They answered that the best tool was Quizlet (58.8%); another important answer was Storybird (35.3%), almost no one considered Grammarly as the best tool. In fact, the questionnaire includes another question related to their future plans in leaning or practices English. The students included Quizlet and Storybird (more than 70%) as a tool to use outside of the English course. Another question was: which tool caused more problem or difficulties when you used it? Most of the students (70.5%) answered that none of them caused problems. Related to the question,would you recommend teachers and/or students to use these kinds of tools in the English learning process? All the students answered affirmatively. Finally, all the students, except one, considered that their learning process during the last course helped them to improve their grammar abilities

The computing laboratory used had all the services needed for the study. It had Internet access, 30 Intel 5 computersfor personalized usage and suitable environment for learning. In fact, it had big windows and enough space for students to move around the class. One class completely used the digital material (100%) and the other class used it partially (60%)

Pertinent to the first objective, a hypothesis to know if there was some statistically significant improvement in reading comprehension by means of the use of Digital Didactic Material was outlined. A similar hypothesis to prove the second objective was to acknowledge if there was any statistically significant improvement in grammar formation throughout the use of Digital Didactic Material

This studywas conducted in a public university in the southern region of Ecuador, and there were 37 participants in this case study: 29 women and 8 men, all of them native Spanish speakers. The participants ́ age average was 24, but it is important to mention that there was one participant who was 18 and one who was 57 by the time the study took place. 80% of them were only students and 20% were people who had different occupations like being a chef or a teacher. 90% of the students only studied English and from these students 40% had a major and were currently coursing it (Medicine, Basic Education, and Communication mainly). Only 10% of the students studied another language: French.

One of the characteristics of using elements such as Digital Didactic Materials in a foreign language learning classroom links directly to motivation in learning. Intrinsic motivation can be considered as the main factor for engagement (Zarzycka-Piskorz, 2016). Researchers state that the use of didactic material must be according to the way the students learn nowadays (Almirón & Porro, 2014).

The methodology addressed the quantitative and qualitative methods used for data collection and analysis. It was a pre-experimental design, also grounded as empirical and interventional which also looked to estimate its impact on a group of people to determine the effect of digital resources like specifically adapted IRS material (independent variable) on students’ reading comprehension and grammar structure subskills (dependent variables). Hence, it allowed the researcher to control the treatment practice.