The Impact of the iPad on Mexican English Language Teachers’ Cognition

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Héctor Rubén Luna-Martínez
Rebeca E. Tapia-Carlín


This article reports the results of a study that was part of a master’s thesis. The research focused on a private primary school in Pachuca, Hidalgo, Mexico. It aimed to explore English language teachers’ cognition, specifically into the teaching practice and emotional responses reported when implementing the use of the iPad in their lessons. Four female English language teachers were selected to be part of the project. A grounded theory method was selected to carry out the study, and two instruments were chosen to collect and triangulate the data obtained. Those instruments were guided teachers’ narratives and individual interviews. Results show that teachers’ practices and emotional responses evolve during the process of the iPad implementation by following four main stages: initial reactions, sense of realization, change, and adaptation. Furthermore, similar emotional reactions and teaching practices were found in the four participants.

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How to Cite
Luna-Martínez, H. R., & Tapia-Carlín, R. E. . (2023). The Impact of the iPad on Mexican English Language Teachers’ Cognition. HOW, 30(1), 102–122.
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Author Biographies

Héctor Rubén Luna-Martínez, Benemérita Universidad Autónoma de Puebla

He holds a BA in English Language Teaching and is the Master’s degree in the same field, both from Facultad de Lenguas BUAP. He has worked as English teacher in primary school for 2 years and 1 year at high school level. He has made research on the field of technology.

Rebeca E. Tapia-Carlín, Benemérita Universidad Autónoma de Puebla

She holds a Doctorate in Applied Linguistics from Macquarie University, Australia. Experienced professor and researcher. Secretariat of Research and Graduate Studies from the Language Department at BUAP. Leader of the research team Teaching, Research and Professional


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