyze the influence of internet connectivity on the English teaching-learning process for first-semester university students of the online Pedagogy of National and Foreign Languages ​​program. Improvement actions are proposed, taking into account the constructivist learning theory, the sociocultural approach, formative assessment, and autonomous learning. The methodology adopted is quantitative and descriptive in scope. Questionnaires were administered to a sample of 33 students, selected through non-probability convenience sampling, to identify perceptions about the influence of internet connectivity on English learning. The main results indicate that most students face frequent difficulties due to internet access problems, which affect their active participation in class and their academic performance. The availability of asynchronous resources, such as downloadable materials and recorded classes, was highlighted as an effective solution to mitigate these problems and ensure learning continuity.