Perspectivas actuales en el análisis fónico del habla: tradición y avances en la fonética experimental, 2015, ISBN 978-84-606-8969-0, págs. 223-232, 2015
Nuestras experiencias docentes como profesores y las experiencias de aprendizaje de nuestros estu... more Nuestras experiencias docentes como profesores y las experiencias de aprendizaje de nuestros estudiantes se desarrollan en un mundo gobernado por la tecnologia y que, forzosamente, tambien se ve proyectado en el ambito pedagogico. Se requieren nuevos modelos pedagogicos que se ajusten a las nuevas formas de aprender de las nuevas generaciones de estudiantes pertenecientes a la denominada “generacion net” (Tapscott, 2008). Asi, en esta comunicacion vamos a presentar los resultados de una investigacion que se llevo a cabo durante un semestre con un grupo de alumnos de espanol LE que trabajaron con el portafolio digital como parte de su aprendizaje formal y evaluacion. Mostraremos datos sobre el uso del portafolio digital para el aprendizaje de la lengua oral y de que forma el uso de esta aparece como un componente mas del estudio multimodal. Our teaching experiences and our students learning experiences are happening in a highly driven techonological word. This reality also has a proj...
This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (... more This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs.
Designing and implementing virtual exchange – a collection of case studies
E+VE-SFI (Erasmus+ Virtual Exchange – Spain, France, Ireland) is a higher-education VE between st... more E+VE-SFI (Erasmus+ Virtual Exchange – Spain, France, Ireland) is a higher-education VE between students from Universidad Autónoma de Madrid (UAM), Université Clermont Auvergne (UCA), and the University of Limerick (UL). Its primary aim is to develop the speaking skills of undergraduates enrolled in foreign language programmes. Running over a six-week period, students interact in pairs via videoconferencing to carry out a series of tasks using either the foreign language (UAM-UL) or English as a lingua franca (UAM-UCA). Finally, students participate in an online session mediated by E+VE facilitators whose purpose is to increase their intercultural awareness in preparation for their study abroad experience.
Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship
A t a recent TeCoLa 3 project conference, Colpaert (2017) declared: "there is not enough evidence... more A t a recent TeCoLa 3 project conference, Colpaert (2017) declared: "there is not enough evidence to suggest that technology has a direct effect on learning, not even virtual worlds. No, not even games… My hypothesis is… that the added value of technology depends on the designs of your learning environment on the one hand… and what I will talk about on task design on the other". This position paper argues that gamification may be effectively employed in engaging students' participation in pre-mobility preparation telecollaborative programmes, paying particular attention to environment and task design. Such preparation involves carrying out telecollaborative tasks with international partners and peers. Participation is voluntary and one of the biggest challenges in completing the set tasks results from the initial mismatch or 'non-fit' of pair partners. We present issues and ideas surrounding the possible gamification of task design in order to motivate students, to build an 'expectancy-value framework' (Dörnyei, 1998), and to remain engaged throughout the pre-mobility telecollaborative project.
This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a ‘br... more This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a ‘broadening module’ (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled ‘Communication Across Cultures’. The pedagogical approach follows a blended learning model where face-to-face lectures are combined with the Cultural Encounters programme series of iOOCs (interactive Open Online Courses) offered by E+VE. This pedagogical practice has received positive feedback due to the practical appropriateness and effectiveness of the VE to the module, and has also been successful in terms of intercultural awareness and learning, in addition to the development of intercultural competence and communication skills.
At a recent TeCoLa3 project conference, Colpaert (2017) declared: “there is not enough evidence t... more At a recent TeCoLa3 project conference, Colpaert (2017) declared: “there is not enough evidence to suggest that technology has a direct effect on learning, not even virtual worlds. No, not even games... My hypothesis is... that the added value of technology depends on the designs of your learning environment on the one hand... and what I will talk about on task design on the other”. This position paper argues that gamification may be effectively employed in engaging students’ participation in pre-mobility preparation telecollaborative programmes, paying particular attention to environment and task design. Such preparation involves carrying out telecollaborative tasks with international partners and peers. Participation is voluntary and one of the biggest challenges in completing the set tasks results from the initial mismatch or ‘non-fit’ of pair partners. We present issues and ideas surrounding the possible gamification of task design in order to motivate students, to build an ‘exp...
El aprendizaje de la lengua oral por estudiantes universitarios principiantes es un tema de vital... more El aprendizaje de la lengua oral por estudiantes universitarios principiantes es un tema de vital importancia desde el punto de vista de la práctica oral, de la toma de conciencia de la pronunciación y del fomento de la confianza y de la autoestima. Sin embargo, la práctica oral no suele estar integrada en clase debido al gran número de estudiantes y a la carga de contenidos que deben cubrirse en muy pocas horas lectivas. En este artículo se presentan datos de un proyecto que tiene como objetivo explorar la inclusión de herramientas digitales para la práctica oral en cursos presenciales. Tras una breve revisión de diferentes estudios que se han realizado sobre este tema, se presentan datos de los participantes en nuestra investigación: 43 alumnos universitarios (Nivel A1), los cuales grabaron un video con información personal. Posteriormente los videos se colgaron en un blog donde los estudiantes dejaron sus comentarios. Después de la tarea, los participantes completaron un cuestion...
In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was re... more In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was reported that 78% of students worry about digital technologies distracting them from study. In attempting to contribute to this emerging debate (Aaron & Lipton, 2018), this article investigates the experiences, perceptions and awareness of undergraduate language learners (n = 215, over a 3-year period) of the distractive nature of technology and the discerned impact upon their own student language learning and performance. The study is based on data gathered from university language students engaged in a specific language technology module. The module, interalia, sought to develop awareness of the time spent online by participants while using a number of resources. A mixed-methods approach was employed to conduct this research where qualitative and quantitative data emerged respectively from individual student blogs, reflective reports of their blogging experiences, group interviews and qu...
TEANGA, the Journal of the Irish Association for Applied Linguistics
The new national language strategy (Languages Connect) for Ireland has finally highlighted the im... more The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language/s and culture/s. Previously we reported (Authors, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Our new data (n=141) has emerged using a mixed-methods approach from non-specialist language students, who have had limited language or IC training. Our analysis reveals problems arising from t...
For more than 30 years, the Erasmus programme has given thousands of higher education students th... more For more than 30 years, the Erasmus programme has given thousands of higher education students throughout Europe the chance to live and study abroad. For many, this sojourn in a foreign country is an extraordinary learning experience which enriches their language and (inter)cultural learning process. However, for others, this opportunity is undermined by cultural shock or lack of preparation...
Our world today is ruled by technology, a fact that directly influences the way students learn. I... more Our world today is ruled by technology, a fact that directly influences the way students learn. In addition, as teachers, we have witnessed how this situation is projected in the field of pedagogy. New pedagogical models are required to conform to the new ways of learning of the so-called "net generation" (Tapscott, 2008)[1]. Also, the use of cyber tools for learning foreign languages not only means that teachers have a wide range of learning resources at their disposal, but it also involves the creation of new discourses and modes of communication in the teaching context. This article presents the results of an investigation that was conducted during a semester with two groups of students who worked with a digital portfolio for learning a foreign language as a part of their formal training and evaluation. Results show learner´s multimodal discourse analysis to ascertain how the discursive production of SFL1 students in digital portfolios integrate oral language in multimo...
Our teaching experiences and our students learning experiences are happening in a highly driven t... more Our teaching experiences and our students learning experiences are happening in a highly driven technological word. This reality also has a projection in the pedagogical context. New pedagogical models for the new student generation, “net generation” (Tapscott, 2008), are required. In this paper we are presenting the results from a research conducted during a semester with Spanish as FL students who worked with the e-portfolio as a part of their formal language learning process and their evaluation. We will show data related to the use of the portafolio for learning oral language and how the use of oral language seems to appear as another component of the mutimodal communication.
Este artículo tiene como objetivo presentar los resultados obtenidos tras la realización de un es... more Este artículo tiene como objetivo presentar los resultados obtenidos tras la realización de un estudio comparativo entre guiones culturales brasileños y españoles. A partir del modelo teórico de guiones culturales que nos ofrece la etnopragmática, este estudio analiza y compara guiones de despedida y negación en hablantes de portugués y en hablantes de español. Asimismo, se analiza una situación concreta de interacción social para determinar si existen diferencias entre ambas formas de comunicación e interacción cultural. Finalmente, las conclusiones del estudio demuestran las diferencias en los guiones culturales de cada una de las culturas analizadas y las formas de interacción de ambas.
Perspectivas actuales en el análisis fónico del habla: tradición y avances en la fonética experimental, 2015, ISBN 978-84-606-8969-0, págs. 223-232, 2015
Nuestras experiencias docentes como profesores y las experiencias de aprendizaje de nuestros estu... more Nuestras experiencias docentes como profesores y las experiencias de aprendizaje de nuestros estudiantes se desarrollan en un mundo gobernado por la tecnologia y que, forzosamente, tambien se ve proyectado en el ambito pedagogico. Se requieren nuevos modelos pedagogicos que se ajusten a las nuevas formas de aprender de las nuevas generaciones de estudiantes pertenecientes a la denominada “generacion net” (Tapscott, 2008). Asi, en esta comunicacion vamos a presentar los resultados de una investigacion que se llevo a cabo durante un semestre con un grupo de alumnos de espanol LE que trabajaron con el portafolio digital como parte de su aprendizaje formal y evaluacion. Mostraremos datos sobre el uso del portafolio digital para el aprendizaje de la lengua oral y de que forma el uso de esta aparece como un componente mas del estudio multimodal. Our teaching experiences and our students learning experiences are happening in a highly driven techonological word. This reality also has a proj...
This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (... more This paper describes the results of the analysis carried out within the Erasmus+ FRAMES project (https://frames-project.eu/) which collected and analysed Virtual Exchange (VE) case studies building upon desk research and through an open survey, so as to identify and describe various scenarios of accredited VEs. By using a qualitative methodology based on pattern matching analysis, collected cases were aggregated into four scenarios to be potentially used by a variety of European Higher Education Institutions (HEIs): VE as a preparatory or follow-up activity to physical mobility (blended mobility); VE as an intertwined component of physical mobility (blended mobility); VE as a stand-alone learning activity; VE as a component of a course. The main conclusions and recommendations revolve around the need to expand the number of potential scenarios across all disciplines and contexts and the urge to train academic as well as administrative staff to facilitate the integration of VE in HEIs.
Designing and implementing virtual exchange – a collection of case studies
E+VE-SFI (Erasmus+ Virtual Exchange – Spain, France, Ireland) is a higher-education VE between st... more E+VE-SFI (Erasmus+ Virtual Exchange – Spain, France, Ireland) is a higher-education VE between students from Universidad Autónoma de Madrid (UAM), Université Clermont Auvergne (UCA), and the University of Limerick (UL). Its primary aim is to develop the speaking skills of undergraduates enrolled in foreign language programmes. Running over a six-week period, students interact in pairs via videoconferencing to carry out a series of tasks using either the foreign language (UAM-UL) or English as a lingua franca (UAM-UCA). Finally, students participate in an online session mediated by E+VE facilitators whose purpose is to increase their intercultural awareness in preparation for their study abroad experience.
Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship
A t a recent TeCoLa 3 project conference, Colpaert (2017) declared: "there is not enough evidence... more A t a recent TeCoLa 3 project conference, Colpaert (2017) declared: "there is not enough evidence to suggest that technology has a direct effect on learning, not even virtual worlds. No, not even games… My hypothesis is… that the added value of technology depends on the designs of your learning environment on the one hand… and what I will talk about on task design on the other". This position paper argues that gamification may be effectively employed in engaging students' participation in pre-mobility preparation telecollaborative programmes, paying particular attention to environment and task design. Such preparation involves carrying out telecollaborative tasks with international partners and peers. Participation is voluntary and one of the biggest challenges in completing the set tasks results from the initial mismatch or 'non-fit' of pair partners. We present issues and ideas surrounding the possible gamification of task design in order to motivate students, to build an 'expectancy-value framework' (Dörnyei, 1998), and to remain engaged throughout the pre-mobility telecollaborative project.
This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a ‘br... more This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a ‘broadening module’ (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled ‘Communication Across Cultures’. The pedagogical approach follows a blended learning model where face-to-face lectures are combined with the Cultural Encounters programme series of iOOCs (interactive Open Online Courses) offered by E+VE. This pedagogical practice has received positive feedback due to the practical appropriateness and effectiveness of the VE to the module, and has also been successful in terms of intercultural awareness and learning, in addition to the development of intercultural competence and communication skills.
At a recent TeCoLa3 project conference, Colpaert (2017) declared: “there is not enough evidence t... more At a recent TeCoLa3 project conference, Colpaert (2017) declared: “there is not enough evidence to suggest that technology has a direct effect on learning, not even virtual worlds. No, not even games... My hypothesis is... that the added value of technology depends on the designs of your learning environment on the one hand... and what I will talk about on task design on the other”. This position paper argues that gamification may be effectively employed in engaging students’ participation in pre-mobility preparation telecollaborative programmes, paying particular attention to environment and task design. Such preparation involves carrying out telecollaborative tasks with international partners and peers. Participation is voluntary and one of the biggest challenges in completing the set tasks results from the initial mismatch or ‘non-fit’ of pair partners. We present issues and ideas surrounding the possible gamification of task design in order to motivate students, to build an ‘exp...
El aprendizaje de la lengua oral por estudiantes universitarios principiantes es un tema de vital... more El aprendizaje de la lengua oral por estudiantes universitarios principiantes es un tema de vital importancia desde el punto de vista de la práctica oral, de la toma de conciencia de la pronunciación y del fomento de la confianza y de la autoestima. Sin embargo, la práctica oral no suele estar integrada en clase debido al gran número de estudiantes y a la carga de contenidos que deben cubrirse en muy pocas horas lectivas. En este artículo se presentan datos de un proyecto que tiene como objetivo explorar la inclusión de herramientas digitales para la práctica oral en cursos presenciales. Tras una breve revisión de diferentes estudios que se han realizado sobre este tema, se presentan datos de los participantes en nuestra investigación: 43 alumnos universitarios (Nivel A1), los cuales grabaron un video con información personal. Posteriormente los videos se colgaron en un blog donde los estudiantes dejaron sus comentarios. Después de la tarea, los participantes completaron un cuestion...
In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was re... more In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was reported that 78% of students worry about digital technologies distracting them from study. In attempting to contribute to this emerging debate (Aaron & Lipton, 2018), this article investigates the experiences, perceptions and awareness of undergraduate language learners (n = 215, over a 3-year period) of the distractive nature of technology and the discerned impact upon their own student language learning and performance. The study is based on data gathered from university language students engaged in a specific language technology module. The module, interalia, sought to develop awareness of the time spent online by participants while using a number of resources. A mixed-methods approach was employed to conduct this research where qualitative and quantitative data emerged respectively from individual student blogs, reflective reports of their blogging experiences, group interviews and qu...
TEANGA, the Journal of the Irish Association for Applied Linguistics
The new national language strategy (Languages Connect) for Ireland has finally highlighted the im... more The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language/s and culture/s. Previously we reported (Authors, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Our new data (n=141) has emerged using a mixed-methods approach from non-specialist language students, who have had limited language or IC training. Our analysis reveals problems arising from t...
For more than 30 years, the Erasmus programme has given thousands of higher education students th... more For more than 30 years, the Erasmus programme has given thousands of higher education students throughout Europe the chance to live and study abroad. For many, this sojourn in a foreign country is an extraordinary learning experience which enriches their language and (inter)cultural learning process. However, for others, this opportunity is undermined by cultural shock or lack of preparation...
Our world today is ruled by technology, a fact that directly influences the way students learn. I... more Our world today is ruled by technology, a fact that directly influences the way students learn. In addition, as teachers, we have witnessed how this situation is projected in the field of pedagogy. New pedagogical models are required to conform to the new ways of learning of the so-called "net generation" (Tapscott, 2008)[1]. Also, the use of cyber tools for learning foreign languages not only means that teachers have a wide range of learning resources at their disposal, but it also involves the creation of new discourses and modes of communication in the teaching context. This article presents the results of an investigation that was conducted during a semester with two groups of students who worked with a digital portfolio for learning a foreign language as a part of their formal training and evaluation. Results show learner´s multimodal discourse analysis to ascertain how the discursive production of SFL1 students in digital portfolios integrate oral language in multimo...
Our teaching experiences and our students learning experiences are happening in a highly driven t... more Our teaching experiences and our students learning experiences are happening in a highly driven technological word. This reality also has a projection in the pedagogical context. New pedagogical models for the new student generation, “net generation” (Tapscott, 2008), are required. In this paper we are presenting the results from a research conducted during a semester with Spanish as FL students who worked with the e-portfolio as a part of their formal language learning process and their evaluation. We will show data related to the use of the portafolio for learning oral language and how the use of oral language seems to appear as another component of the mutimodal communication.
Este artículo tiene como objetivo presentar los resultados obtenidos tras la realización de un es... more Este artículo tiene como objetivo presentar los resultados obtenidos tras la realización de un estudio comparativo entre guiones culturales brasileños y españoles. A partir del modelo teórico de guiones culturales que nos ofrece la etnopragmática, este estudio analiza y compara guiones de despedida y negación en hablantes de portugués y en hablantes de español. Asimismo, se analiza una situación concreta de interacción social para determinar si existen diferencias entre ambas formas de comunicación e interacción cultural. Finalmente, las conclusiones del estudio demuestran las diferencias en los guiones culturales de cada una de las culturas analizadas y las formas de interacción de ambas.
The period abroad (on Erasmus or CoOp placement) is a significant part of the Higher Education st... more The period abroad (on Erasmus or CoOp placement) is a significant part of the Higher Education student experience. While it is crucial to increase the opportunities for students to go abroad, it is also paramount to prepare them for their stay in a foreign country through reflection and analysis so that they can fully benefit from this experience (Byram & Dervin, 2008). The better prepared they are before their placement, the better their experience will be. In this respect, the I-Tell Project aims at raising intercultural awareness amongst students and promoting language practice before the period abroad. The objectives of the project are to develop the participants' intercultural, linguistic and digital skills while preparing for their experience abroad. In this paper, we present some preliminary results of the pilot phase of the I-Tell project. For this phase, a group of Second Year students learning Spanish at the University of Limerick, Ireland who were set to go to Spain on Erasmus or work placement were paired up with students from the University of León, Spain. These latter students were learning English and were also preparing to travel to either the UK or Ireland. As part of the project work, the students had to conduct a series of telecollaborative tasks covering a range of intercultural topics (Introduction and the home university; Finding out about the Host Country; Expectations about living abroad; Comparing university life and academic systems in the two countries) during a period of seven weeks in the first semester. The virtual exchanges were carried out using e-mails; video recordings (www.voicethread.com) and videoconferences on Skype. At the end of the project, the students completed a questionnaire about their experience. The data analysed for this paper consists of the content of the exchanges, the results from the questionnaires and some reflections made by one of the teachers who guided the students throughout the exchanges (a class diary was compiled with the issues arising during the contact time with the students during the course of the project). Some conclusions and recommendations on the value of this project will be drawn from the data analysis and the importance of telecollaboration in raising intercultural awareness in preparation for the period abroad will be discussed.
Our world today is ruled by technology, a fact that directly influences the way students learn. I... more Our world today is ruled by technology, a fact that directly influences the way students learn. In addition, as teachers, we have witnessed how this situation is projected in the field of pedagogy. The use of cyber tools for learning foreign languages is a reality and this does not only mean that teachers have a wide range of learning resources at their disposal, but it also involves the creation of new discourses and modes of communication in the teaching context.
How can we use open educational resources to improve and learn oral language skills in a face to face language course? Does oral language integrate in the multimodal discourse of students produced in digital media? Can the use of open educational resources improve/enhance the learning of oral skills in foreign language?
This paper presents the results of an investigation that was conducted during a semester with two groups of higher education students from two different third level institutions who worked with open educational resources as part of their formal training and evaluation. The OSS used was a digital portfolio (Software Mahara) and a digital poster (Software Glogster) and both were used during the duration of the Spanish Language Module that the university students were taking. The students were learners of SFL at B1 level and they all had English as L1.
Results show how the use of open education resources for learning oral skills was very beneficial as the learners could access their oral productions and self-evaluate them, revise linguistic content and be conscious of their learning progress in relation to the spoken language.
Furthermore, the learner’s multimodal discourse analysis ascertains how the discursive productions of SFL students in digital portfolios and digital posters integrate oral language. Multimodal communication present in open education resources used for language learning seems to enhance the learning of oral language skills.
Los procesos que acontecen en el aprendizaje y adquisición de una lengua extranjera en un context... more Los procesos que acontecen en el aprendizaje y adquisición de una lengua extranjera en un contexto formal instruccional de enseñanza, suelen estar circunscritos a enfoques pedagógicos en los que se trabaja con la lengua oral y la lengua escrita como medios lingüísticos para conseguir que los aprendices desarrollen y alcancen una competencia comunicativa de la lengua que están aprendiendo.
A pesar de que el aprendizaje de la lengua oral y la adquisición de las competencias fónicas se trabajan principalmente mediante la oralidad, la lengua escrita siempre está presente en dichos procesos. Así, nuestro estudio presenta datos de una investigación que se realizó con aprendices de español lengua extranjera de nivel inicial que siguieron un enfoque oral en un contexto formal de instrucción desde el inicio de su proceso de aprendizaje y adquisición de la lengua.
Los datos con los que contamos (grabaciones de los alumnos en distintos momentos de su proceso de aprendizaje y adquisición de la pronunciación) muestran evidencias sobre el desarrollo de las competencias fónica de los alumnos, así como de factores relacionados con el aprendizaje de la pronunciación. Asimismo, también contamos con datos que provienen de un diario de la profesora que se elaboró durante el transcurso de las clases que los estudiantes principiantes siguieron. En el diario aparecen anotadas reflexiones y observaciones de la profesora a partir de lo que ella percibía que estaba ocurriendo en el aula en relación al aprendizaje de la pronunciación.
El estudio se llevó a cabo con cuatro grupos de estudiantes principiantes (un total de 50 estudiantes) y se realizaron dos tipos de grabaciones. La primera de ellas fue en la semana 6 del curso cuando los estudiantes habían seguido únicamente un enfoque oral en su instrucción formal de aprendizaje de la lengua. La segunda grabación, en cambio, se realizó en la última clase del curso en la que los estudiantes también habían trabajado en algunas sesiones mediante la lengua escrita.
A partir del análisis de las grabaciones y de la comparación de estas, junto con los resultados del diario de clase, puede testimoniarse si existe o no una interferencia de la lengua escrita durante los procesos de aprendizaje y adquisición de la pronunciación, al mismo tiempo, que se establecen evidencias sobre los procesos de adquisición de la pronunciación del español como lengua extranjera que acontecen en un contexto formal de aprendizaje cuando se sigue un enfoque mediado únicamente por la oralidad.
Nuestro mundo actual está gobernado por la tecnología, hecho que influye directamente en la maner... more Nuestro mundo actual está gobernado por la tecnología, hecho que influye directamente en la manera en la que nuestros alumnos aprenden. Del mismo modo, desde nuestra práctica
docente, hemos sido testigos de cómo esta situación se proyecta en el campo de la pedagogía. El uso de herramientas cibernéticas para el aprendizaje de lenguas extranjeras
es una realidad, y esto no solo significa que los profesores tengan una amplia gama de recursos de aprendizaje a su disposición, sino que también implica la creación de nuevos
discursos y modos de comunicación en el contexto de la enseñanza de lenguas extranjeras.
Este trabajo presenta los resultados de una investigación que se llevó a cabo con dos grupos de estudiantes (un grupo de nivel B1 y el otro grupo de nivel A1/A2) de educación superior de dos universidades diferentes durante un semestre. Los estudiantes tenían como L1 el inglés y estaban aprendiendo español como L2. Los recursos digitales que utilizaron y que formaron parte de su proceso de aprendizaje fueron los pósteres digitales.
A lo largo del curso los alumnos tuvieron que realizar dos pósteres digitales con la temática que previamente sus profesores les habían indicado. Para el póster digital debían hacer uso del software libre Glogster, el cual les permitía integrar video, texto escrito e imágenes.
Después del análisis de los datos de los cuestionarios que los alumnos llevaron a cabo tras la experiencia, del análisis de sus producciones orales y del discurso multimodal presente en los pósteres digitales, se han obtenido resultados que evidencian cómo el uso de ciertos recursos digitales -tales como el póster digital- facilita el aprendizaje de las destrezas orales ya que los alumnos pueden acceder a sus producciones orales y autoevaluarse, revisar contenidos lingüísticos y ser conscientes de su progreso en el aprendizaje de la lengua oral y la pronunciación. Por otra parte, los resultados del análisis del discurso multimodal de los alumnos muestra cómo las producciones discursivas de los estudiantes de ELE en pósteres digitales integran la lengua oral en la multimodalidad, hecho que promueve y enriquece el aprendizaje de las habilidades orales.
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Papers by Marta Giralt
In this paper, we present some preliminary results of the pilot phase of the I-Tell project. For this phase, a group of Second Year students learning Spanish at the University of Limerick, Ireland who were set to go to Spain on Erasmus or work placement were paired up with students from the University of León, Spain. These latter students were learning English and were also preparing to travel to either the UK or Ireland.
As part of the project work, the students had to conduct a series of telecollaborative tasks covering a range of intercultural topics (Introduction and the home university; Finding out about the Host Country; Expectations about living abroad; Comparing university life and academic systems in the two countries) during a period of seven weeks in the first semester. The virtual exchanges were carried out using e-mails; video recordings (www.voicethread.com) and videoconferences on Skype. At the end of the project, the students completed a questionnaire about their experience.
The data analysed for this paper consists of the content of the exchanges, the results from the questionnaires and some reflections made by one of the teachers who guided the students throughout the exchanges (a class diary was compiled with the issues arising during the contact time with the students during the course of the project).
Some conclusions and recommendations on the value of this project will be drawn from the data analysis and the importance of telecollaboration in raising intercultural awareness in preparation for the period abroad will be discussed.
How can we use open educational resources to improve and learn oral language skills in a face to face language course? Does oral language integrate in the multimodal discourse of students produced in digital media? Can the use of open educational resources improve/enhance the learning of oral skills in foreign language?
This paper presents the results of an investigation that was conducted during a semester with two groups of higher education students from two different third level institutions who worked with open educational resources as part of their formal training and evaluation. The OSS used was a digital portfolio (Software Mahara) and a digital poster (Software Glogster) and both were used during the duration of the Spanish Language Module that the university students were taking. The students were learners of SFL at B1 level and they all had English as L1.
Results show how the use of open education resources for learning oral skills was very beneficial as the learners could access their oral productions and self-evaluate them, revise linguistic content and be conscious of their learning progress in relation to the spoken language.
Furthermore, the learner’s multimodal discourse analysis ascertains how the discursive productions of SFL students in digital portfolios and digital posters integrate oral language. Multimodal communication present in open education resources used for language learning seems to enhance the learning of oral language skills.
A pesar de que el aprendizaje de la lengua oral y la adquisición de las competencias fónicas se trabajan principalmente mediante la oralidad, la lengua escrita siempre está presente en dichos procesos. Así, nuestro estudio presenta datos de una investigación que se realizó con aprendices de español lengua extranjera de nivel inicial que siguieron un enfoque oral en un contexto formal de instrucción desde el inicio de su proceso de aprendizaje y adquisición de la lengua.
Los datos con los que contamos (grabaciones de los alumnos en distintos momentos de su proceso de aprendizaje y adquisición de la pronunciación) muestran evidencias sobre el desarrollo de las competencias fónica de los alumnos, así como de factores relacionados con el aprendizaje de la pronunciación. Asimismo, también contamos con datos que provienen de un diario de la profesora que se elaboró durante el transcurso de las clases que los estudiantes principiantes siguieron. En el diario aparecen anotadas reflexiones y observaciones de la profesora a partir de lo que ella percibía que estaba ocurriendo en el aula en relación al aprendizaje de la pronunciación.
El estudio se llevó a cabo con cuatro grupos de estudiantes principiantes (un total de 50 estudiantes) y se realizaron dos tipos de grabaciones. La primera de ellas fue en la semana 6 del curso cuando los estudiantes habían seguido únicamente un enfoque oral en su instrucción formal de aprendizaje de la lengua. La segunda grabación, en cambio, se realizó en la última clase del curso en la que los estudiantes también habían trabajado en algunas sesiones mediante la lengua escrita.
A partir del análisis de las grabaciones y de la comparación de estas, junto con los resultados del diario de clase, puede testimoniarse si existe o no una interferencia de la lengua escrita durante los procesos de aprendizaje y adquisición de la pronunciación, al mismo tiempo, que se establecen evidencias sobre los procesos de adquisición de la pronunciación del español como lengua extranjera que acontecen en un contexto formal de aprendizaje cuando se sigue un enfoque mediado únicamente por la oralidad.
docente, hemos sido testigos de cómo esta situación se proyecta en el campo de la pedagogía. El uso de herramientas cibernéticas para el aprendizaje de lenguas extranjeras
es una realidad, y esto no solo significa que los profesores tengan una amplia gama de recursos de aprendizaje a su disposición, sino que también implica la creación de nuevos
discursos y modos de comunicación en el contexto de la enseñanza de lenguas extranjeras.
Este trabajo presenta los resultados de una investigación que se llevó a cabo con dos grupos de estudiantes (un grupo de nivel B1 y el otro grupo de nivel A1/A2) de educación superior de dos universidades diferentes durante un semestre. Los estudiantes tenían como L1 el inglés y estaban aprendiendo español como L2. Los recursos digitales que utilizaron y que formaron parte de su proceso de aprendizaje fueron los pósteres digitales.
A lo largo del curso los alumnos tuvieron que realizar dos pósteres digitales con la temática que previamente sus profesores les habían indicado. Para el póster digital debían hacer uso del software libre Glogster, el cual les permitía integrar video, texto escrito e imágenes.
Después del análisis de los datos de los cuestionarios que los alumnos llevaron a cabo tras la experiencia, del análisis de sus producciones orales y del discurso multimodal presente en los pósteres digitales, se han obtenido resultados que evidencian cómo el uso de ciertos recursos digitales -tales como el póster digital- facilita el aprendizaje de las destrezas orales ya que los alumnos pueden acceder a sus producciones orales y autoevaluarse, revisar contenidos lingüísticos y ser conscientes de su progreso en el aprendizaje de la lengua oral y la pronunciación. Por otra parte, los resultados del análisis del discurso multimodal de los alumnos muestra cómo las producciones discursivas de los estudiantes de ELE en pósteres digitales integran la lengua oral en la multimodalidad, hecho que promueve y enriquece el aprendizaje de las habilidades orales.