Barriers to the Use of Digital Resources in English Language Learning in Jipijapa, Ecuador

Abstract

This study examines the barriers that students at public educational institutions in Jipijapa, Ecuador, face when using digital resources in English as a Foreign Language (EFL) learning. The research derives from the community outreach project "Pedagogical Support for the Integration of Digital Tools in English Language Teaching in Educational Institutions in the Urban Area of Jipijapa" and followed a quantitative approach with an exploratory and descriptive cross-sectional design. A structured survey was administered to 170 students from Unidad Educativa Fiscal "Quince de Octubre" and Unidad Educativa Fiscal "Daniel López". Results show that 41.8% of participants do not use any digital resources in their English classes or assignments. Among those who do (n = 99), use is predominantly occasional and primarily oriented toward completing homework at home. The main barriers identified are institutional in nature: insufficient devices, unstable school internet, and limited integration of digital tools by teachers. Notably, 84.8% of students reported that their English teacher uses digital tools only "sometimes" or "never," revealing a significant pedagogical gap. The study concludes that overcoming these barriers requires not only greater access to technological infrastructure but also sustained teacher training and institutional policies that promote the systematic use of digital resources in English language teaching.

Keywords: digital barriers, digital resources, English as a Foreign Language, EFL, digital divide, Jipijapa, Ecuador.