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Language Research in Education and Learning Innovation Archives. REALIA. 2024. No. 33
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- Digital reading in English for Business Management and Tourism: The importance of micro-skills for the curriculum(2024) Curado-Fuentes, Alejandro BlasAn optimal reading performance is key in university degrees, and yet, the research focus on digital academic reading is much smaller than on writing skills (Boulton & Cobb, 2017; Pérez-Paredes, 2019; Curado-Fuentes, 2023). This paper focuses on analyzing learners’ development of digital reading skills in English at university. The study has been conducted as a mixed-methods analysis in two consecutive academic years (2021 and 2022) with first-year students in the double degree of Business Management and Tourism at the University of Extremadura. The two groups used different digital tools along 4-week reading sessions and were tested on their reading comprehension before and after the sessions. Additionally, students answered various questionnaires about the activities. Learners’ use of digital data-driven learning (DDL) techniques was combined with other types of online tools. Some face-to-face interviews with students were also conducted at the end of one course. The results from the tests indicated significant reading comprehension improvements in both years, whereas no significant difference between the two years was found. In the second academic year, the DDL tool was favored much more, in addition to online dictionaries, and students were more open to reading comprehension work. Overall, it is found that the reading of academic texts can be fostered by empowering learners with meta-cognition via specific digital reading micro-skills.
- Fluency in mediation development in online environments(2024) Lara, Adriana CarolinaTechnology has been incorporated as a valuable tool in education, especially in foreign language teaching. It has also transformed how individuals communicate because they are constantly engaged in face-to-face or online interactions. However, there are situations where the message is not effectively transmitted. In this context of information processing, Mediation emerges. It was incorporated as one of the four modes of communication in the Common European Framework of Reference for Languages (CEFR) in 2018. The European Framework for the Digital Competence of Educators and the CEFR were the primary basis for this research. This study aimed to develop a methodological proposal based on technology to work and assess the components of Mediation. In this arena, this study focuses on fluency. It was conducted in Ecuador, in Riobamba, at Universidad Nacional de Chimborazo. The population consisted of 63 students enrolled in their training to become English teachers. The research utilized a combination of qualitative and quantitative methodologies. The Shapiro-Wilk and Kolmogorov-Smirnov tests were applied to analyze the data. The non-parametric Mann-Whitney U test was also selected as the hypothesis contrast statistic. Semi-structured interviews were implemented to elicit participant’s perceptions. The findings of this research show an improvement in language fluency in Mediation in virtual environments. In conclusion, learners enhanced their ability to use the language fluently and naturally to convey the meaning being transmitted and to boost understanding among interlocutors.
- Charting Cultural Fluency: Leveraging Digital Story Maps for Language Proficiency in ESP Education(2024) Rico-García, Mercedes; Fielden Burns, Laura V.Cultural cartography as a way to understand the relationship between cultural manifestations and maps involves visual, symbolic and cognitive mechanisms of inquiry referring to the interpretation of territorial landscapes. The introduction of geo-computation techniques has enabled users to approach map-like visualizations of the world under different parameters. The design and interpretation of map symbology is crucial which according to Peirce (1994) is activated by forming a relationship between three distinct elements: signs, interpretants and objects. In this light, the study aims to explore the usage of digital story maps to enhance students’ cultural and linguistic acquisition in a course of English for engineers in higher education.To cover the objective, the methodology comprises a two-phased didactic approach developed as a final course project within the English for Specific Purposes (ESP) classroom. Divided into two groups, the instruction starts for the experimental and the control groups with a set of learning sessions analysing the theoretical framework underlying the semiotic process of map making and symbol interpretation. The second step for the experimental group involves the analysis and production of digital cartographic storytelling created by learners through collaborative team work, while the control group continues to analyse and then presents their conclusions about pre-existing maps to the rest of the class. The study demonstrates that the introduction of map-creation using a web-based mapping platform provided students with the ability to create geocoded narratives through visual representations, enhanced critical and spatial thinking and fostered the development of cultural and communication skills in a foreign language
- Normativa europea per al desenvolupament de la competència digital en el marc de l'estratègia “Europa 2020-2030”(2024) Deocano-Ruiz, Yolanda; Alonso-Díaz, Laura; Delicado-Puerto, GemmaEls canvis esdevinguts les darreres dècades relacionats amb la digitalització i el desenvolupament de competències han fet necessària l'aprovació d'una normativa reguladora per aconseguir que la ciutadania de la Unió Europea es perfili com a ciutadania competent. Per aquest motiu, i per democratitzar el desenvolupament de competències, i més encara la competència digital, la Comissió Europea ha liderat el desenvolupament de plans estratègics per a l'acció que han estat adaptats, per implementar-los, als països membres de la UE. En aquest sentit, el propòsit d'aquest estudi ha estat identificar i analitzar la normativa existent a la UE i a Espanya per conèixer els mecanismes de promoció de competències i escenaris digitals en el marc de l'Agenda 2030. La tècnica utilitzada ha estat el anàlisi de contingut, pròpia de la metodologia qualitativa. L'instrument per a la recollida i l'anàlisi de les dades ha estat una matriu descriptiva. Com a resultat, s'ha perfilat la normativa al respecte, identificant-ne la contribució a l'assoliment dels objectius de l'Agenda. Les conclusions posen de manifest com, tot i que hi ha nombrosos plans per a l'acció, són molts els objectius que encara queden per complir per assolir les metes definides a l'Agenda 2030 per a la digitalització dels territoris i les persones.
- Training in digital and didactic competences for future foreign language teachers: reflecting on the learning process(2024) Díez-Arcón, Paz; Martín-Monje, ElenaThis study explores the evolution in the self-perceived digital and didactic competences of student-teachers completing a course on "Teaching English as a Foreign Language". The main aim of the research was to assess the impact of the integrated practice of these two competences through the completion of specific tasks. The research method chosen was mixed (quantitative and qualitative), and the self-reflection tools used were the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) for digital competences and EPOSTL (European Portfolio for Student Teachers of Languages) for didactic competences. A total of 244 student-teachers participated in this innovative proposal during the academic year 2021-22. They had to complete collaborative tasks addressing both competences: pre-task video discussions, lesson planning, and post-task video presentations. They made use of MS Office 365 and Teams for their collaborative work. Results show that their perception of digital competence fluctuates but shows an overall improvement, while their perceived progress in didactic competence is more erratic, with a more positive result in the pre-task and in the task, but not in the post-task. This study contributes to gaining a deeper understanding of digital and didactic competence practice in teacher training, underlining the effectiveness of an integrated approach.
- Effectiveness of Didactic Audiovisual Translation and English for Social Purposes to Foster Language Skills and Gender Awareness(2024) Tinedo-Rodríguez, Antonio JesúsExponential advancements in the technological field have opened numerous possibilities in the educational domain. In this regard, it is important to highlight the role of Didactic Audiovisual Translation (DAT), as it is a young field of knowledge that has developed in parallel with technologies. DAT involves the application of pedagogical translation to audiovisual texts, enabling students to become consumers and creators of audiovisual products through the application of adapted protocols from different modes of audiovisual translation (subtitling, dubbing, etc.). In addition, English for Social Purposes and Cooperation (ESoP) advocates for incorporating cross-curricular contents into language learning materials, allowing students not only to develop their language skills but also to simultaneously gain awareness of issues of social impact. The aim of this study is to explore to what extent the combination of ESoP and DAT is motivating for students and fulfils the goal of improving linguistic skills and social awareness simultaneously. The sample consisted of 32 participants. A didactic subtitling lesson plan focusing on the oppression of women's creativity throughout history was implemented, followed by a questionnaire. The results indicate that participants perceived improvements in their language skills, gender awareness, and motivation. It is of interest that future studies explore other DAT modes and their combination with ESoP with longer interventions.
- Auditoría tecnoética para el uso sostenible de plataformas digitales en Educación Primaria(2024) Gonzalez-Mingot, Sandra; Marín, Victoria I.El uso extendido de las plataformas digitales en la educación primaria conlleva implicaciones problemáticas a nivel ético y sostenible como la generación y el uso de los datos que beneficia a agentes aparentemente externos del proceso de enseñanza y aprendizaje. Sin embargo, son pocas las investigaciones y soluciones prácticas en este nivel educativo. Presentamos una auditoría tecnoética testeada por el claustro de una escuela de Cataluña para fomentar la reflexión sobre las cuestiones sociales, comerciales, ambientales y pedagógicas que supone el uso de la tecnología en la educación. Los resultados muestran una valoración tecnoética negativa de las plataformas utilizadas en el estudio de caso. Además, se ha evidenciado un nivel escaso de concienciación que ha mejorado tras la auditoría, generando conocimiento sobre los metadatos o datos ocultos, la accesibilidad e inclusividad de las plataformas, su impacto medioambiental, los intereses comerciales de los Bigtech como empresas proveedoras, y la justificación pedagógica entrelazada de su uso. A la luz de los resultados y apoyándonos en la bibliografía sobre el tema, proponemos recomendaciones para la administración, la escuela y los docentes a modo de conclusiones que garanticen el uso ético y sostenible de las plataformas digitales.
- Análisis de interacciones no formales de estudiantes universitarios de posgrado a través de mensajería instantánea(2024) Martínez, Carmen; Prendes, M. PazLas tecnologías se han convertido en elementos básicos que contribuyen al aprendizaje de los estudiantes universitarios, quienes las utilizan en su contexto académico tanto para relacionarse con sus compañeros como para realizar trabajos en grupo (colaboración no formal). Este artículo presenta los resultados de una investigación sobre la colaboración mediada por tecnología a través de mensajería instantánea en un contexto no formal de estudiantes de postgrado. Con el fin de describir el uso que hacen de la mensajería instantánea se desarrolló una investigación no experimental de tipo evaluativo, basada en un enfoque metodológico mixto y un diseño de caso único. Durante todo un curso académico, se clasificaron mediante análisis de contenido los mensajes intercambiados por los alumnos en cinco grupos de mensajería instantánea y se analizaron las distintas intenciones comunicativas de los estudiantes. Los grupos de mensajería instantánea fueron creados espontáneamente por los estudiantes de posgrado, sin interacción alguna por parte de sus profesores. Los resultados muestran que la mensajería instantánea se utiliza principalmente para pedir ayuda a los compañeros sobre dudas en general y, en particular, las que surgen al realizar las actividades del curso. A través de la mensajería instantánea responden a esas dudas, comparten información académica de interés, expresan sus opiniones y ponen en común sus quejas relacionadas con el curso, las actividades o el profesorado, aunque estas últimas son minoritarias
- Digital competence analysis to inform current pedagogy and curricula(2024) Curado Fuentes, Alejandro; Rico García, MercedesThe importance of DCs (digital competences) at all levels of education is evident, given the extensive literature, international legislation, projects, and pedagogical resources emerging and developing over the past decade. Therefore, DC frameworks for different types of educational contexts have been proposed. For example, DigCompEdu (“European Framework for the Digital Competence of Educators”, Punie & Redecker, 2017) has been widely accepted and adapted to different academic areas and geographical regions (e.g., in Spain, see Mora-Cantallops et al., 2022). According to these guidelines, DC formation in education includes various developmental sections and aspects (e.g., digital creation, online assessment, student empowerment, and so on), which teachers can check for self-reflection and critical thinking. Given the criteria established, different levels of expertise can be inferred according to competence variables, and, based on these, educators can work towards improving one aspect or another in the DC spectrum. Nonetheless, despite this established framework of digital skills in education, there is a need for more contrastive analyses of actual DC developments in cross-disciplinary and cross-curricular ecologies: How current pedagogical approaches may vary within an exponentially growing digital world is, in fact, a key issue deserving further scholarly attention at various research dissemination levels. [1] A fair question, then, to ask is whether the post-pandemic era is witnessing significant DC developments and changes across the curriculum, and if so, to what extent. Also, related to this concern, is the lingering question of how digitally competent educators and learners really are in formal and informal teaching/learning scenarios? Further, how may pedagogy-informed decisions be made and integrated into current policies, projects, and planning in an era where technology should have become so familiar that it is invisible (cf. Bax, 2003)? During the pandemic, an increased use of digital resources was seen, leading pedagogy experts to focus on educational policies and programmes for DC integration in curricula across geographical areas (e.g., Ganimian et al., 2020; McGarr et al., 2021; Selfie for teachers, 2022; Arcón & Monje, this special issue). This implementation of digital practices, often attempting to quell rising anxiety and fears related to decreased educational levels due to COVID, resulted in both successful and failed scenarios for learning, whereas it could also contribute to the ever-increasing digital divide between regions and social classes / groups (e.g., see Gómez Trigueros & Yáñez, 2021; Castelo Branco et al., 2022; Viscarret et al., 2022). As a result, a re-consideration of DCs, their definition, and description for curriculum design, are manifestly important nowadays. A recent case is the need for regulating and framing GenAI resources and practices in all types of academic / educational environments, entailing a (re)formulation of DC mechanics, objectives, purposes, and implementation (e.g., see Dwivedi et al., 2023; Fleckenstein et al., 2024; Lan & Chen, 2024). [1] Despite an increase in pedagogy-focused investigations, the reality is that a wide gap still exists between researchers’ reflections and the teaching community’s actual practices, as observed in different meta-analyses (e.g., Sato & Lowen, 2022; Boulton & Vyatkina, 2024).
