Strategies to practice language skills are usually based on interactions with other Mexican coursemates or teachers.

There is limited access to English outside the classroom (Borjian, 2015). English teachers are usually non-native speakers who focus their lessons on grammar skills. However, this type of experience is out of reach for most language learners in Mexico. This strategy is relatively common in some countries, as evidenced by international projects such as SEAGULL (Smart Educational Autonomy through Guided Language Learning) in Europe. This paper reports on the implementation of an academic e-tandem, focusing on the experience of eight Mexican university students who were learning English. Online language-learning programs have offered ways of engaging students and improving their performance (e.g., Gyamfi & Sukseemuang, 2017). The use of mobile devices has been studied as a flexible, timely, personalized, active and social learning strategy (Kukulska-Hulme & Viberg, 2018). Digital resources, such as podcasts, videos and blogs, have been paired up with regular face-to-face teaching strategies (e.g., Rojas, 2013). However, English proficiency is still very low (Cronquist & Fiszbein, 2017).Дifferent initiatives have arisen to address this challenge. In regions such as Latin America interest in learning this language has grown, as evidenced by the emergence of national policies and related educational programs. Even more, English represents a means for international collaboration, and its usage correlates with innovation and technology adoption (Education First, 2019 Eurostat, 2019). Communicating in English is an important skill for personal development and employability. It is also the most commonly studied foreign language in the world, with approximately one billion students (Lyons, 2017 Secretaria de Educacion Publica, 2015). English is one of the most widely spoken languages, with 1.5 billion speakers.

Tell me more english 2018