Abstract:

In many low-resource public schools in Ecuador, English as a foreign language (EFL) lessons are constrained by limited contact hours, scarce digital resources and uneven connectivity. To extend learning opportunities beyond the classroom, a school-centred virtual learning environment (VLE), named VLEPIC, is being developed as a lightweight complement to regular English lessons. Within a design-based research (DBR) approach, the first design iteration involved one cohort of lower-secondary students who used the VLE for four weeks outside regular class time. The study examines changes in curriculum-aligned English learning outcomes and students’ perceptions of the learning environment supported by the VLE.

Data were collected through a pre-test/post-test aligned with the national English curriculum and a learning-environment questionnaire based on the Distance Education Learning Environments Survey (DELES), originally developed for higher education. Because of this origin, DELES-based scales are interpreted cautiously in this secondary-school context, with attention to overall patterns rather than fine-grained psychometric claims or cross-level comparisons.

Results suggest measurable gains in students’ English performance and generally positive perceptions of the learning environment, especially regarding content organisation, opportunities for active engagement and perceived support when working independently with the VLE. At the same time, the findings highlight ongoing challenges, such as uneven access to devices and connectivity, varied levels of learner autonomy and the need for clearer scaffolding for independent work. Overall, the study offers empirically grounded indications that a school-centred VLE can modestly extend EFL learning opportunities in a low-resource setting, while also signalling design tensions that must be addressed in subsequent DBR cycles. These insights are informing the refinement of VLEPIC and may be of interest to practitioners and researchers seeking to design or adapt VLEs for similar school contexts in the Global South.

Keywords:

English as a foreign language, learning environment perceptions, low-resource schools, secondary education, virtual learning environments.