Virtual learning environments in Mexico: The RASE model and synchronous interaction to boost communicative competence

Main topic: educational technology, techno-pedagogical instructional design, and communicative competence.

One of the biggest challenges in virtual English courses is the uneven development of receptive skills (reading and listening) and productive skills (speaking and writing), caused by a lack of authentic interaction in the target language.

This experimental research evaluated the impact of redesigning a virtual course using the techno-pedagogical RASE model (Resources, Activities, Support, and Evaluation) combined with the Communicative Approach (CLT). Results showed that students who took part in a design centered on contextualized synchronous interaction achieved statistically significant improvements in their oral communicative competence (measured in pragmatic accuracy, fluency, lexical control, and sociolinguistic appropriateness).

The RASE model suggests four strategic pillars for digital English environments:

1. Resources (R): provide multimedia input directly in the target language that serves as a model of real language.
2. Activities (A): present real situations or professional dilemmas in forums and synchronous sessions where students must solve communication problems.
3. Support (S): offer ongoing support through various channels (messaging, technology user guides, and spaces for resolving questions).
4. Evaluation (E): implement online communicative oral tests and presentations of real projects.

Corporate application tip: when designing executive e-learning programs, prioritize synchronous session time for interactive practice among participants, reducing instructor lecturing and using forums for situated tasks.

Study reference

Cruz-Ramos, & Herrera-Díaz. (2023). Diseño instruccional basado en la interacción para el desarrollo de la competencia comunicativa. MEXTESOL Journal, 47(4). Escuela Normal «Juan Enríquez» / Universidad Veracruzana.