{"id":2438,"date":"2022-05-06T09:01:55","date_gmt":"2022-05-06T07:01:55","guid":{"rendered":"http:\/\/iwoda.es\/?page_id=2438"},"modified":"2025-05-08T22:03:05","modified_gmt":"2025-05-08T20:03:05","slug":"guest-speakers","status":"publish","type":"page","link":"https:\/\/iwoda.es\/index.php\/guest-speakers\/","title":{"rendered":"Guest speakers"},"content":{"rendered":"

[et_pb_section fb_built=\u00bb1″ inner_shadow=\u00bbon\u00bb fullwidth=\u00bbon\u00bb _builder_version=\u00bb4.16″ background_color=\u00bb#002565″ locked=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_fullwidth_header title=\u00bbGuest Speakers IWoDA’25\u00bb _builder_version=\u00bb4.17.3″ background_color=\u00bbrgba(255, 255, 255, 0)\u00bb background_image=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2018\/01\/skyline_compostela_lineazul_V8.svg\u00bb background_size=\u00bbcontain\u00bb background_position=\u00bbbottom_right\u00bb max_width_tablet=\u00bb50px\u00bb global_colors_info=\u00bb{}\u00bb button_one_text_size__hover_enabled=\u00bboff\u00bb button_two_text_size__hover_enabled=\u00bboff\u00bb button_one_text_color__hover_enabled=\u00bboff\u00bb button_two_text_color__hover_enabled=\u00bboff\u00bb button_one_border_width__hover_enabled=\u00bboff\u00bb button_two_border_width__hover_enabled=\u00bboff\u00bb button_one_border_color__hover_enabled=\u00bboff\u00bb button_two_border_color__hover_enabled=\u00bboff\u00bb button_one_border_radius__hover_enabled=\u00bboff\u00bb button_two_border_radius__hover_enabled=\u00bboff\u00bb button_one_letter_spacing__hover_enabled=\u00bboff\u00bb button_two_letter_spacing__hover_enabled=\u00bboff\u00bb button_one_bg_color__hover_enabled=\u00bboff\u00bb button_two_bg_color__hover_enabled=\u00bboff\u00bb][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=\u00bb1″ disabled_on=\u00bbon|on|on\u00bb admin_label=\u00bbProf. Adriana Gewerc Baruje\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb disabled=\u00bbon\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_text disabled_on=\u00bbon|on|on\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb disabled=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Details coming soon.<\/strong><\/h2>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ disabled_on=\u00bboff|off|off\u00bb admin_label=\u00bbProf. Adriana Gewerc Baruje\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||47px|||\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb min_height=\u00bb165.9px\u00bb custom_padding=\u00bb||13px|||\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_text disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||0px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Digital Language Learning for Young Learners: the transformative potential of virtual exchange,<\/strong><\/h3>\n

Aprendizaje digital de idiomas para j\u00f3venes: el potencial transformador del intercambio virtual<\/strong><\/h3>\n

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[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||6px|||\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2024\/12\/CiaraWIGHAM-e1734558071213.jpg\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbCiaraWIGHAM\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Prof. Ciara Rachel Wigham<\/strong><\/em><\/strong><\/p>\n

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Digital Language Learning for Young Learners: the transformative potential of virtual exchange<\/strong><\/h5>\n

Ciara R. Wigham, Laboratoire ACT\u00e9, Universit\u00e9 Clermont Auvergne, France.<\/p>\n

Digital technologies are becoming an integral part of young learner L2 classrooms. Research highlights numerous benefits of digital language learning, including heightened learner motivation and emotional engagement, improved intercultural awareness and autonomy, and increased opportunities for authentic L2 use. While technology-mediated task-based language teaching (TMTBLT) may offer particular benefits for L2 acquisition, its adoption faces several barriers. On a practical level, these include insufficient teacher training and the limited availability of suitable teaching material – a gap that many collaborative initiatives have sought to bridge (European Commission, 2024). Additionally, a key factor hindering pedagogical innovation in this area is the lack of empirical evidence demonstrating the effectiveness of TMTBLT for young learners.<\/p>\n

After providing an overview of the field of Digital Language Learning for young learners, this paper will pay particular attention to initiatives and results from the RAVEL<\/a><\/span> and E-LIVE<\/a><\/span> projects that explored synchronous virtual exchange in the young learner L2 classroom. I will report on two initial studies (Whyte et al., 2022; Wigham & Clavel Arroitia, in press) that explored teachers\u2019 beliefs about L2 learning and teaching and their specific views of digital language learning and of virtual exchange. Combined with a systematic overview of research studies in digital language learning that focused on YL\u2019s oral production and interaction skills (Sacr\u00e9 et al., 2023), results from the aforementioned studies informed the co-design of tasks for synchronous virtual exchange (Calvez et al., 2022) that were subsequently implemented in young learner classrooms. I will then turn to research studies that analysed the task instantiations in relation to learner autonomy, learners\u2019 use of the target language (discourse), and teacher role (Wigham & Whyte, 2024a; 2024b).<\/p>\n

The presentation will conclude with a discussion of the transformative potential of virtual exchange within the field of digital language learning to address the evolving needs of culturally-diverse classrooms while equipping young learners with 21st-century communication skills to engage and interact in authentic contexts.<\/p>\n

References:<\/strong><\/p>\n

Calvez, M., Dhif, N., Duvivier, A., Lys, N., Papon, F., Pegoraro, S., Pileyre, M., Redondo, C., Rouby, C., Tissier, B., Whyte, S., Wigham, C. R., & Youn\u00e8s, N. (2022). GTnum RAVEL Sc\u00e9narios p\u00e9dagogiques. [https:\/\/zenodo.org\/record\/7441186<\/a><\/span>]<\/p>\n

E-LIVE (2024). Engaging Languages in Intercultural Virtual Exchange. [https:\/\/eliveproject.eu]<\/p>\n

European Commission (2024). Erasmus Plus projects. https:\/\/erasmus-plus.ec.europa.eu\/projects<\/a><\/span> Accessed 18\/10\/2024.<\/p>\n

RAVEL (2022). Ressources pour l\u2019apprentissage en classe virtuelle et l\u2019enseignement des langues. [https:\/\/acte.uca.fr\/productions-scientifiques\/operations-de-recherche\/ressources-pour-lapprentissage-en-classe-virtuelle-et-lenseignement-des-langues-gtnum-ravel<\/a>]<\/span><\/p>\n

Sacr\u00e9, M., Blanchard Rodrigues, C., Foucher, A.-L., Wigham C. R., Javourey-Drevet, L. (2023). La production orale en langue \u00e9trang\u00e8re avec les outils num\u00e9riques : une revue syst\u00e9matique des \u00e9tudes scientifiques conduites au niveau du primaire [https:\/\/zenodo.org\/record\/7509318<\/a>] <\/span><\/p>\n

Whyte, Wigham & Youn\u00e8s, N. (2022). Insights into Teacher Beliefs and Practice in Primary-School EFL in France. Languages<\/em>, 2022, 7 (3), pp.185. [10.3390\/languages7030185<\/a>]<\/span>.<\/p>\n

Wigham, C.R. & Clavel Arroitia, B. (in press). The training needs of primary and secondary in-service school teachers engaging in virtual exchange.<\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024a). Teacher role in synchronous oral interaction: Young learner telecollaboration. Language Learning & Technology, 28(1), 1\u201327. https:\/\/hdl.handle.net\/10125\/73599<\/a><\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024b). Sink or swim? Learner autonomy in synchronous oral telecollaboration from a task-based perspective. EuroCALL 2024<\/span><\/em>, Trnava University, Aug 2024, Trnava, Slovakia. [hal-04785111<\/a>]<\/span><\/p>\n

 <\/p>\n

<\/span><\/p>\n

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Ciara R. Wigham <\/strong>is a Senior Lecturer in English Language Teaching and Didactics at Universit\u00e9 Clermont Auvergne. Her research interests include multimodal pedagogical communication in online language learning, teacher education in computer-assisted language learning, and methodologies for structuring interactions from online learning situations into multimodal CMC corpora. She is a permanent member of the Act\u00e9 research laboratory Activit\u00e9, Connaissance, Transmission, Education).<\/em><\/p>\n

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Aprendizaje Digital de Lenguas para J\u00f3venes Estudiantes: el potencial transformador del intercambio virtual<\/strong><\/strong><\/h5>\n

Ciara R. Wigham, Laboratoire ACT\u00e9, Universit\u00e9 Clermont Auvergne, France.<\/p>\n

Las tecnolog\u00edas digitales se est\u00e1n convirtiendo en una parte integral de las aulas de L2 para j\u00f3venes estudiantes. La investigaci\u00f3n muestra numerosos beneficios del aprendizaje digital de lenguas, incluyendo mayor motivaci\u00f3n del alumno y de su compromiso emocional, la mejora de la conciencia intercultural y de la autonom\u00eda y mayores oportunidades para el uso de la L2 en contextos aut\u00e9nticos. Aunque Technology-Mediated Task-Based Language Teaching<\/em> (TMTBLT) puede ofrecer beneficios particulares para la adquisici\u00f3n de la L2, su utilizaci\u00f3n puede suponer dificultades. A nivel pr\u00e1ctico, estos obst\u00e1culos incluyen una formaci\u00f3n insuficiente del profesorado y la disponibilidad limitada de material did\u00e1ctico adecuado, una carencia que muchas iniciativas de colaboraci\u00f3n han intentado compensar (European Commission, 2024). Adem\u00e1s, un factor clave que obstaculiza la innovaci\u00f3n pedag\u00f3gica en este \u00e1mbito es la falta de pruebas emp\u00edricas que demuestren la eficacia de TMTBLT en los alumnos m\u00e1s j\u00f3venes.<\/p>\n

Tras proporcionar una visi\u00f3n general del campo del Aprendizaje Digital de Lenguas para j\u00f3venes estudiantes, esta comunicaci\u00f3n prestar\u00e1 especial atenci\u00f3n a las iniciativas y resultados de los proyectos RAVEL<\/a><\/span> y E-LIVE<\/a><\/span> que exploraron el intercambio virtual s\u00edncrono en el aula de L2 para j\u00f3venes estudiantes. Se mostrar\u00e1n dos estudios iniciales (Whyte et al.<\/em>, 2022; Wigham & Clavel Arroitia, in press) que exploraron las creencias de los profesores sobre el aprendizaje y la ense\u00f1anza de una L2 y sus puntos de vista espec\u00edficos sobre el aprendizaje digital de idiomas y el intercambio virtual. En combinaci\u00f3n con una visi\u00f3n sistem\u00e1tica de los estudios de investigaci\u00f3n en el aprendizaje digital de lenguas que se centraron en la producci\u00f3n oral y las habilidades de interacci\u00f3n de los j\u00f3venes estudiantes (Sacr\u00e9 et al., 2023), los resultados de los estudios mencionados ayudaron al co-dise\u00f1o de tareas para el intercambio virtual s\u00edncrono (Calvez et al., 2022) que posteriormente se implementaron en las aulas con j\u00f3venes estudiantes. A continuaci\u00f3n, se mostrar\u00e1n los estudios de investigaci\u00f3n que analizaron las instancias de la tarea en relaci\u00f3n con la autonom\u00eda del alumno, el uso de la lengua target<\/em> (objetivo) (discurso) y el papel del profesor (Wigham & Whyte, 2024a; 2024b).<\/p>\n

La presentaci\u00f3n concluir\u00e1 con una discusi\u00f3n del potencial transformador del intercambio virtual dentro del campo del aprendizaje digital de lenguas para abordar las necesidades cambiantes de aulas diversas culturalmente, a la misma vez que se trata de dotar a j\u00f3venes alumnos con las habilidades comunicativas del siglo XXI necesarias para participar e interactuar en contextos de habla aut\u00e9nticos.<\/p>\n

Referencias:<\/strong><\/p>\n

Calvez, M., Dhif, N., Duvivier, A., Lys, N., Papon, F., Pegoraro, S., Pileyre, M., Redondo, C., Rouby, C., Tissier, B., Whyte, S., Wigham, C. R., & Youn\u00e8s, N. (2022). GTnum RAVEL Sc\u00e9narios p\u00e9dagogiques. [https:\/\/zenodo.org\/record\/7441186<\/a><\/span>]<\/p>\n

E-LIVE (2024). Engaging Languages in Intercultural Virtual Exchange. [https:\/\/eliveproject.eu]<\/p>\n

European Commission (2024). Erasmus Plus projects. https:\/\/erasmus-plus.ec.europa.eu\/projects<\/a><\/span> Accessed 18\/10\/2024.<\/p>\n

RAVEL (2022). Ressources pour l\u2019apprentissage en classe virtuelle et l\u2019enseignement des langues. [https:\/\/acte.uca.fr\/productions-scientifiques\/operations-de-recherche\/ressources-pour-lapprentissage-en-classe-virtuelle-et-lenseignement-des-langues-gtnum-ravel<\/a>]<\/span><\/p>\n

Sacr\u00e9, M., Blanchard Rodrigues, C., Foucher, A.-L., Wigham C. R., Javourey-Drevet, L. (2023). La production orale en langue \u00e9trang\u00e8re avec les outils num\u00e9riques : une revue syst\u00e9matique des \u00e9tudes scientifiques conduites au niveau du primaire [https:\/\/zenodo.org\/record\/7509318<\/a>] <\/span><\/p>\n

Whyte, Wigham & Youn\u00e8s, N. (2022). Insights into Teacher Beliefs and Practice in Primary-School EFL in France. Languages<\/em>, 2022, 7 (3), pp.185. [10.3390\/languages7030185<\/a>]<\/span>.<\/p>\n

Wigham, C.R. & Clavel Arroitia, B. (in press). The training needs of primary and secondary in-service school teachers engaging in virtual exchange.<\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024a). Teacher role in synchronous oral interaction: Young learner telecollaboration. Language Learning & Technology, 28(1), 1\u201327. https:\/\/hdl.handle.net\/10125\/73599<\/a><\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024b). Sink or swim? Learner autonomy in synchronous oral telecollaboration from a task-based perspective. EuroCALL 2024<\/span><\/em>, Trnava University, Aug 2024, Trnava, Slovakia. [hal-04785111<\/a>]<\/span><\/p>\n

\n

Ciara R. Wigham<\/em><\/strong> es Profesora Titular de Ense\u00f1anza de Lengua Inglesa y Did\u00e1ctica en la Universit\u00e9 Clermont Auvergne. Sus intereses de investigaci\u00f3n incluyen la comunicaci\u00f3n pedag\u00f3gica multimodal en el aprendizaje online de lenguas, la formaci\u00f3n de profesores en Computer-Assisted Language Learning y las metodolog\u00edas para estructurar interacciones a partir de situaciones de aprendizaje online en corpus CMC multimodales. Es miembro permanente del laboratorio de investigaci\u00f3n Act\u00e9 (Activit\u00e9, Connaissance, Transmission, Education).<\/em>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_divider disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_text disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Bringing vanguard technology into primary education language teaching: Promises kept?<\/strong><\/h3>\n

Introducir la tecnolog\u00eda de vanguardia en la ense\u00f1anza primaria de idiomas: \u00bfpromesas cumplidas?<\/strong><\/h3>\n

 <\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2025\/03\/Melinda-Dooly-Owenby-e1740937016902.png\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbMelinda Dooly Owenby\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr. Melinda Dooly Owenby<\/strong><\/em><\/strong>\u00a0<\/p>\n

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Bringing vanguard technology into primary education language teaching: Promises kept?<\/strong><\/h5>\n

This talk will describe two projects recently implemented in English as a Foreign Language (EFL) classrooms in primary education (separate schools). In the first case, Virtual Reality (VR) was used to foster target language use (English) with 5th and 6th graders, in the second case Artificial Intelligence (AI) was integrated as a key resource for 4th graders to support their language output while collaborating in a Virtual Exchange (VE) with a school in Nigeria. In both cases, data were collected through ethnography, using video recordings and screen captures, supplemented by student output and teacher reflections.<\/p>\n

First, I will describe the pedagogical design and implementation of the VR project which integrated two complementary instructional scenarios (Dooly & L\u00f3pez Vera, 2024). The first scenario takes place in a Virtual Reality (VR) environment, where EFL students interact with native English speakers, while the second occurs in a non-immersive (non-VR) peer-to-peer setting. I will present an analysis of selected students’ interactions in both contexts, using Multimodal Conversation Analysis (MCA).<\/p>\n

Next, I will outline the project the AI-VE project which connected students from Spain and Nigeria to address United Nations Sustainable Development Goal (SDG) 6: Clean Water and Sanitation. The project took an interdisciplinary approach to integrate EFL with Social Sciences, enabling students to analyze water-related inequalities, conduct research, and develop persuasive writing and public speaking skills through AI-assisted content creation.<\/p>\n

The talk will present student outcomes from both interventions before discussing pedagogical implications as well as challenges when using cutting edge technology in primary education language classrooms.<\/p>\n

<\/strong><\/p>\n

References<\/strong><\/p>\n

Dooly, M. & L\u00f3pez Vera, M.. (2024). La realidad virtual (RV) en el aula de la lengua inglesa: un estudio etnogr\u00e1fico. Did\u00e1ctica. Lengua y Literatura, 36<\/em>,\u00a0201 \u2013 213.\u00a0https:\/\/doi.org\/10.5209\/dill.88767<\/a><\/span><\/p>\n

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<\/strong><\/em><\/p>\n

Dr. Melinda Dooly <\/strong> is a Serra H\u00fanter Full Professor, in the Department of Language & Literature Education and Social Science Education at the Universitat Aut\u00f2noma de Barcelona. She has recently been awarded an ICREA Acad\u00e8mia grant (2025-2030). Her principal research addresses technology-enhanced project-based language learning, intercultural communication and 21st century competences in teacher education. She has published widely in international journals and authored chapters and books in this area of study. She is co-editor of the book series Telecollaborative Learning and Virtual Education in Education (formerly Telecollaboration in Education), published by Peter Lang. She is lead researcher of GREIP: Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcisme (Research Centre for Education, Interaction & Plurilingualism). <\/em><\/a><\/p>\n

<\/em><\/a><\/h5>\n

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Introducir la tecnolog\u00eda de vanguardia en la ense\u00f1anza primaria de idiomas: \u00bfpromesas cumplidas?<\/strong><\/strong><\/h5>\n

En esta charla se describir\u00e1n dos proyectos llevados a cabo recientemente en aulas de ingl\u00e9s como lengua extranjera (EFL) de educaci\u00f3n primaria (escuelas separadas). En el primer caso
\nse utiliz\u00f3 la Realidad Virtual (RV) para fomentar el uso de la lengua meta (ingl\u00e9s) con alumnos de 5\u00ba y 6\u00ba curso, en el segundo caso se integr\u00f3 la Inteligencia Artificial (IA) como recurso clave para que los alumnos de 4\u00ba curso apoyaran su producci\u00f3n ling\u00fc\u00edstica mientras colaboraban en un Intercambio Virtual (IE) con una escuela de Nigeria. En ambos casos, los datos se recogieron a trav\u00e9s de la etnograf\u00eda, utilizando grabaciones de v\u00eddeo y capturas de pantalla, complementadas con los resultados de los alumnos y las reflexiones de los profesores. <\/p>\n

En primer lugar, describir\u00e9 el dise\u00f1o pedag\u00f3gico y la implementaci\u00f3n del proyecto de RV que integraba dos escenarios de instrucci\u00f3n complementarios (Dooly & L\u00f3pez Vera, 2024). El primer escenario tiene lugar en un entorno de Realidad Virtual (RV), donde los estudiantes de EFL interact\u00faan con hablantes nativos de ingl\u00e9s, mientras que el segundo tiene lugar en un entorno no inmersivo (no RV) entre iguales. Presentar\u00e9 un an\u00e1lisis de las interacciones de estudiantes seleccionados en ambos contextos, utilizando el An\u00e1lisis Multimodal de la Conversaci\u00f3n (AMC). <\/p>\n

A continuaci\u00f3n, describir\u00e9 el proyecto AI-VE, que puso en contacto a estudiantes de Espa\u00f1a y Nigeria para abordar el Objetivo de Desarrollo Sostenible (ODS) 6 de las Naciones Unidas: Agua potable y saneamiento. El proyecto adopt\u00f3 un enfoque interdisciplinar para integrar el EFL con las Ciencias Sociales, permitiendo a los estudiantes analizar las desigualdades relacionadas con el agua, llevar a cabo investigaciones y desarrollar habilidades de escritura persuasiva y oratoria a trav\u00e9s de la creaci\u00f3n de contenidos asistida por IA. <\/p>\n

En la charla se presentar\u00e1n los resultados obtenidos por los estudiantes en ambas intervenciones y se debatir\u00e1n las implicaciones pedag\u00f3gicas y los retos que plantea el uso de tecnolog\u00eda punta en las aulas de idiomas de educaci\u00f3n primaria.<\/p>\n

Referencias:<\/strong><\/p>\n

Dooly, M. & L\u00f3pez Vera, M.. (2024). La realidad virtual (RV) en el aula de la lengua inglesa: un estudio etnogr\u00e1fico. Did\u00e1ctica. Lengua y Literatura, 36<\/em>,\u00a0201 \u2013 213.\u00a0https:\/\/doi.org\/10.5209\/dill.88767<\/a><\/span><\/p>\n

\n

Dra. Melinda Dooly <\/em><\/strong>es catedr\u00e1tica Serra H\u00fanter en el Departamento de Did\u00e1ctica de la Lengua, la Literatura y las Ciencias Sociales en la Universitat Aut\u00f2noma de Barcelona. Recientemente ha sido otorgada una beca ICREA Academia (2025-2030). Su investigaci\u00f3n principal aborda el aprendizaje de lenguas basado en proyectos y mediado por la tecnolog\u00eda, la comunicaci\u00f3n intercultural y las competencias del siglo XXI en la formaci\u00f3n del profesorado. Ha publicado muchos art\u00edculos en revistas internacionales y es autora de cap\u00edtulos y libros en sus \u00e1reas de investigaci\u00f3n. Es coeditora de la serie de libros Telecollaborative Learning and Virtual Education in Education (anteriormente Telecollaboration in Education), publicada por Peter Lang. Es investigadora principal de GREIP: Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcisme (Grupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismo).<\/em><\/a><\/p>\n

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Generative AI in Education: Enhancing Teachers\u2019 Technological and Pedagogical Skills<\/strong><\/h3>\n

IA Generativa en la Educaci\u00f3n: Mejora de las competencias tecnol\u00f3gicas y pedag\u00f3gicas de los profesores<\/strong><\/h3>\n

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Prof. Jose Belda Medina<\/strong><\/strong><\/em><\/p>\n

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Generative AI in Education: Enhancing Teachers’ Technological and Pedagogical Skills<\/strong><\/h5>\n

\u00a0This presentation is designed to equip educators with the technological skills and pedagogical insights needed to integrate generative AI tools effectively in the classroom. Generative AI applications like ChatGPT, Tome, Curipod, and Almanack offer innovative ways to engage students\u2014from creating interactive content and simulating conversations to providing personalized feedback\u2014transforming traditional educational dynamics (Pack & Maloney, 2023). Recent studies demonstrate that these tools can support core language skills, including speaking, listening, reading, and writing, thus allowing teachers to adapt instruction to diverse learner needs (Creely, 2024; Law, 2024). However, integrating AI also presents challenges; balancing AI with conventional teaching practices, ensuring data privacy, and fostering ethical AI use are essential to realizing the full potential of these technologies in the classroom. Through hands-on activities, educators will engage with various AI tools, exploring different applications for assessment and providing focused feedback on grammar, coherence, and vocabulary without replacing essential teacher input. The session will also cover best practices for prompt formulation and lesson planning that personalize learning. Ultimately, the workshop aims to help educators build a practical toolkit, empowering them to create adaptive, inclusive, and engaging learning environments.<\/p>\n

Keywords:<\/strong> autonomous learning, generative AI, language acquisition, digital tools, self-directed practice<\/p>\n

\u00a0<\/strong><\/p>\n

References<\/strong><\/p>\n

Pack, A., & Maloney, J. (2023). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2), 4-24.<\/p>\n

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 100174.<\/p>\n

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education.<\/p>\n

Tang, Z., & Zhang, Y. (2023). Application of Generative Artificial Intelligence in English Education: Taking ChatGPT System as an Example, 42-46. doi:10.1109\/ICET59358.2023.10424297<\/p>\n

 <\/p>\n

<\/span><\/p>\n

\n

Jose Belda-Medina<\/strong> is a Senior Lecturer at the University of Alicante (Spain), where he has taught Applied Linguistics for over 25 years. His research spans Applied Linguistics, Computer-Assisted Language Learning (CALL), and Technology-Enhanced Language Learning (TELL), with numerous publications. Since 2021, he has led the DIGITAL LANGUAGE LEARNING (DL2) research group, focusing on the integration of generative AI, chatbots, and Augmented Reality (AR) in education to enhance teachers’ technological and pedagogical skills. His work emphasizes innovative, adaptive, and mobile-assisted language learning environments driven by AI.<\/em><\/p>\n

Website<\/strong>: https:\/\/tinyurl.com\/JoseBeldaMedina<\/a><\/p>\n

ORCID<\/strong>: https:\/\/orcid.org\/0000-0003-0115-0417<\/a><\/p>\n

<\/em><\/a><\/h5>\n

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La IA generativa en la educaci\u00f3n: el desarrollo de las habilidades tecnol\u00f3gicas y pedag\u00f3gicas del profesorado<\/strong><\/strong><\/h5>\n

Esta presentaci\u00f3n est\u00e1 dise\u00f1ada para proporcionar a los docentes las competencias tecnol\u00f3gicas y los conocimientos pedag\u00f3gicos necesarios para integrar de manera efectiva herramientas de IA generativa en el aula. Numerosas aplicaciones de IA generativa, como ChatGPT, Tome, Curipod y Almanack, ofrecen actualmente formas innovadoras de involucrar al alumnado en el aprendizaje, desde la creaci\u00f3n de contenido interactivo y la simulaci\u00f3n de conversaciones hasta la personalizaci\u00f3n de la retroalimentaci\u00f3n, transformando as\u00ed los m\u00e9todos educativos tradicionales (Pack & Maloney, 2023). Varios estudios recientes demuestran que estas herramientas pueden apoyar las habilidades ling\u00fc\u00edsticas fundamentales, como la expresi\u00f3n oral, la comprensi\u00f3n auditiva, la lectura y la escritura, permitiendo a los docentes adaptar la ense\u00f1anza a las diversas necesidades de aprendizaje de los estudiantes (Creely, 2024; Law, 2024). No obstante, la integraci\u00f3n de la IA tambi\u00e9n presenta desaf\u00edos, como equilibrar su uso con las pr\u00e1cticas de ense\u00f1anza convencionales, asegurar la privacidad de los datos y fomentar un uso \u00e9tico en el aula. A trav\u00e9s de actividades pr\u00e1cticas, los educadores se familiarizar\u00e1n con diversas herramientas de IA, explorando diferentes aplicaciones para la evaluaci\u00f3n y proporcionando retroalimentaci\u00f3n sobre la correcci\u00f3n gramatical, la coherencia y el uso de vocabulario, sin que esto reemplace el an\u00e1lisis del docente. La sesi\u00f3n tambi\u00e9n abordar\u00e1 mejores pr\u00e1cticas para la formulaci\u00f3n de instrucciones y la planificaci\u00f3n de lecciones que personalicen el aprendizaje mediante IA. En \u00faltima instancia, el taller tiene como objetivo ayudar a los educadores a construir un conjunto de herramientas pr\u00e1cticas que les permita crear entornos de aprendizaje inspiradores, adaptativos e inclusivos.<\/p>\n

Referencias:<\/strong><\/p>\n

Pack, A., & Maloney, J. (2023). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2), 4-24.<\/p>\n

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 100174.<\/p>\n

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education.<\/p>\n

Tang, Z., & Zhang, Y. (2023). Application of Generative Artificial Intelligence in English Education: Taking ChatGPT System as an Example, 42-46. doi:10.1109\/ICET59358.2023.10424297<\/p>\n

 <\/p>\n

\n

Jose Belda-Medina<\/em><\/strong> es Profesor Titular en la Universidad de Alicante (Espa\u00f1a), donde ha ense\u00f1ado Ling\u00fc\u00edstica Aplicada durante m\u00e1s de 25 a\u00f1os. Su investigaci\u00f3n abarca la Ling\u00fc\u00edstica Aplicada, el Aprendizaje de Idiomas Asistido por Computadora (CALL) y el Aprendizaje de Idiomas Mediante Tecnolog\u00eda (TELL), con numerosas publicaciones. Desde 2021, lidera el grupo de investigaci\u00f3n DIGITAL LANGUAGE LEARNING (DL2), centrado en la integraci\u00f3n de IA generativa, los chatbots y la Realidad Aumentada (AR) en la educaci\u00f3n para mejorar las habilidades tecnol\u00f3gicas y pedag\u00f3gicas de los docentes. Su investigaci\u00f3n se centra en entornos de aprendizaje de idiomas innovadores, adaptativos y asistidos mediante el uso de la tecnolog\u00eda.<\/em><\/p>\n

Website<\/strong>: https:\/\/tinyurl.com\/JoseBeldaMedina<\/a><\/p>\n

ORCID<\/strong>: https:\/\/orcid.org\/0000-0003-0115-0417<\/a><\/p>\n

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Teaching English through New Technologies, Gamification, and Game-Based Learning<\/strong><\/h3>\n

La ense\u00f1anza de la lengua inglesa a trav\u00e9s de nuevas tecnolog\u00edas, gamificaci\u00f3n y aprendizaje basado en videojuegos<\/strong><\/h3>\n

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Dr Jos\u00e9 Ram\u00f3n Calvo-Ferrer<\/strong><\/em><\/strong><\/p>\n

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Teaching English through New Technologies, Gamification, and Game-Based Learning<\/strong><\/h5>\n

Language teaching has undergone substantial evolution from its initial frameworks. The integration of computers into language learning marked the advent of Computer Assisted Language Learning (CALL) (Butler-Pascoe, 2011) and later progressed to communicative CALL, where language programmes emphasised the development of skills such as listening, reading, and writing. With the rise of the internet, language learning shifted towards multimedia-based models using task-based and project-based learning (Rasti-Behbahani & Shahbazi, 2020), also known as integrative CALL (Calvo-Ferrer et al., 2016). Moreover, mobile phones and tablets have facilitated Mobile Application Language Learning, enabling more ubiquitous learning modalities (Malliet & de Meyer, 2005). This transition across methods and approaches has led to the development of new teaching models, increasingly incorporating game-based tools and methodologies, including video games and serious games. Video games, in particular, have sparked interest among researchers and educators seeking to bring playful elements into language teaching and learning. A growing body of research highlights the positive effects of video games on motivation and learning outcomes in foreign language contexts (Calvo-Ferrer, 2017, 2023; Ebrahimzadeh & Alavi, 2017; Erhel & Jamet, 2013), advocating for games that provide students with meaningful contexts in which to practise language skills in an engaging way (Chiu et al., 2012; Hainey et al., 2016; Zeng et al., 2020). This presentation aims to examine students\u2019 training needs in English language skills from a competence-based perspective. It will provide an overview of the evolution of educational technologies as applied to foreign language learning processes, with a particular focus on mainstream video games and serious games, and explore how gamification principles can enhance language competence. Specific examples, such as The<\/em> Conference Interpreter<\/em>, Subtitle Legends<\/em>, and The Woods<\/em>, will be analysed, showcasing various research findings on the efficacy of these tools in language education.<\/p>\n

Keywords:<\/strong> autonomous learning, generative AI, language acquisition, digital tools, self-directed practice<\/p>\n

\u00a0<\/strong><\/p>\n

References:<\/strong><\/p>\n

Butler-Pascoe, M. E. (2011). The History of CALL. International Journal of Computer-Assisted Language Learning and Teaching<\/em>, 1<\/em>(1), 16\u201332. https:\/\/doi.org\/10.4018\/ijcallt.2011010102<\/span><\/p>\n

Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology<\/em>, 48<\/em>(2), 264\u2013278. https:\/\/doi.org\/10.1111\/bjet.12387<\/span><\/p>\n

Calvo-Ferrer, J. R. (2023). <\/span>Videojuegos para el desarrollo de la competencia traductora en el Espacio Europeo de Educaci\u00f3n Superior<\/em>. Tirant Lo Blanch.<\/span><\/p>\n

Calvo-Ferrer, J. R., Melchor-Couto, S., & Jauregi, K. (2016). Multimodality in CALL. ReCALL<\/em>, 28<\/em>(3), 247\u2013252. https:\/\/doi.org\/10.1017\/S0958344016000136<\/span><\/p>\n

Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology<\/em>, 43<\/em>(4), 104\u2013107. https:\/\/doi.org\/10.1111\/j.1467-8535.2012.01295.x<\/span><\/p>\n

Ebrahimzadeh, M., & Alavi, S. (2017). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners\u2019 Motivation. International Journal of Applied Linguistics and English Literature<\/em>, 6<\/em>(4), 52\u201362. https:\/\/doi.org\/10.7575\/AIAC.IJALEL.V.6N.4P.52<\/span><\/p>\n

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education<\/em>, 67<\/em>, 156\u2013167. https:\/\/doi.org\/10.1016\/j.compedu.2013.02.019<\/span><\/p>\n

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education<\/em>, 102<\/em>. https:\/\/doi.org\/10.1016\/j.compedu.2016.09.001<\/span><\/p>\n

Malliet, S., & de Meyer, G. (2005). The History of the Video Game. In J. Raessens & J. Golsdtein (Eds.), Handbook of Computer Game Studies<\/em> (pp. 23\u201345). The MIT Press.<\/span><\/p>\n

Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning<\/em>. https:\/\/doi.org\/10.1080\/09588221.2020.1846567<\/span><\/p>\n

Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies<\/em>, 2<\/em>(2), 186\u2013195. https:\/\/doi.org\/10.1002\/HBE2.188<\/span><\/p>\n

<\/span><\/p>\n

\n

Jos\u00e9 Ram\u00f3n Calvo-Ferrer <\/strong>holds a PhD in Translation and Interpreting from the University of Alicante, Spain, where he has taught various modules on Translation, English, and teacher training since 2008. His research interests focus on ICT in general and video games in particular for second language learning and translator training. He has published widely on the topics of video games, translation, and second language acquisition and is a Visiting Lecturer at the Department of Language and Linguistics at the University of Essex, where he delivers lectures and workshops on video games and translation.<\/em><\/p>\n

<\/em><\/a><\/h5>\n

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La ense\u00f1anza de la lengua inglesa a trav\u00e9s de nuevas tecnolog\u00edas, gamificaci\u00f3n y aprendizaje basado en videojuegos<\/strong><\/strong><\/h5>\n

La ense\u00f1anza de lenguas ha experimentado una enorme evoluci\u00f3n desde sus postulados iniciales hasta la actualidad. La expansi\u00f3n y utilizaci\u00f3n de los ordenadores en el aprendizaje de lenguas dio lugar al Computer Assisted Language Learning<\/em> (Butler-Pascoe, 2011) y, posteriormente, al communicative CALL<\/em> y a programas de aprendizaje de lenguas encaminados al desarrollo y refuerzo de varias destrezas, especialmente el listening<\/em>, reading<\/em> y writing<\/em>. Con el auge de Internet, el aprendizaje de lenguas se orient\u00f3 hacia un modelo basado en lo multimedia mediante tareas o tasks<\/em> y el aprendizaje basado en proyectos (Rasti-Behbahani & Shahbazi, 2020), conocido como integrative CALL (Calvo-Ferrer et al., 2016), as\u00ed como, gracias a tel\u00e9fonos m\u00f3viles y tablets, hacia modalidades de aprendizaje ubicuo englobadas en el denominado Mobile Application Language Learning<\/em> (Malliet & de Meyer, 2005). El resultado de esta transici\u00f3n de m\u00e9todos y enfoques se evidencia en nuevos modelos de ense\u00f1anza y en la difusi\u00f3n creciente de nuevas herramientas y metodolog\u00edas basadas en el juego, tales como videojuegos y juegos serios. En l\u00ednea con ello, los videojuegos han despertado el inter\u00e9s de numerosos investigadores y educadores, en un intento de dotar a la docencia y la formaci\u00f3n de sus caracter\u00edsticas l\u00fadicas. Numerosos estudios han puesto de relieve adem\u00e1s el efecto positivo de los videojuegos en la motivaci\u00f3n y en los resultados de aprendizaje en el \u00e1mbito de lenguas extranjeras (Calvo-Ferrer, 2017, 2023; Ebrahimzadeh & Alavi, 2017; Erhel & Jamet, 2013), abogando por el desarrollo de juegos que ofrezcan al alumnado contextos en los que poder poner en pr\u00e1ctica destrezas ling\u00fc\u00edsticas de forma motivadora y significativa (Chiu et al., 2012; Hainey et al., 2016; Zeng et al., 2020). En l\u00ednea con todo ello, esta presentaci\u00f3n pretende analizar las necesidades formativas del alumnado en materia ling\u00fc\u00edstica desde una perspectiva competencial, as\u00ed como ofrecer una visi\u00f3n de la evoluci\u00f3n de las distintas tecnolog\u00edas educativas en relaci\u00f3n con los procesos de ense\u00f1anza-aprendizaje de lenguas extranjeras, haciendo especial hincapi\u00e9 en videojuegos convencionales y juegos serios y, por similitud, observando el modo en que los distintos principios de la gamificaci\u00f3n pueden contribuir a la mejora de esta destreza, analizando videojuegos como The Conference Interpreter<\/em>, Subtitle Legends<\/em> y The Woods<\/em>, y mostrando distintos resultados alcanzados en materia investigadora.<\/p>\n

Referencias:<\/strong><\/p>\n

Butler-Pascoe, M. E. (2011). The History of CALL. International Journal of Computer-Assisted Language Learning and Teaching<\/em>, 1<\/em>(1), 16\u201332. https:\/\/doi.org\/10.4018\/ijcallt.2011010102<\/span><\/p>\n

Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology<\/em>, 48<\/em>(2), 264\u2013278. https:\/\/doi.org\/10.1111\/bjet.12387<\/span><\/p>\n

Calvo-Ferrer, J. R. (2023). Videojuegos para el desarrollo de la competencia traductora en el Espacio Europeo de Educaci\u00f3n Superior<\/em>. Tirant Lo Blanch.<\/span><\/p>\n

Calvo-Ferrer, J. R., Melchor-Couto, S., & Jauregi, K. (2016). Multimodality in CALL. ReCALL<\/em>, 28<\/em>(3), 247\u2013252. https:\/\/doi.org\/10.1017\/S0958344016000136<\/span><\/p>\n

Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology<\/em>, 43<\/em>(4), 104\u2013107. https:\/\/doi.org\/10.1111\/j.1467-8535.2012.01295.x<\/span><\/p>\n

Ebrahimzadeh, M., & Alavi, S. (2017). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners\u2019 Motivation. International Journal of Applied Linguistics and English Literature<\/em>, 6<\/em>(4), 52\u201362. https:\/\/doi.org\/10.7575\/AIAC.IJALEL.V.6N.4P.52<\/span><\/p>\n

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education<\/em>, 67<\/em>, 156\u2013167. https:\/\/doi.org\/10.1016\/j.compedu.2013.02.019<\/span><\/p>\n

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education<\/em>, 102<\/em>. https:\/\/doi.org\/10.1016\/j.compedu.2016.09.001<\/span><\/p>\n

Malliet, S., & de Meyer, G. (2005). The History of the Video Game. In J. Raessens & J. Golsdtein (Eds.), Handbook of Computer Game Studies<\/em> (pp. 23\u201345). The MIT Press.<\/span><\/p>\n

Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning<\/em>. https:\/\/doi.org\/10.1080\/09588221.2020.1846567<\/span><\/p>\n

Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies<\/em>, 2<\/em>(2), 186\u2013195. https:\/\/doi.org\/10.1002\/HBE2.188<\/span><\/p>\n

\n

Jos\u00e9 Ram\u00f3n Calvo-Ferrer <\/em><\/strong>es Doctor en Traducci\u00f3n e Interpretaci\u00f3n por la Universidad de Alicante, en cuyo Departamento de Filolog\u00eda Inglesa imparte docencia desde 2008. Su investigaci\u00f3n se centra en el uso de las nuevas tecnolog\u00edas en general y los videojuegos en particular para el aprendizaje de lenguas extranjeras y la formaci\u00f3n de traductores e int\u00e9rpretes. Ha publicado sobre videojuegos, traducci\u00f3n y ense\u00f1anza de lenguas en distintas revistas especializadas (British Journal of Educational Technology, ReCALL, etc.) y es profesor visitante de la universidad de Essex, donde imparte charlas sobre lengua, traducci\u00f3n y videojuegos.<\/em><\/p>\n

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Aprendizaje de idiomas en entornos digitales: El caso de la pronunciaci\u00f3n de la lengua inglesa <\/strong><\/h3>\n

Language learning in digital environments: The Case of English pronunciation<\/strong><\/h3>\n

<\/strong><\/p>\n

MESA REDONDA<\/strong> (Sal\u00f3n de Actos, Facultad de Filolog\u00eda, USC): \u201cEl caso de la pronunciaci\u00f3n de la lengua inglesa \/ Language learning in digital environments: The Case of English pronunciation\u201d<\/p>\n

Moderadora\/Moderator<\/strong><\/p>\n

Adriana Gewerc Barujel<\/i><\/p>\n

Ponentes \/ Speakers<\/strong><\/p>\n

Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez (USC) – e-SoundWay and e-Profun: Dos herramientas digitales gamificadas para la mejora de la pronunciaci\u00f3n en lengua inglesa \/ e-SoundWay and e-Profun: Two gamified digital tools for improving English pronunciation<\/p>\n

Alfonso Lago Ferreiro – Carlos L\u00f3pez Ardao (UVigo) – Innovaci\u00f3n tecnol\u00f3gica en la ense\u00f1anza de la fon\u00e9tica inglesa: Herramientas para la precisi\u00f3ny la fluidez \/ Technological innovation in the teaching of English phonetics: Tools for pronunciation accuracy and fluency<\/p>\n

Fernando Fraga Varela – Los curr\u00edculos LOMLOE de Educaci\u00f3n Primaria: oportunidades desde su an\u00e1lisis, visi\u00f3n del profesorado e implicaciones para el dise\u00f1o de e-Profun \/ The LOMLOE Curricula for Primary Education: Opportunities from Their Analysis, Teachers\u2019 Perspective, and Implications for the Design of e-Profun<\/p>\n

 <\/p>\n

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Prof. Adriana Gewerc Barujel<\/strong><\/em><\/strong><\/p>\n

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Adriana Gewerc Barujel<\/em><\/strong> es doctora en Pedagog\u00eda por la Universidad de Santiago de Compostela (Espa\u00f1a). Profesora Titular de Tecnolog\u00eda Educativa con acreditaci\u00f3n a C\u00e1tedra en la misma universidad. Coordinadora del Grupo de investigaci\u00f3n Stellae (GI143) http:\/\/stellae.usc.es y miembro de REUNI+D (https:\/\/reunid.eu\/). Sus l\u00edneas de investigaci\u00f3n de los \u00faltimos a\u00f1os est\u00e1n focalizadas en la inclusi\u00f3n de tecnolog\u00edas en la ense\u00f1anza desde una perspectiva pedag\u00f3gica. A las pr\u00e1cticas en entornos digitales y en ese contexto al an\u00e1lisis de la competencia digital de ni\u00f1os\/as y adolescentes cruzado por el g\u00e9nero y las condiciones sociales, pol\u00edticas y econ\u00f3micas<\/em><\/h5>\n
M\u00e1s informaci\u00f3n en disponible en: <\/em>https:\/\/portal.reunid.eu\/investigadores\/70279\/detalle<\/em><\/a><\/h5>\n
https:\/\/stellae.usc.es\/index.php\/es\/8-actualidad\/13-adriana-gewerc-barujel<\/a> <\/em><\/h5>\n

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<\/h5>\n
Adriana Gewerc Barujel<\/em><\/strong> holds a PhD in Pedagogy from the University of Santiago de Compostela (Spain). Senior lecturer of Educational Technology with accreditation to Professor at the same university. Coordinator of the Stellae Research Group (GI143) http:\/\/stellae.usc.es and member of REUNI+D (https:\/\/reunid.eu\/). Her lines of research in recent years have focused on the inclusion of technologies in teaching from a pedagogical perspective. Her research focuses on practices in digital environments and in this context on the analysis of the digital competence of children and adolescents crossed by gender and social, political and economic conditions.<\/em><\/h5>\n
Further information available here: <\/em>https:\/\/portal.reunid.eu\/investigadores\/70279\/detalle<\/em><\/a><\/h5>\n
https:\/\/stellae.usc.es\/index.php\/es\/8-actualidad\/13-adriana-gewerc-barujel<\/em><\/a><\/h5>\n

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Prof. Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez <\/strong><\/p>\n

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e-SoundWay and e-Profun: Dos herramientas digitales gamificadas para la mejora de la pronunciaci\u00f3n en lengua inglesa<\/strong><\/em><\/p>\n

e-SoundWay and e- Profun: Two gamified digital tools for improving English pronunciation<\/strong><\/em><\/p>\n

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e-SoundWay and e-Profun: Dos herramientas digitales gamificadas para la mejora de la pronunciaci\u00f3n en lengua inglesa <\/em><\/strong><\/h5>\n

El Entrenamiento de Pronunciaci\u00f3n Asistido por Ordenador (CAPT) ha demostrado mejorar las habilidades de pronunciaci\u00f3n, la motivaci\u00f3n y la alfabetizaci\u00f3n digital (G\u00f3mez Gonz\u00e1lez & Lago Ferreiro, 2024). Adem\u00e1s, investigaciones sugieren que los juegos serios favorecen el compromiso de los estudiantes y mejoran los resultados de aprendizaje en comparaci\u00f3n con los m\u00e9todos tradicionales (Filella et al., 2017).<\/p>\n

En mi intervenci\u00f3n, presentar\u00e9 e-SoundWay (English Pronunciation on the Way of St James, educaci\u00f3n secundaria y universitaria) y e-ProFun (English Pronunciation is Fun, educaci\u00f3n primaria), dos herramientas CAPT gamificadas dise\u00f1adas para mejorar la aptitud fon\u00e9tica y las habilidades de pronunciaci\u00f3n en ingl\u00e9s, especialmente en estudiantes hispanohablantes.<\/p>\n

Estas herramientas abordan desaf\u00edos como las diferencias fon\u00e9ticas entre el ingl\u00e9s y el espa\u00f1ol, las limitaciones del sistema educativo y la aplicaci\u00f3n de metodolog\u00edas ineficaces, respondiendo as\u00ed a brechas identificadas en informes internacionales y estudios previos (G\u00f3mez Gonz\u00e1lez & S\u00e1nchez Roura, 2016; G\u00f3mez Gonz\u00e1lez et al., 2017, 2021; Castillo et al., 2023; D\u00edaz Lage et al., 2023; Santos D\u00edaz et al., 2023).<\/p>\n

Referencias<\/strong><\/p>\n

D\u00edaz Lage, J. M., G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Santos D\u00edaz, I. C. (2023). Teaching and learning English phonetics \/ pronunciation in digital and other learning environments: Challenges and perceptions of Spanish instructors and students. In S. D\u00edaz, M. Torrado Cesn\u00f3n, J. M. Diaz Lage, & S. L\u00f3pez P\u00e9rez (Eds.) Current trends on digital technologies and gaming for language teaching and linguistics.<\/em> Peter Lang.<\/p>\n

Filella, G., P\u00e9rez-Escoda, N., & Ros-Morente, A. (2017). Evaluaci\u00f3n del programa de educaci\u00f3n emocional \u2018Happy 8-12\u2019 para la resoluci\u00f3n asertiva de los conflictos entre iguales. Electronic Journal of Research in Education Psychology, 14(40), 582-601. https:\/\/doi.org\/10.25115\/ejrep.40.15164<\/a><\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Lago Ferreiro, A. 2024. Computer-Assited Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab. Language Lerarning & Technology 28.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., Lago Ferreiro, A., & Fragueiro Agrelo, A. (2023). Using a serious game for English phonetics and pronunciation training: Foundations and dynamics. In I. C. M. Torrado Cesp\u00f3n, J. M. Diaz Lage, & S. L\u00f3pez P\u00e9rez (Eds.), Current trends on digital technologies and <\/em>gaming for language teaching and linguistics<\/em> (pp. 109-130). Peter Lang.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & S\u00e1nchez Roura, M. T. (2016). English pronunciation for speakers of Spanish: From theory to practice. Mouton de Gruyter.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., S\u00e1nchez Roura, M. T., & Torrado Cesp\u00f3n, M. (2021). English pronunciation for speakers of Spanish: A practical course toolkit.<\/em> Santiago de Compostela University Press.<\/p>\n

Santos D\u00edaz, I. C., D\u00edaz Lage, J. M., Lago Ferreiro, A. 2023. Do you speak English? Teachers and students\u2019 perceptions and pronunciation practices. Logos: Revista de Ling\u00fc\u00edstica, Filosof\u00eda y Literatura<\/a> 34:1.<\/p>\n

\n

 <\/p>\n

Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez\u00a0<\/em><\/strong>es Catedr\u00e1tica de Lengua y Ling\u00fc\u00edstica Inglesa en la Universidad de Santiago de Compostela desde 2006, as\u00ed como coordinadora del equipo de investigaci\u00f3n\u00a0<\/em>Scimitar<\/em><\/a>. <\/em>Sus publicaciones, principalmente sobre la interfaz gramar-discurso y sobre ESL\/EFL y la tecnolog\u00eda, incluyen art\u00edculos de investigaci\u00f3n en revistas como Applied Linguistics, Discourse Studies, Language Sciences y Word, as\u00ed como los siguientes libros: The Theme-Topic Interface (Benjamins, 2001), A New Architecture for Functional Grammar (Mouton de Gruyter, 2004), Studies in Functional Discourse Grammar (Peter Lang, 2005), The Dynamics of Language Use (Benjamins, 2005), Languages and Cultures in Contrast and Comparison, Current Trends in Contrastive Linguistics (Benjamins, 2008a, b), The Functional Perspective on Language and Discourse, Theory and Practice in Functional-Cognitive Space (Benjamins, 2014a, b), English Pronunciation for Speakers of Spanish (Mouton de Gruyter, 2016) y The Construction of Discourse as Verbal Interaction (Benjamins, 2018), adem\u00e1s de\u00a0<\/em>EPSS Multimedia Lab<\/em><\/a>,\u00a0<\/em>English Pronunciation for Speakers of Spanish: A Practical Course Toolkit<\/em><\/a>.\u00a0<\/em><\/h5>\n
Para m\u00e1s detalles, visite:\u00a0<\/em>https:\/\/investigacion.usc.gal\/investigadores\/59176\/detalle<\/em><\/a><\/h5>\n

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e-SoundWay and e-Profun: Two gamified digital tools for improving English pronunciation<\/em><\/strong><\/h5>\n

Computer-Assisted Pronunciation Training (CAPT) has been shown to enhance pronunciation skills, motivation, and digital literacy (G\u00f3mez Gonz\u00e1lez & Lago Ferreiro, 2024). Research also suggests that serious games improve student engagement and learning outcomes compared to traditional methods (Filella et al., 2017).<\/p>\n

In this talk, I will present e-SoundWay (English Pronunciation on the Way of St James, secondary and tertiary education) (G\u00f3mez Gonz\u00e1lez et al., 2023) and e-ProFun (English Pronunciation is Fun, primary education), two gamified CAPT tools designed to improve English phonetic and pronunciation skills, particularly for Spanish-speaking learners.<\/p>\n

Addressing challenges such as phonetic disparities between English and Spanish, educational system limitations, and ineffective methodologies, these tools respond to gaps identified in international reports and prior studies (G\u00f3mez Gonz\u00e1lez & S\u00e1nchez Roura, 2016; G\u00f3mez Gonz\u00e1lez et al., 2021; D\u00edaz Lage et al., 2023;
Santos D\u00edaz et al., 2023).<\/p>\n

References<\/strong><\/p>\n

D\u00edaz Lage, J. M., G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Santos D\u00edaz, I. C. (2023). Teaching and learning English phonetics \/ pronunciation in digital and other learning environments: Challenges and perceptions of Spanish instructors and students. In S. D\u00edaz, M. Torrado Cesn\u00f3n, J. M. Diaz Lage, & S. L\u00f3pez P\u00e9rez (Eds.) Current trends on digital technologies and gaming for language teaching and linguistics.<\/em> Peter Lang.<\/p>\n

Filella, G., P\u00e9rez-Escoda, N., & Ros-Morente, A. (2017). Evaluaci\u00f3n del programa de educaci\u00f3n emocional \u2018Happy 8-12\u2019 para la resoluci\u00f3n asertiva de los conflictos entre iguales. Electronic Journal of Research in Education Psychology, 14(40), 582-601. https:\/\/doi.org\/10.25115\/ejrep.40.15164<\/a><\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Lago Ferreiro, A. 2024. Computer-Assited Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab. Language Lerarning & Technology 28.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., Lago Ferreiro, A., & Fragueiro Agrelo, A. (2023). Using a serious game for English phonetics and pronunciation training: Foundations and dynamics. In I. C. M. Torrado Cesp\u00f3n, J. M. Diaz Lage, & S. L\u00f3pez P\u00e9rez (Eds.), Current trends on digital technologies and <\/em>gaming for language teaching and linguistics<\/em> (pp. 109-130). Peter Lang.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & S\u00e1nchez Roura, M. T. (2016). English pronunciation for speakers of Spanish: From theory to practice. Mouton de Gruyter.<\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., S\u00e1nchez Roura, M. T., & Torrado Cesp\u00f3n, M. (2021). English pronunciation for speakers of Spanish: A practical course toolkit.<\/em> Santiago de Compostela University Press.<\/p>\n

Santos D\u00edaz, I. C., D\u00edaz Lage, J. M., Lago Ferreiro, A. 2023. Do you speak English? Teachers and students\u2019 perceptions and pronunciation practices. Logos: Revista de Ling\u00fc\u00edstica, Filosof\u00eda y Literatura<\/a> 34:1.\u00a0<\/p>\n

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 <\/p>\n

Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez<\/em><\/strong>\u00a0is Full Professor of English Language and Linguistics at the University of Santiago de Compostela since 2006, as well as coordinator of the\u00a0<\/em>Scimitar\u00a0<\/em><\/a>research team. Her publications, mostly on the gramar-discourse interface and on ESL\/EFL & technology, include research articles in such journals as Applied Linguistics, Discourse Studies, Language Sciences and Word, as well as the following books: The Theme-Topic Interface (Benjamins, 2001), A New Architecture for Functional Grammar (Mouton de Gruyter, 2004), Studies in Functional Discourse Grammar (Peter Lang, 2005), The Dynamics of Language Use (Benjamins, 2005), Languages and Cultures in Contrast and Comparison, Current Trends in Contrastive Linguistics (Benjamins, 2008a, b), The Functional Perspective on Language and Discourse, Theory and Practice in Functional-Cognitive Space (Benjamins, 2014a, b), English Pronunciation for Speakers of Spanish (Mouton de\u00a0\u00a0Gruyter, 2016) and The Construction of Discourse as Verbal Interaction (Benjamins, 2018), as well as\u00a0<\/em>EPSS Multimedia Lab<\/em><\/a>,\u00a0<\/em>English Pronunciation for Speakers of Spanish: A Practical Course Toolkit<\/em><\/a>. <\/em><\/h5>\n
For further details, visit:\u00a0<\/em>https:\/\/investigacion.usc.gal\/investigadores\/59176\/detalle<\/em><\/a><\/h5>\n

[\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2024\/12\/fotofernando-e1734558654669.jpg\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbfotofernando\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Prof. Fernando Fraga Varela<\/strong><\/strong><\/em><\/p>\n

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Los curr\u00edculos LOMLOE de Educaci\u00f3n Primaria: oportunidades desde su an\u00e1lisis, visi\u00f3n del profesorado e implicaciones para el dise\u00f1o de e-Profun<\/strong><\/em><\/p>\n

The LOMLOE Curricula for Primary Education: Opportunities from Their Analysis, Teachers\u2019 Perspective, and Implications for the Design of e-Profun<\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Los curr\u00edculos LOMLOE de Educaci\u00f3n Primaria: oportunidades desde su an\u00e1lisis, visi\u00f3n del profesorado e implicaciones para el dise\u00f1o de e-Profun<\/strong><\/p>\n

El dise\u00f1o y desarrollo de cualquier propuesta que tenga como foco el trabajo en la escolarizaci\u00f3n obligatoria necesariamente tiene que contemplar las indicaciones que sobre el aprendizaje de cualquier contenido escolar contempla la legislaci\u00f3n educativa adem\u00e1s del contexto escolar donde se sit\u00faa.<\/p>\n

El trabajo que presentamos da cuenta del trabajo de investigaci\u00f3n desarrollado para la fundamentaci\u00f3n did\u00e1ctica y curricular del software e-Profun por parte del Grupo de Investigaci\u00f3n Stellae.<\/p>\n

Bajo un dise\u00f1o metodol\u00f3gico mixto secuencial exploratorio, en una primera fase del trabajo se conoci\u00f3 de primera mano la percepci\u00f3n del profesorado sobre la situaci\u00f3n de la pronunciaci\u00f3n en la lengua inglesa en primaria frente a los elementos prescriptivos del curr\u00edculo en todo el territorio nacional.<\/p>\n

Este trabajo permiti\u00f3 comprender algunas incoherencias en el desarrollo normativo de la LOMLOE frente al Decreto de Ense\u00f1anzas M\u00ednimas, adem\u00e1s de identificar propuestas curriculares con implicaciones en la autonom\u00eda y desarrollo profesional del profesorado (Trillo y Fraga-Varela, 2023; Fraga-Varela et al., 2024). Esta situaci\u00f3n establece puntos de continuidad frente a propuestas anteriores (Rodr\u00edguez-Mart\u00ednez, 2014).<\/p>\n

Todo este trabajo sirvi\u00f3 de base para explorar la visi\u00f3n del profesorado sobre estos elementos a trav\u00e9s de un cuestionario aplicado en todas las comunidades aut\u00f3nomas.<\/p>\n

Referencias<\/strong><\/p>\n

Decreto 155\/2022, de 15 de septiembre, por el que se establecen la ordenaci\u00f3n y el curr\u00edculo de la educaci\u00f3n primaria en la Comunidad Aut\u00f3noma de Galicia. Diario Oficial de Galicia, n\u00fam. 183, de 26 de septiembre de 2022. https:\/\/www.xunta.gal\/dog\/Publicados\/2022\/20220926\/AnuncioG0655-190922-0001_es.pdf<\/a><\/p>\n

Ley Org\u00e1nica 3\/2020, de 29 de diciembre, por la que se modifica la Ley Org\u00e1nica 2\/2006, de 3 de mayo, de Educaci\u00f3n. Bolet\u00edn Oficial del Estado, n\u00fam. 340, de 30 de diciembre de 2020. https:\/\/www.boe.es\/eli\/es\/lo\/2020\/12\/29\/3<\/a><\/p>\n

Fraga-Varela, F., Ceinos-Sanz, C., Garc\u00eda-Murias, R. y Ramos-Trasar, I. (2024). Curr\u00edculos auton\u00f3micos LOMLOE de Educaci\u00f3n Primaria y autonom\u00eda del profesorado: Un an\u00e1lisis 6 comparado. Revista de investigaci\u00f3n en educaci\u00f3n, 22(3), 439-456. https:\/\/doi.org\/10.35869\/reined.v22i3.5758<\/a><\/p>\n

Rodr\u00edguez-Mart\u00ednez, C. (2014). La proletarizaci\u00f3n del profesorado en la LOMCE y en las nuevas pol\u00edticas educativas: de actores a culpables. Revista interuniversitaria de formaci\u00f3n del profesorado, 81(28.3), 73-87.<\/p>\n

Real Decreto 157\/2022, de 1 de marzo, por el que se establecen la ordenaci\u00f3n y las ense\u00f1anzas m\u00ednimas de la Educaci\u00f3n Primaria. Bolet\u00edn Oficial del Estado, n\u00fam. 52, de 2 de marzo de 2022. https:\/\/www.boe.es\/eli\/es\/rd\/2022\/03\/01\/157\/con<\/a><\/p>\n

Trillo, F. y Fraga-Varela, F. (2023). Efectos indeseados de la LOMLOE: de las razonables competencias formativas generales al disparate de una taxonom\u00eda de conductas operativas espec\u00edficas. Un an\u00e1lisis del curr\u00edculo en Galicia. En J.M. Escudero, J.M. Moreno, M.P. P\u00e9rez Garc\u00eda y J. Domingo (Coords). Compromiso con la Mejora Educativa. Homenaje al profesor Antonio Bol\u00edvar (pp. 57-74). Facultad de Ciencias de la Educaci\u00f3n. Universidad de Granada.<\/p>\n

\n

Fernando Fraga Varela <\/em><\/strong>Diplomado en la Facultad de Ciencias de la Educaci\u00f3n de la Universidad de Santiago de Compostela como Maestro Especialista en Educaci\u00f3n Musical en el a\u00f1o 1998, desarrolla su docencia en Ed. Primaria durante 23 a\u00f1os.Paralelamente, entre los a\u00f1os 2001 y 2003 realiz\u00f3 en la USC, la Licenciatura en Pedagog\u00eda, especialidad de Educaci\u00f3n Escolar. Doctor en Pedagog\u00eda y Profesor Titular en el Departamento de Pedagog\u00eda y Did\u00e1ctica de la Universidade de Santiago de Compostela. Miembro del Grupo de Investigaci\u00f3n Stellae. Investiga principalmente sobre el \u00e1mbito de la Tecnolog\u00eda Educativa en \u00e1mbitos espec\u00edficos como la formaci\u00f3n de profesorado, su integraci\u00f3n entornos escolares o en el espacio de las creencias y el conocimiento profesional. Participa en distintos proyectos de I+D tanto nacionales como internacionales.<\/em><\/p>\n

[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

The LOMLOE Curricula for Primary Education: Opportunities from Their Analysis, Teachers\u2019 Perspective, and Implications for the Design of e-Profun<\/strong><\/p>\n

The design and development of any proposal focused on compulsory schooling must necessarily consider the guidelines established by educational legislation regarding the learning of any school subject, as well as the specific school context in which it is implemented.<\/p>\n

The research presented here documents the investigative work carried out to support the didactic and curricular foundation of the e-Profun software by the Stellae Research Group. Following a sequential exploratory mixed-method design, the first phase of the study aimed to gain first-hand insight into teachers’ perceptions of the status of English pronunciation in primary education, in contrast to the prescriptive elements of the curriculum across the national territory.<\/p>\n

This research helped to identify certain inconsistencies in the regulatory development of the LOMLOE compared to the Minimum Teaching Standards Decree, as well as curricular proposals with implications for teachers’ autonomy and professional development (Trillo & Fraga-Varela, 2023; Fraga-Varela et al., 2024).<\/p>\n

These findings establish points of continuity with previous proposals (Rodr\u00edguez-Mart\u00ednez, 2014). This entire process served as a basis for further exploring teachers\u2019 perspectives on these aspects through a questionnaire administered across all autonomous communities.<\/p>\n

 <\/p>\n

References<\/strong><\/p>\n

Decreto 155\/2022, de 15 de septiembre, por el que se establecen la ordenaci\u00f3n y el curr\u00edculo de la educaci\u00f3n primaria en la Comunidad Aut\u00f3noma de Galicia. Diario Oficial de Galicia, n\u00fam. 183, de 26 de septiembre de 2022. https:\/\/www.xunta.gal\/dog\/Publicados\/2022\/20220926\/AnuncioG0655-190922-0001_es.pdf<\/a><\/p>\n

Ley Org\u00e1nica 3\/2020, de 29 de diciembre, por la que se modifica la Ley Org\u00e1nica 2\/2006, de 3 de mayo, de Educaci\u00f3n. Bolet\u00edn Oficial del Estado, n\u00fam. 340, de 30 de diciembre de 2020. https:\/\/www.boe.es\/eli\/es\/lo\/2020\/12\/29\/3<\/a><\/p>\n

Fraga-Varela, F., Ceinos-Sanz, C., Garc\u00eda-Murias, R. y Ramos-Trasar, I. (2024). Curr\u00edculos auton\u00f3micos LOMLOE de Educaci\u00f3n Primaria y autonom\u00eda del profesorado: Un an\u00e1lisis 6 comparado. Revista de investigaci\u00f3n en educaci\u00f3n, 22(3), 439-456. https:\/\/doi.org\/10.35869\/reined.v22i3.5758<\/a><\/p>\n

Rodr\u00edguez-Mart\u00ednez, C. (2014). La proletarizaci\u00f3n del profesorado en la LOMCE y en las nuevas pol\u00edticas educativas: de actores a culpables. Revista interuniversitaria de formaci\u00f3n del profesorado, 81(28.3), 73-87.<\/p>\n

Real Decreto 157\/2022, de 1 de marzo, por el que se establecen la ordenaci\u00f3n y las ense\u00f1anzas m\u00ednimas de la Educaci\u00f3n Primaria. Bolet\u00edn Oficial del Estado, n\u00fam. 52, de 2 de marzo de 2022. https:\/\/www.boe.es\/eli\/es\/rd\/2022\/03\/01\/157\/con<\/a><\/p>\n

Trillo, F. y Fraga-Varela, F. (2023). Efectos indeseados de la LOMLOE: de las razonables competencias formativas generales al disparate de una taxonom\u00eda de conductas operativas espec\u00edficas. Un an\u00e1lisis del curr\u00edculo en Galicia. En J.M. Escudero, J.M. Moreno, M.P. P\u00e9rez Garc\u00eda y J. Domingo (Coords). Compromiso con la Mejora Educativa. Homenaje al profesor Antonio Bol\u00edvar (pp. 57-74). Facultad de Ciencias de la Educaci\u00f3n. Universidad de Granada.<\/p>\n

 <\/p>\n

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 <\/p>\n

Fernando Fraga Varela <\/strong>graduated in the Faculty of Education Sciences in the Universidad de Santiago de Compostela as a Specialist Teacher in Music Education in 1998. He was a teacher in Primary Education for 23 years. At the same time, between 2001 and 2003 he got a degree in Pedagogy with a specialization in School Education in the Universidad de Santiago de Compostela. He has a PhD in Pedagogy and is currently a Senior Lecturer in the Department of Pedagogy and Didactics at the same university. He is a member of the Research Group Stellae. His research interest focuses mainly on Digital Teaching in specific areas, such as teacher training, its integration in school environments or in the area of professional knowledge and beliefs. He participates in different I+D projects, both national and internationally.<\/em><\/p>\n

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Prof. Adriana Gewerc Barujel<\/strong><\/em><\/strong><\/p>\n

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Adriana Gewerc Barujel<\/em><\/strong> es doctora en Pedagog\u00eda por la Universidad de Santiago de Compostela (Espa\u00f1a). Profesora Titular de Tecnolog\u00eda Educativa con acreditaci\u00f3n a C\u00e1tedra en la misma universidad. Coordinadora del Grupo de investigaci\u00f3n Stellae (GI143) http:\/\/stellae.usc.es y miembro de REUNI+D (https:\/\/reunid.eu\/). Sus l\u00edneas de investigaci\u00f3n de los \u00faltimos a\u00f1os est\u00e1n focalizadas en la inclusi\u00f3n de tecnolog\u00edas en la ense\u00f1anza desde una perspectiva pedag\u00f3gica. A las pr\u00e1cticas en entornos digitales y en ese contexto al an\u00e1lisis de la competencia digital de ni\u00f1os\/as y adolescentes cruzado por el g\u00e9nero y las condiciones sociales, pol\u00edticas y econ\u00f3micas<\/em><\/h5>\n
M\u00e1s informaci\u00f3n en disponible en: <\/em>https:\/\/portal.reunid.eu\/investigadores\/70279\/detalle<\/em><\/a><\/h5>\n
https:\/\/stellae.usc.es\/index.php\/es\/8-actualidad\/13-adriana-gewerc-barujel<\/a> <\/em><\/h5>\n

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<\/h5>\n
Adriana Gewerc Barujel<\/em><\/strong> holds a PhD in Pedagogy from the University of Santiago de Compostela (Spain). Senior lecturer of Educational Technology with accreditation to Professor at the same university. Coordinator of the Stellae Research Group (GI143) http:\/\/stellae.usc.es and member of REUNI+D (https:\/\/reunid.eu\/). Her lines of research in recent years have focused on the inclusion of technologies in teaching from a pedagogical perspective. Her research focuses on practices in digital environments and in this context on the analysis of the digital competence of children and adolescents crossed by gender and social, political and economic conditions.<\/em><\/h5>\n
Further information available here: <\/em>https:\/\/portal.reunid.eu\/investigadores\/70279\/detalle<\/em><\/a><\/h5>\n
https:\/\/stellae.usc.es\/index.php\/es\/8-actualidad\/13-adriana-gewerc-barujel<\/em><\/a><\/h5>\n

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Prof. Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez <\/strong><\/p>\n

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Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez\u00a0<\/em><\/strong>es Catedr\u00e1tica de Lengua y Ling\u00fc\u00edstica Inglesa en la Universidad de Santiago de Compostela desde 2006, as\u00ed como coordinadora del equipo de investigaci\u00f3n\u00a0<\/em>Scimitar<\/em><\/a>. <\/em>Sus publicaciones, principalmente sobre la interfaz gramar-discurso y sobre ESL\/EFL y la tecnolog\u00eda, incluyen art\u00edculos de investigaci\u00f3n en revistas como Applied Linguistics, Discourse Studies, Language Sciences y Word, as\u00ed como los siguientes libros: The Theme-Topic Interface (Benjamins, 2001), A New Architecture for Functional Grammar (Mouton de Gruyter, 2004), Studies in Functional Discourse Grammar (Peter Lang, 2005), The Dynamics of Language Use (Benjamins, 2005), Languages and Cultures in Contrast and Comparison, Current Trends in Contrastive Linguistics (Benjamins, 2008a, b), The Functional Perspective on Language and Discourse, Theory and Practice in Functional-Cognitive Space (Benjamins, 2014a, b), English Pronunciation for Speakers of Spanish (Mouton de Gruyter, 2016) y The Construction of Discourse as Verbal Interaction (Benjamins, 2018), adem\u00e1s de\u00a0<\/em>EPSS Multimedia Lab<\/em><\/a>,\u00a0<\/em>English Pronunciation for Speakers of Spanish: A Practical Course Toolkit<\/em><\/a>.\u00a0<\/em><\/h5>\n
Para m\u00e1s detalles, visite:\u00a0<\/em>https:\/\/investigacion.usc.gal\/investigadores\/59176\/detalle<\/em><\/a><\/h5>\n

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Mar\u00eda de los \u00c1ngeles G\u00f3mez Gonz\u00e1lez<\/em><\/strong>\u00a0is Full Professor of English Language and Linguistics at the University of Santiago de Compostela since 2006, as well as coordinator of the\u00a0<\/em>Scimitar\u00a0<\/em><\/a>research team. Her publications, mostly on the gramar-discourse interface and on ESL\/EFL & technology, include research articles in such journals as Applied Linguistics, Discourse Studies, Language Sciences and Word, as well as the following books: The Theme-Topic Interface (Benjamins, 2001), A New Architecture for Functional Grammar (Mouton de Gruyter, 2004), Studies in Functional Discourse Grammar (Peter Lang, 2005), The Dynamics of Language Use (Benjamins, 2005), Languages and Cultures in Contrast and Comparison, Current Trends in Contrastive Linguistics (Benjamins, 2008a, b), The Functional Perspective on Language and Discourse, Theory and Practice in Functional-Cognitive Space (Benjamins, 2014a, b), English Pronunciation for Speakers of Spanish (Mouton de\u00a0\u00a0Gruyter, 2016) and The Construction of Discourse as Verbal Interaction (Benjamins, 2018), as well as\u00a0<\/em>EPSS Multimedia Lab<\/em><\/a>,\u00a0<\/em>English Pronunciation for Speakers of Spanish: A Practical Course Toolkit<\/em><\/a>. <\/em><\/h5>\n
For further details, visit:\u00a0<\/em>https:\/\/investigacion.usc.gal\/investigadores\/59176\/detalle<\/em><\/a><\/h5>\n

[\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Dr_JoseCarlos_Lopez200.jpg\u00bb alt=\u00bbDr_JoseCarlos_Lopez\u00bb title_text=\u00bbDr_JoseCarlos_Lopez200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr Jos\u00e9 Carlos L\u00f3pez Ardao<\/strong><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

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Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> es doctor Ingeniero de Telecomunicaci\u00f3n y Profesor Titular de Universidad en la Escuela de Ingenier\u00eda de Telecomunicaci\u00f3n de la Universidad de Vigo. Su campo de investigaci\u00f3n estuvo siempre relacionado con las redes de ordenadores, en el que tiene escrito numerosos trabajos de investigaci\u00f3n en revistas de prestigio internacional. Pero en los \u00faltimos 12 a\u00f1os empez\u00f3 a trabajar e investigar y publicar trabajos tambi\u00e9n en el \u00e1mbito de la innovaci\u00f3n educativa y, de manera m\u00e1s concreta, en la aplicaci\u00f3n de las redes sociales, la gamificaci\u00f3n y el modelo de aula invertida en la docencia. Por otra parte, ha impartido, e imparte en la actualidad, numerosos cursos de formaci\u00f3n a profesorado en los citados \u00e1mbitos.<\/em><\/h5>\n
Web: <\/em>https:\/\/netlab.det.uvigo.es\/jardao<\/em><\/a><\/h5>\n

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 <\/p>\n

Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> holds a PhD in Telecommunications Engineering and tenured lecturer at the School of Telecommunications Engineering of the University of Vigo. His field of research has always been related to computer networks, in which he has written numerous research papers in prestigious international journals. But in the last 12 years he started to work and research and publish papers also in the field of educational innovation and, more specifically, in the application of social networks, gamification and the flipped classroom model in teaching. On the other hand, he has taught, and currently teaches, numerous teacher training courses in the aforementioned areas.<\/em><\/h5>\n
Web: https:\/\/netlab.det.uvigo.es\/jardao<\/a><\/h5>\n

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Dr Alfonso Lago Ferreiro<\/strong><\/p>\n

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Dr Jos\u00e9 Carlos L\u00f3pez Ardao<\/strong><\/p>\n

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Innovaci\u00f3n tecnol\u00f3gica en la ense\u00f1anza de la fon\u00e9tica inglesa: Herramientas para la precisi\u00f3ny la fluidez <\/strong><\/em><\/p>\n

Technological innovation in the teaching of English phonetics: Tools for pronunciation accuracy and fluency<\/strong><\/em><\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_2,1_2″ disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb-21px|auto||auto||\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Innovaci\u00f3n tecnol\u00f3gica en la ense\u00f1anza de la fon\u00e9tica inglesa: Herramientas para la precisi\u00f3ny la fluidez <\/strong><\/p>\n

e-SoundWay es una nueva aplicaci\u00f3n multiplataforma que proporciona materiales audiovisuales adecuados y relevantes para el e-learning y el m-learning, caracterizados por: aprendizaje adaptativo; microlearning; aprendizaje multimedia y aprendizaje amigable a trav\u00e9s de los juegos serios. Articula los contenidos fon\u00e9ticos en 12 tipos de pruebas o retos concebidos como minijuegos multimedia y multisensoriales para practicar los sonidos del ingl\u00e9s en la secuencia hablada, mapeando est\u00edmulos audiovisuales con textos con el fin de mejorar las capacidades fon\u00e9ticas perceptivas, productivas y de transcripci\u00f3n de las\/de los jugadoras\/res, y simult\u00e1neamente adquirir conocimientos socio-hist\u00f3ricos y geogr\u00e1ficos relativos al Camino de Santiago.<\/p>\n

Los guiones escritos se idearon adaptados al microaprendizaje, de modo que la in-formaci\u00f3n se presenta en peque\u00f1os trozos o \u00abp\u00edldoras\u00bb de entrenamiento fon\u00e9tico y de pronunciaci\u00f3n, que est\u00e1n orientadas a objetivos y se adaptan mejor a los entornos de aprendizaje en l\u00ednea.<\/p>\n

e-ProFun es una plataforma Web dise\u00f1ada y desarrollada espec\u00edficamente con el objetivo mejorar la pronunciaci\u00f3n del ingl\u00e9s en el alumnado de primaria, dentro y fuera del aula.<\/p>\n

La herramienta implementa un itinerario did\u00e1ctico dise\u00f1ado por pedagogos y expertos en fon\u00e9tica de la lengua inglesa de forma espec\u00edfica para el alumnado de primaria. El itinerario incluye ejercicios para trabajar las distintas competencias: Listening, Writing y Speaking.<\/p>\n

En la parte tecnol\u00f3gica cabe destacar el uso de tecnolog\u00edas basadas en IA para la generaci\u00f3n autom\u00e1tica de ejercicios, as\u00ed como el dise\u00f1o y desarrollo de un sofisticado algoritmo para evaluar la precisi\u00f3n de la pronunciaci\u00f3n.<\/p>\n

Este algoritmo integra una tecnolog\u00eda de c\u00f3digo abierto Speech-to-Text (STT) para evaluar la inteligibilidad del habla (nivel de acierto en la detecci\u00f3n de palabras pronunciadas) junto con el algoritmo Goodness of Pronunciation (GOP) (Kanters et al., 2009) y la reconstrucci\u00f3n fon\u00e9tica del habla a nivel de palabras, lo que permite proporcionar informaci\u00f3n detallada y procesable sobre los errores de pronunciaci\u00f3n, y realizar una evaluaci\u00f3n precisa adicional de la pronunciaci\u00f3n a nivel fon\u00e9tico.<\/p>\n

Otra caracter\u00edstica de la plataforma es el uso de la gamificaci\u00f3n mediante distintos elementos como puntos, niveles, contenidos desbloqueable, r\u00e1nkings, etc., bas\u00e1ndose en la arquitectura APAR (L\u00f3pez-Ardao, Jos\u00e9 C. et al., 2024).<\/p>\n

Referencias<\/strong><\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Lago Ferreiro, A. 2024. Computer-Assited Pronunciation Training (CAPT):An empirical evaluation of EPSS Multimedia Lab. Language Lerarning & Technology 28.<\/p>\n

Carlos Vaz de Carvalho and Antonio Coelho. Game-Based Learning, Gamification in Education and Serious Games. Computers <\/em>2022, 11 (3), 36.<\/p>\n

Lago Ferreiro, Alfonso; G\u00f3mez Gonz\u00e1lez, Mar\u00eda de los \u00c1ngeles; Fragueiro Agrelo, \u00c4nxel; Llamas Nistal, Mart\u00edn. Mulit-platform application for learning English phonetics: Serious Game. In porceedings of XV Technologies Applied to Electronics Teaching Conference, Teruel, Spain, 29 June \u2013 1 July 2022.<\/p>\n

Kanters, Sandra; Cucchiarini, Catia; Strik, Helmer (2009). The Goodness of Pronunciation Algorithm: a Detailed Performance Study. Speech and Language Technology in Education (SLaTE2009). Warwickshire, UK, September 3-5, 2009. https:\/\/www.isca-archive.org\/slate_2009\/kanters09_slate.pdf<\/a>.<\/p>\n

L\u00f3pez-Ardao, Jos\u00e9 C. et al. (2024). APAR: A Structural Design and Guidance Framework for Gamification in Education. Preprint. https:\/\/doi.org\/10.2139\/ssrn.4866540.<\/a><\/p>\n

Obiol Monteagudo, Jos\u00e9 A, (2025). Design and development of a Pronunciation assessment tool for Spanish-speaking children. Master\u2019s Thesis presented to the Telecommunications Engineering School. Vigo, 2025.<\/p>\n

 <\/p>\n

\n
\u00a0<\/h5>\n
Alfonso Lago Ferreiro<\/em><\/strong> se licenci\u00f3 en Ciencias F\u00edsicas por la Universidad de Santiago de Compostela (USC), Espa\u00f1a, en 1988, y se doctor\u00f3 en Ingenier\u00eda Industrial por la Universidad de Vigo (UVIGO, Espa\u00f1a, en 1994. Es profesor titular de universidad de la UVIGO, Espa\u00f1a, desde 1995.\u00a0 Alfonso Lago Ferreiro es miembro senior del IEEE (Institute of Electrical and Electronics Engineers). Actualmente ocupa el cargo de Director de \u00c1rea de Estudios de Grado de la UVIGO y miembro del Panel de Expertos para la acreditaci\u00f3n de los t\u00edtulos universitarios oficiales de Grado y M\u00e1ster de la Agencia Nacional de Evaluaci\u00f3n de la Calidad y Acreditaci\u00f3n (ANECA). Sus principales temas de inter\u00e9s son las fuentes de alimentaci\u00f3n conmutadas, el control aplicado a los convertidores de potencia y la innovaci\u00f3n educativa. En este \u00faltimo tema, ha contribuido al dise\u00f1o y desarrollo de un laboratorio remoto de electr\u00f3nica de potencia para el control por software de convertidores DC-DC y de herramientas para el b-learning que permiten emular y probar el funcionamiento de estos convertidores. Los resultados de estos trabajos han sido difundidos en diversos congresos nacionales e internacionales y ha publicado un libro y dos cap\u00edtulos de libro. Adem\u00e1s, ha sido coeditor del libro \u00abTICs Aplicadas para el aprendizaje de la Ingenier\u00eda\u00bb (TICAI) 2016-2017. (<\/em>http:\/\/romulo.det.uvigo.es\/ticai\/<\/em><\/a>) (espa\u00f1ol y portugu\u00e9s). <\/em><\/h5>\n
Para m\u00e1s detalles, <\/em>https:\/\/independent.academia.edu\/AlfonsoLago<\/em><\/a><\/h5>\n
Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> es doctor Ingeniero de Telecomunicaci\u00f3n y Profesor Titular de Universidad en la Escuela de Ingenier\u00eda de Telecomunicaci\u00f3n de la Universidad de Vigo. Su campo de investigaci\u00f3n estuvo siempre relacionado con las redes de ordenadores, en el que tiene escrito numerosos trabajos de investigaci\u00f3n en revistas de prestigio internacional. Pero en los \u00faltimos 12 a\u00f1os empez\u00f3 a trabajar e investigar y publicar trabajos tambi\u00e9n en el \u00e1mbito de la innovaci\u00f3n educativa y, de manera m\u00e1s concreta, en la aplicaci\u00f3n de las redes sociales, la gamificaci\u00f3n y el modelo de aula invertida en la docencia. Por otra parte, ha impartido, e imparte en la actualidad, numerosos cursos de formaci\u00f3n a profesorado en los citados \u00e1mbitos.<\/em><\/h5>\n
Web: <\/em>https:\/\/netlab.det.uvigo.es\/jardao<\/em><\/a><\/h5>\n

<\/em><\/p>\n

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Technological innovation in the teaching of English phonetics: Tools for pronunciation accuracy and fluency<\/strong><\/p>\n

e-SoundWay is a new cross-platform application that provides suitable and relevant audiovisual materials for e-learning and m-learning, characterized by: adaptive learning; microlearning; multimedia learning; and friendly learning through serious games. e-SoundWay articulates phonetic contents in 12 types of tests or challenges conceived as multimedia and multisensory mini-games to practice English sounds in the spoken sequence, mapping audiovisual stimuli with texts in order to improve the players’ phonetic perceptual, productive and transcription skills, and simultaneously acquire socio-historical and geographical knowledge related to the Camino de Santiago.<\/p>\n

The written scripts were designed to be adapted to microlearning, so that the information is presented in small chunks or \u201cpills\u201d of phonetic and pronunciation training, which are goal-oriented and best suited to online learning environments.<\/p>\n

e-ProFun is a Web platform designed and developed specifically with the objective of improving English pronunciation for primary school students, both in and out of the classroom.<\/p>\n

The tool implements a didactic itinerary designed by pedagogues and experts in English phonetics specifically for primary school students. The itinerary includes exercises to work on the different skills: Listening, Writing and Speaking.<\/p>\n

On the technological side, it is worth mentioning the use of AI-based technologies for the automatic generation of exercises, as well as the design and development of a sophisticated algorithm to evaluate pronunciation accuracy.<\/p>\n

This algorithm integrates an open source Speech-to-Text (STT) technology to assess speech intelligibility (level of accuracy in detecting pronounced words) together with the Goodness of Pronunciation (GOP) algorithm (Kanters et al., 2009) and the phonetic reconstruction of speech at the word level, which allows providing detailed and actionable information about pronunciation errors, and performing additional accurate pronunciation assessment at the phonetic level.<\/p>\n

Another feature of the platform is the use of gamification through different elements such as points, levels, unlockable content, rankings, etc., based on the APAR architecture (L\u00f3pez-Ardao, Jos\u00e9 C. et al., 2024).<\/p>\n

References<\/strong><\/p>\n

G\u00f3mez Gonz\u00e1lez, M. \u00c1., & Lago Ferreiro, A. 2024. Computer-Assited Pronunciation Training (CAPT):An empirical evaluation of EPSS Multimedia Lab. Language Lerarning & Technology 28.<\/p>\n

Carlos Vaz de Carvalho and Antonio Coelho. Game-Based Learning, Gamification in Education and Serious Games. Computers <\/em>2022, 11 (3), 36.<\/p>\n

Lago Ferreiro, Alfonso; G\u00f3mez Gonz\u00e1lez, Mar\u00eda de los \u00c1ngeles; Fragueiro Agrelo, \u00c4nxel; Llamas Nistal, Mart\u00edn. Mulit-platform application for learning English phonetics: Serious Game. In porceedings of XV Technologies Applied to Electronics Teaching Conference, Teruel, Spain, 29 June \u2013 1 July 2022.<\/p>\n

Kanters, Sandra; Cucchiarini, Catia; Strik, Helmer (2009). The Goodness of Pronunciation Algorithm: a Detailed Performance Study. Speech and Language Technology in Education (SLaTE2009). Warwickshire, UK, September 3-5, 2009. https:\/\/www.isca-archive.org\/slate_2009\/kanters09_slate.pdf<\/a>.<\/p>\n

L\u00f3pez-Ardao, Jos\u00e9 C. et al. (2024). APAR: A Structural Design and Guidance Framework for Gamification in Education. Preprint. https:\/\/doi.org\/10.2139\/ssrn.4866540.<\/a><\/p>\n

Obiol Monteagudo, Jos\u00e9 A, (2025). Design and development of a Pronunciation assessment tool for Spanish-speaking children. Master\u2019s Thesis presented to the Telecommunications Engineering School. Vigo, 2025.<\/p>\n

 <\/p>\n

\n

 <\/p>\n

Alfonso Lago Ferreiro<\/em><\/strong> received the M.Sc. in Physics from the University of Santiago de Compostela (USC), Spain in 1988, and the Ph.D. degree in Electrical Engineering from the University of Vigo (UVIGO), Spain in 1994. He is an Associate Professor at the UVIGO, Spain, since 1995.\u00a0 Alfonso Lago Ferreiro is an IEEE Senior Member (Institute of Electrical and Electronics Engineers). He currently holds the position of Head of Degree Studies Area at the UVIGO and member of the Panel of Experts for the accreditation of the official university degrees of Bachelor’s and Master’s Degrees of the National Quality Assessment and Accreditation Agency (ANECA). His main topics of interest are switching mode power supplies, control applied to power converters and educational innovation. In the last topic, he has contributed to the design and development of a remote power electronics laboratory for software control of DC-DC converters and tools for b-learning that allow to emulate and test the operation of these converters. The results of these work have been disseminated at various national and international conferences and he has published a book and two book chapters. <\/em>Also, he was co-editor of the book \u201cTICs Aplicadas para el aprendizaje de la Ingenier\u00eda\u201d (TICAI) 2016-2017. (<\/em>http:\/\/romulo.det.uvigo.es\/ticai\/<\/em><\/a>) \u00a0(Spanish and Portuguese). <\/em><\/h5>\n
\u00a0Website: <\/em>https:\/\/independent.academia.edu\/AlfonsoLago<\/em><\/a>\u00a0<\/h5>\n
Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> holds a PhD in Telecommunications Engineering and tenured lecturer at the School of Telecommunications Engineering of the University of Vigo. His field of research has always been related to computer networks, in which he has written numerous research papers in prestigious international journals. But in the last 12 years he started to work and research and publish papers also in the field of educational innovation and, more specifically, in the application of social networks, gamification and the flipped classroom model in teaching. On the other hand, he has taught, and currently teaches, numerous teacher training courses in the aforementioned areas.<\/em><\/h5>\n
Web: https:\/\/netlab.det.uvigo.es\/jardao<\/a><\/h5>\n
<\/em><\/a><\/h5>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_divider disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ disabled_on=\u00bbon|on|on\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb disabled=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2024\/12\/jr-calvo-scaled-e1734556637780.jpg\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbjr calvo\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr Jos\u00e9 Ram\u00f3n Calvo-Ferrer<\/strong><\/em><\/strong><\/p>\n

La ense\u00f1anza de la lengua inglesa a trav\u00e9s de nuevas tecnolog\u00edas, gamificaci\u00f3n y aprendizaje basado en videojuegos<\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Teaching English through New Technologies, Gamification, and Game-Based Learning<\/strong><\/h5>\n

Language teaching has undergone substantial evolution from its initial frameworks. The integration of computers into language learning marked the advent of Computer Assisted Language Learning (CALL) (Butler-Pascoe, 2011) and later progressed to communicative CALL, where language programmes emphasised the development of skills such as listening, reading, and writing. With the rise of the internet, language learning shifted towards multimedia-based models using task-based and project-based learning (Rasti-Behbahani & Shahbazi, 2020), also known as integrative CALL (Calvo-Ferrer et al., 2016). Moreover, mobile phones and tablets have facilitated Mobile Application Language Learning, enabling more ubiquitous learning modalities (Malliet & de Meyer, 2005). This transition across methods and approaches has led to the development of new teaching models, increasingly incorporating game-based tools and methodologies, including video games and serious games. Video games, in particular, have sparked interest among researchers and educators seeking to bring playful elements into language teaching and learning. A growing body of research highlights the positive effects of video games on motivation and learning outcomes in foreign language contexts (Calvo-Ferrer, 2017, 2023; Ebrahimzadeh & Alavi, 2017; Erhel & Jamet, 2013), advocating for games that provide students with meaningful contexts in which to practise language skills in an engaging way (Chiu et al., 2012; Hainey et al., 2016; Zeng et al., 2020). This presentation aims to examine students\u2019 training needs in English language skills from a competence-based perspective. It will provide an overview of the evolution of educational technologies as applied to foreign language learning processes, with a particular focus on mainstream video games and serious games, and explore how gamification principles can enhance language competence. Specific examples, such as The<\/em> Conference Interpreter<\/em>, Subtitle Legends<\/em>, and The Woods<\/em>, will be analysed, showcasing various research findings on the efficacy of these tools in language education.<\/p>\n

Keywords:<\/strong> autonomous learning, generative AI, language acquisition, digital tools, self-directed practice<\/p>\n

\u00a0<\/strong><\/p>\n

References:<\/strong><\/p>\n

Butler-Pascoe, M. E. (2011). The History of CALL. International Journal of Computer-Assisted Language Learning and Teaching<\/em>, 1<\/em>(1), 16\u201332. https:\/\/doi.org\/10.4018\/ijcallt.2011010102<\/span><\/p>\n

Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology<\/em>, 48<\/em>(2), 264\u2013278. https:\/\/doi.org\/10.1111\/bjet.12387<\/span><\/p>\n

Calvo-Ferrer, J. R. (2023). <\/span>Videojuegos para el desarrollo de la competencia traductora en el Espacio Europeo de Educaci\u00f3n Superior<\/em>. Tirant Lo Blanch.<\/span><\/p>\n

Calvo-Ferrer, J. R., Melchor-Couto, S., & Jauregi, K. (2016). Multimodality in CALL. ReCALL<\/em>, 28<\/em>(3), 247\u2013252. https:\/\/doi.org\/10.1017\/S0958344016000136<\/span><\/p>\n

Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology<\/em>, 43<\/em>(4), 104\u2013107. https:\/\/doi.org\/10.1111\/j.1467-8535.2012.01295.x<\/span><\/p>\n

Ebrahimzadeh, M., & Alavi, S. (2017). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners\u2019 Motivation. International Journal of Applied Linguistics and English Literature<\/em>, 6<\/em>(4), 52\u201362. https:\/\/doi.org\/10.7575\/AIAC.IJALEL.V.6N.4P.52<\/span><\/p>\n

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education<\/em>, 67<\/em>, 156\u2013167. https:\/\/doi.org\/10.1016\/j.compedu.2013.02.019<\/span><\/p>\n

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education<\/em>, 102<\/em>. https:\/\/doi.org\/10.1016\/j.compedu.2016.09.001<\/span><\/p>\n

Malliet, S., & de Meyer, G. (2005). The History of the Video Game. In J. Raessens & J. Golsdtein (Eds.), Handbook of Computer Game Studies<\/em> (pp. 23\u201345). The MIT Press.<\/span><\/p>\n

Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning<\/em>. https:\/\/doi.org\/10.1080\/09588221.2020.1846567<\/span><\/p>\n

Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies<\/em>, 2<\/em>(2), 186\u2013195. https:\/\/doi.org\/10.1002\/HBE2.188<\/span><\/p>\n

<\/span><\/p>\n

\n

Jos\u00e9 Ram\u00f3n Calvo-Ferrer <\/strong>holds a PhD in Translation and Interpreting from the University of Alicante, Spain, where he has taught various modules on Translation, English, and teacher training since 2008. His research interests focus on ICT in general and video games in particular for second language learning and translator training. He has published widely on the topics of video games, translation, and second language acquisition and is a Visiting Lecturer at the Department of Language and Linguistics at the University of Essex, where he delivers lectures and workshops on video games and translation.<\/em><\/p>\n

<\/em><\/a><\/h5>\n

[\/et_pb_toggle][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

La ense\u00f1anza de la lengua inglesa a trav\u00e9s de nuevas tecnolog\u00edas, gamificaci\u00f3n y aprendizaje basado en videojuegos<\/strong><\/strong><\/h5>\n

La ense\u00f1anza de lenguas ha experimentado una enorme evoluci\u00f3n desde sus postulados iniciales hasta la actualidad. La expansi\u00f3n y utilizaci\u00f3n de los ordenadores en el aprendizaje de lenguas dio lugar al Computer Assisted Language Learning<\/em> (Butler-Pascoe, 2011) y, posteriormente, al communicative CALL<\/em> y a programas de aprendizaje de lenguas encaminados al desarrollo y refuerzo de varias destrezas, especialmente el listening<\/em>, reading<\/em> y writing<\/em>. Con el auge de Internet, el aprendizaje de lenguas se orient\u00f3 hacia un modelo basado en lo multimedia mediante tareas o tasks<\/em> y el aprendizaje basado en proyectos (Rasti-Behbahani & Shahbazi, 2020), conocido como integrative CALL (Calvo-Ferrer et al., 2016), as\u00ed como, gracias a tel\u00e9fonos m\u00f3viles y tablets, hacia modalidades de aprendizaje ubicuo englobadas en el denominado Mobile Application Language Learning<\/em> (Malliet & de Meyer, 2005). El resultado de esta transici\u00f3n de m\u00e9todos y enfoques se evidencia en nuevos modelos de ense\u00f1anza y en la difusi\u00f3n creciente de nuevas herramientas y metodolog\u00edas basadas en el juego, tales como videojuegos y juegos serios. En l\u00ednea con ello, los videojuegos han despertado el inter\u00e9s de numerosos investigadores y educadores, en un intento de dotar a la docencia y la formaci\u00f3n de sus caracter\u00edsticas l\u00fadicas. Numerosos estudios han puesto de relieve adem\u00e1s el efecto positivo de los videojuegos en la motivaci\u00f3n y en los resultados de aprendizaje en el \u00e1mbito de lenguas extranjeras (Calvo-Ferrer, 2017, 2023; Ebrahimzadeh & Alavi, 2017; Erhel & Jamet, 2013), abogando por el desarrollo de juegos que ofrezcan al alumnado contextos en los que poder poner en pr\u00e1ctica destrezas ling\u00fc\u00edsticas de forma motivadora y significativa (Chiu et al., 2012; Hainey et al., 2016; Zeng et al., 2020). En l\u00ednea con todo ello, esta presentaci\u00f3n pretende analizar las necesidades formativas del alumnado en materia ling\u00fc\u00edstica desde una perspectiva competencial, as\u00ed como ofrecer una visi\u00f3n de la evoluci\u00f3n de las distintas tecnolog\u00edas educativas en relaci\u00f3n con los procesos de ense\u00f1anza-aprendizaje de lenguas extranjeras, haciendo especial hincapi\u00e9 en videojuegos convencionales y juegos serios y, por similitud, observando el modo en que los distintos principios de la gamificaci\u00f3n pueden contribuir a la mejora de esta destreza, analizando videojuegos como The Conference Interpreter<\/em>, Subtitle Legends<\/em> y The Woods<\/em>, y mostrando distintos resultados alcanzados en materia investigadora.<\/p>\n

Referencias:<\/strong><\/p>\n

Butler-Pascoe, M. E. (2011). The History of CALL. International Journal of Computer-Assisted Language Learning and Teaching<\/em>, 1<\/em>(1), 16\u201332. https:\/\/doi.org\/10.4018\/ijcallt.2011010102<\/span><\/p>\n

Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology<\/em>, 48<\/em>(2), 264\u2013278. https:\/\/doi.org\/10.1111\/bjet.12387<\/span><\/p>\n

Calvo-Ferrer, J. R. (2023). Videojuegos para el desarrollo de la competencia traductora en el Espacio Europeo de Educaci\u00f3n Superior<\/em>. Tirant Lo Blanch.<\/span><\/p>\n

Calvo-Ferrer, J. R., Melchor-Couto, S., & Jauregi, K. (2016). Multimodality in CALL. ReCALL<\/em>, 28<\/em>(3), 247\u2013252. https:\/\/doi.org\/10.1017\/S0958344016000136<\/span><\/p>\n

Chiu, Y. H., Kao, C. W., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology<\/em>, 43<\/em>(4), 104\u2013107. https:\/\/doi.org\/10.1111\/j.1467-8535.2012.01295.x<\/span><\/p>\n

Ebrahimzadeh, M., & Alavi, S. (2017). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners\u2019 Motivation. International Journal of Applied Linguistics and English Literature<\/em>, 6<\/em>(4), 52\u201362. https:\/\/doi.org\/10.7575\/AIAC.IJALEL.V.6N.4P.52<\/span><\/p>\n

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education<\/em>, 67<\/em>, 156\u2013167. https:\/\/doi.org\/10.1016\/j.compedu.2013.02.019<\/span><\/p>\n

Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education<\/em>, 102<\/em>. https:\/\/doi.org\/10.1016\/j.compedu.2016.09.001<\/span><\/p>\n

Malliet, S., & de Meyer, G. (2005). The History of the Video Game. In J. Raessens & J. Golsdtein (Eds.), Handbook of Computer Game Studies<\/em> (pp. 23\u201345). The MIT Press.<\/span><\/p>\n

Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning<\/em>. https:\/\/doi.org\/10.1080\/09588221.2020.1846567<\/span><\/p>\n

Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies<\/em>, 2<\/em>(2), 186\u2013195. https:\/\/doi.org\/10.1002\/HBE2.188<\/span><\/p>\n

\n

Jos\u00e9 Ram\u00f3n Calvo-Ferrer <\/em><\/strong>es Doctor en Traducci\u00f3n e Interpretaci\u00f3n por la Universidad de Alicante, en cuyo Departamento de Filolog\u00eda Inglesa imparte docencia desde 2008. Su investigaci\u00f3n se centra en el uso de las nuevas tecnolog\u00edas en general y los videojuegos en particular para el aprendizaje de lenguas extranjeras y la formaci\u00f3n de traductores e int\u00e9rpretes. Ha publicado sobre videojuegos, traducci\u00f3n y ense\u00f1anza de lenguas en distintas revistas especializadas (British Journal of Educational Technology, ReCALL, etc.) y es profesor visitante de la universidad de Essex, donde imparte charlas sobre lengua, traducci\u00f3n y videojuegos.<\/em><\/p>\n

[\/et_pb_toggle][\/et_pb_column][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2024\/12\/jrbelda-M-e1734557527103.png\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbjrbelda-M\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Prof. Jose Belda-Medina<\/strong><\/em><\/strong><\/p>\n

La IA generativa en la educaci\u00f3n: el desarrollo de las habilidades tecnol\u00f3gicas y pedag\u00f3gicas del profesorado<\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Generative AI in Education: Enhancing Teachers’ Technological and Pedagogical Skills<\/strong><\/h5>\n

\u00a0This presentation is designed to equip educators with the technological skills and pedagogical insights needed to integrate generative AI tools effectively in the classroom. Generative AI applications like ChatGPT, Tome, Curipod, and Almanack offer innovative ways to engage students\u2014from creating interactive content and simulating conversations to providing personalized feedback\u2014transforming traditional educational dynamics (Pack & Maloney, 2023). Recent studies demonstrate that these tools can support core language skills, including speaking, listening, reading, and writing, thus allowing teachers to adapt instruction to diverse learner needs (Creely, 2024; Law, 2024). However, integrating AI also presents challenges; balancing AI with conventional teaching practices, ensuring data privacy, and fostering ethical AI use are essential to realizing the full potential of these technologies in the classroom. Through hands-on activities, educators will engage with various AI tools, exploring different applications for assessment and providing focused feedback on grammar, coherence, and vocabulary without replacing essential teacher input. The session will also cover best practices for prompt formulation and lesson planning that personalize learning. Ultimately, the workshop aims to help educators build a practical toolkit, empowering them to create adaptive, inclusive, and engaging learning environments.<\/p>\n

Keywords:<\/strong> autonomous learning, generative AI, language acquisition, digital tools, self-directed practice<\/p>\n

\u00a0<\/strong><\/p>\n

References<\/strong><\/p>\n

Pack, A., & Maloney, J. (2023). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2), 4-24.<\/p>\n

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 100174.<\/p>\n

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education.<\/p>\n

Tang, Z., & Zhang, Y. (2023). Application of Generative Artificial Intelligence in English Education: Taking ChatGPT System as an Example, 42-46. doi:10.1109\/ICET59358.2023.10424297<\/p>\n

 <\/p>\n

<\/span><\/p>\n

\n

Jose Belda-Medina<\/strong> is a Senior Lecturer at the University of Alicante (Spain), where he has taught Applied Linguistics for over 25 years. His research spans Applied Linguistics, Computer-Assisted Language Learning (CALL), and Technology-Enhanced Language Learning (TELL), with numerous publications. Since 2021, he has led the DIGITAL LANGUAGE LEARNING (DL2) research group, focusing on the integration of generative AI, chatbots, and Augmented Reality (AR) in education to enhance teachers’ technological and pedagogical skills. His work emphasizes innovative, adaptive, and mobile-assisted language learning environments driven by AI.<\/em><\/p>\n

Website<\/strong>: https:\/\/tinyurl.com\/JoseBeldaMedina<\/a><\/p>\n

ORCID<\/strong>: https:\/\/orcid.org\/0000-0003-0115-0417<\/a><\/p>\n

<\/em><\/a><\/h5>\n

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La IA generativa en la educaci\u00f3n: el desarrollo de las habilidades tecnol\u00f3gicas y pedag\u00f3gicas del profesorado<\/strong><\/strong><\/h5>\n

Esta presentaci\u00f3n est\u00e1 dise\u00f1ada para proporcionar a los docentes las competencias tecnol\u00f3gicas y los conocimientos pedag\u00f3gicos necesarios para integrar de manera efectiva herramientas de IA generativa en el aula. Numerosas aplicaciones de IA generativa, como ChatGPT, Tome, Curipod y Almanack, ofrecen actualmente formas innovadoras de involucrar al alumnado en el aprendizaje, desde la creaci\u00f3n de contenido interactivo y la simulaci\u00f3n de conversaciones hasta la personalizaci\u00f3n de la retroalimentaci\u00f3n, transformando as\u00ed los m\u00e9todos educativos tradicionales (Pack & Maloney, 2023). Varios estudios recientes demuestran que estas herramientas pueden apoyar las habilidades ling\u00fc\u00edsticas fundamentales, como la expresi\u00f3n oral, la comprensi\u00f3n auditiva, la lectura y la escritura, permitiendo a los docentes adaptar la ense\u00f1anza a las diversas necesidades de aprendizaje de los estudiantes (Creely, 2024; Law, 2024). No obstante, la integraci\u00f3n de la IA tambi\u00e9n presenta desaf\u00edos, como equilibrar su uso con las pr\u00e1cticas de ense\u00f1anza convencionales, asegurar la privacidad de los datos y fomentar un uso \u00e9tico en el aula. A trav\u00e9s de actividades pr\u00e1cticas, los educadores se familiarizar\u00e1n con diversas herramientas de IA, explorando diferentes aplicaciones para la evaluaci\u00f3n y proporcionando retroalimentaci\u00f3n sobre la correcci\u00f3n gramatical, la coherencia y el uso de vocabulario, sin que esto reemplace el an\u00e1lisis del docente. La sesi\u00f3n tambi\u00e9n abordar\u00e1 mejores pr\u00e1cticas para la formulaci\u00f3n de instrucciones y la planificaci\u00f3n de lecciones que personalicen el aprendizaje mediante IA. En \u00faltima instancia, el taller tiene como objetivo ayudar a los educadores a construir un conjunto de herramientas pr\u00e1cticas que les permita crear entornos de aprendizaje inspiradores, adaptativos e inclusivos.<\/p>\n

Referencias:<\/strong><\/p>\n

Pack, A., & Maloney, J. (2023). Potential affordances of generative AI in language education: Demonstrations and an evaluative framework. Teaching English with Technology, 23(2), 4-24.<\/p>\n

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 100174.<\/p>\n

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education.<\/p>\n

Tang, Z., & Zhang, Y. (2023). Application of Generative Artificial Intelligence in English Education: Taking ChatGPT System as an Example, 42-46. doi:10.1109\/ICET59358.2023.10424297<\/p>\n

 <\/p>\n

\n

Jose Belda-Medina<\/em><\/strong> es Profesor Titular en la Universidad de Alicante (Espa\u00f1a), donde ha ense\u00f1ado Ling\u00fc\u00edstica Aplicada durante m\u00e1s de 25 a\u00f1os. Su investigaci\u00f3n abarca la Ling\u00fc\u00edstica Aplicada, el Aprendizaje de Idiomas Asistido por Computadora (CALL) y el Aprendizaje de Idiomas Mediante Tecnolog\u00eda (TELL), con numerosas publicaciones. Desde 2021, lidera el grupo de investigaci\u00f3n DIGITAL LANGUAGE LEARNING (DL2), centrado en la integraci\u00f3n de IA generativa, los chatbots y la Realidad Aumentada (AR) en la educaci\u00f3n para mejorar las habilidades tecnol\u00f3gicas y pedag\u00f3gicas de los docentes. Su investigaci\u00f3n se centra en entornos de aprendizaje de idiomas innovadores, adaptativos y asistidos mediante el uso de la tecnolog\u00eda.<\/em><\/p>\n

Website<\/strong>: https:\/\/tinyurl.com\/JoseBeldaMedina<\/a><\/p>\n

ORCID<\/strong>: https:\/\/orcid.org\/0000-0003-0115-0417<\/a><\/p>\n

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Prof. Ciara Wigham<\/strong><\/em><\/strong><\/p>\n

Aprendizaje Digital de Lenguas para J\u00f3venes Estudiantes: el potencial transformador del intercambio virtual<\/strong><\/em><\/p>\n

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Digital Language Learning for Young Learners: the transformative potential of virtual exchange<\/strong><\/h5>\n

Ciara R. Wigham, Laboratoire ACT\u00e9, Universit\u00e9 Clermont Auvergne, France.<\/p>\n

Digital technologies are becoming an integral part of young learner L2 classrooms. Research highlights numerous benefits of digital language learning, including heightened learner motivation and emotional engagement, improved intercultural awareness and autonomy, and increased opportunities for authentic L2 use. While technology-mediated task-based language teaching (TMTBLT) may offer particular benefits for L2 acquisition, its adoption faces several barriers. On a practical level, these include insufficient teacher training and the limited availability of suitable teaching material – a gap that many collaborative initiatives have sought to bridge (European Commission, 2024). Additionally, a key factor hindering pedagogical innovation in this area is the lack of empirical evidence demonstrating the effectiveness of TMTBLT for young learners.<\/p>\n

After providing an overview of the field of Digital Language Learning for young learners, this paper will pay particular attention to initiatives and results from the RAVEL<\/a><\/span> and E-LIVE<\/a><\/span> projects that explored synchronous virtual exchange in the young learner L2 classroom. I will report on two initial studies (Whyte et al., 2022; Wigham & Clavel Arroitia, in press) that explored teachers\u2019 beliefs about L2 learning and teaching and their specific views of digital language learning and of virtual exchange. Combined with a systematic overview of research studies in digital language learning that focused on YL\u2019s oral production and interaction skills (Sacr\u00e9 et al., 2023), results from the aforementioned studies informed the co-design of tasks for synchronous virtual exchange (Calvez et al., 2022) that were subsequently implemented in young learner classrooms. I will then turn to research studies that analysed the task instantiations in relation to learner autonomy, learners\u2019 use of the target language (discourse), and teacher role (Wigham & Whyte, 2024a; 2024b).<\/p>\n

The presentation will conclude with a discussion of the transformative potential of virtual exchange within the field of digital language learning to address the evolving needs of culturally-diverse classrooms while equipping young learners with 21st-century communication skills to engage and interact in authentic contexts.<\/p>\n

References:<\/strong><\/p>\n

Calvez, M., Dhif, N., Duvivier, A., Lys, N., Papon, F., Pegoraro, S., Pileyre, M., Redondo, C., Rouby, C., Tissier, B., Whyte, S., Wigham, C. R., & Youn\u00e8s, N. (2022). GTnum RAVEL Sc\u00e9narios p\u00e9dagogiques. [https:\/\/zenodo.org\/record\/7441186<\/a><\/span>]<\/p>\n

E-LIVE (2024). Engaging Languages in Intercultural Virtual Exchange. [https:\/\/eliveproject.eu]<\/p>\n

European Commission (2024). Erasmus Plus projects. https:\/\/erasmus-plus.ec.europa.eu\/projects<\/a><\/span> Accessed 18\/10\/2024.<\/p>\n

RAVEL (2022). Ressources pour l\u2019apprentissage en classe virtuelle et l\u2019enseignement des langues. [https:\/\/acte.uca.fr\/productions-scientifiques\/operations-de-recherche\/ressources-pour-lapprentissage-en-classe-virtuelle-et-lenseignement-des-langues-gtnum-ravel<\/a>]<\/span><\/p>\n

Sacr\u00e9, M., Blanchard Rodrigues, C., Foucher, A.-L., Wigham C. R., Javourey-Drevet, L. (2023). La production orale en langue \u00e9trang\u00e8re avec les outils num\u00e9riques : une revue syst\u00e9matique des \u00e9tudes scientifiques conduites au niveau du primaire [https:\/\/zenodo.org\/record\/7509318<\/a>] <\/span><\/p>\n

Whyte, Wigham & Youn\u00e8s, N. (2022). Insights into Teacher Beliefs and Practice in Primary-School EFL in France. Languages<\/em>, 2022, 7 (3), pp.185. [10.3390\/languages7030185<\/a>]<\/span>.<\/p>\n

Wigham, C.R. & Clavel Arroitia, B. (in press). The training needs of primary and secondary in-service school teachers engaging in virtual exchange.<\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024a). Teacher role in synchronous oral interaction: Young learner telecollaboration. Language Learning & Technology, 28(1), 1\u201327. https:\/\/hdl.handle.net\/10125\/73599<\/a><\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024b). Sink or swim? Learner autonomy in synchronous oral telecollaboration from a task-based perspective. EuroCALL 2024<\/span><\/em>, Trnava University, Aug 2024, Trnava, Slovakia. [hal-04785111<\/a>]<\/span><\/p>\n

 <\/p>\n

<\/span><\/p>\n

\n

Ciara R. Wigham <\/strong>is a Senior Lecturer in English Language Teaching and Didactics at Universit\u00e9 Clermont Auvergne. Her research interests include multimodal pedagogical communication in online language learning, teacher education in computer-assisted language learning, and methodologies for structuring interactions from online learning situations into multimodal CMC corpora. She is a permanent member of the Act\u00e9 research laboratory Activit\u00e9, Connaissance, Transmission, Education).<\/em><\/p>\n

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Aprendizaje Digital de Lenguas para J\u00f3venes Estudiantes: el potencial transformador del intercambio virtual<\/strong><\/strong><\/h5>\n

Ciara R. Wigham, Laboratoire ACT\u00e9, Universit\u00e9 Clermont Auvergne, France.<\/p>\n

Las tecnolog\u00edas digitales se est\u00e1n convirtiendo en una parte integral de las aulas de L2 para j\u00f3venes estudiantes. La investigaci\u00f3n muestra numerosos beneficios del aprendizaje digital de lenguas, incluyendo mayor motivaci\u00f3n del alumno y de su compromiso emocional, la mejora de la conciencia intercultural y de la autonom\u00eda y mayores oportunidades para el uso de la L2 en contextos aut\u00e9nticos. Aunque Technology-Mediated Task-Based Language Teaching<\/em> (TMTBLT) puede ofrecer beneficios particulares para la adquisici\u00f3n de la L2, su utilizaci\u00f3n puede suponer dificultades. A nivel pr\u00e1ctico, estos obst\u00e1culos incluyen una formaci\u00f3n insuficiente del profesorado y la disponibilidad limitada de material did\u00e1ctico adecuado, una carencia que muchas iniciativas de colaboraci\u00f3n han intentado compensar (European Commission, 2024). Adem\u00e1s, un factor clave que obstaculiza la innovaci\u00f3n pedag\u00f3gica en este \u00e1mbito es la falta de pruebas emp\u00edricas que demuestren la eficacia de TMTBLT en los alumnos m\u00e1s j\u00f3venes.<\/p>\n

Tras proporcionar una visi\u00f3n general del campo del Aprendizaje Digital de Lenguas para j\u00f3venes estudiantes, esta comunicaci\u00f3n prestar\u00e1 especial atenci\u00f3n a las iniciativas y resultados de los proyectos RAVEL<\/a><\/span> y E-LIVE<\/a><\/span> que exploraron el intercambio virtual s\u00edncrono en el aula de L2 para j\u00f3venes estudiantes. Se mostrar\u00e1n dos estudios iniciales (Whyte et al.<\/em>, 2022; Wigham & Clavel Arroitia, in press) que exploraron las creencias de los profesores sobre el aprendizaje y la ense\u00f1anza de una L2 y sus puntos de vista espec\u00edficos sobre el aprendizaje digital de idiomas y el intercambio virtual. En combinaci\u00f3n con una visi\u00f3n sistem\u00e1tica de los estudios de investigaci\u00f3n en el aprendizaje digital de lenguas que se centraron en la producci\u00f3n oral y las habilidades de interacci\u00f3n de los j\u00f3venes estudiantes (Sacr\u00e9 et al., 2023), los resultados de los estudios mencionados ayudaron al co-dise\u00f1o de tareas para el intercambio virtual s\u00edncrono (Calvez et al., 2022) que posteriormente se implementaron en las aulas con j\u00f3venes estudiantes. A continuaci\u00f3n, se mostrar\u00e1n los estudios de investigaci\u00f3n que analizaron las instancias de la tarea en relaci\u00f3n con la autonom\u00eda del alumno, el uso de la lengua target<\/em> (objetivo) (discurso) y el papel del profesor (Wigham & Whyte, 2024a; 2024b).<\/p>\n

La presentaci\u00f3n concluir\u00e1 con una discusi\u00f3n del potencial transformador del intercambio virtual dentro del campo del aprendizaje digital de lenguas para abordar las necesidades cambiantes de aulas diversas culturalmente, a la misma vez que se trata de dotar a j\u00f3venes alumnos con las habilidades comunicativas del siglo XXI necesarias para participar e interactuar en contextos de habla aut\u00e9nticos.<\/p>\n

Referencias:<\/strong><\/p>\n

Calvez, M., Dhif, N., Duvivier, A., Lys, N., Papon, F., Pegoraro, S., Pileyre, M., Redondo, C., Rouby, C., Tissier, B., Whyte, S., Wigham, C. R., & Youn\u00e8s, N. (2022). GTnum RAVEL Sc\u00e9narios p\u00e9dagogiques. [https:\/\/zenodo.org\/record\/7441186<\/a><\/span>]<\/p>\n

E-LIVE (2024). Engaging Languages in Intercultural Virtual Exchange. [https:\/\/eliveproject.eu]<\/p>\n

European Commission (2024). Erasmus Plus projects. https:\/\/erasmus-plus.ec.europa.eu\/projects<\/a><\/span> Accessed 18\/10\/2024.<\/p>\n

RAVEL (2022). Ressources pour l\u2019apprentissage en classe virtuelle et l\u2019enseignement des langues. [https:\/\/acte.uca.fr\/productions-scientifiques\/operations-de-recherche\/ressources-pour-lapprentissage-en-classe-virtuelle-et-lenseignement-des-langues-gtnum-ravel<\/a>]<\/span><\/p>\n

Sacr\u00e9, M., Blanchard Rodrigues, C., Foucher, A.-L., Wigham C. R., Javourey-Drevet, L. (2023). La production orale en langue \u00e9trang\u00e8re avec les outils num\u00e9riques : une revue syst\u00e9matique des \u00e9tudes scientifiques conduites au niveau du primaire [https:\/\/zenodo.org\/record\/7509318<\/a>] <\/span><\/p>\n

Whyte, Wigham & Youn\u00e8s, N. (2022). Insights into Teacher Beliefs and Practice in Primary-School EFL in France. Languages<\/em>, 2022, 7 (3), pp.185. [10.3390\/languages7030185<\/a>]<\/span>.<\/p>\n

Wigham, C.R. & Clavel Arroitia, B. (in press). The training needs of primary and secondary in-service school teachers engaging in virtual exchange.<\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024a). Teacher role in synchronous oral interaction: Young learner telecollaboration. Language Learning & Technology, 28(1), 1\u201327. https:\/\/hdl.handle.net\/10125\/73599<\/a><\/span><\/p>\n

Wigham, C.R. & Whyte, S. (2024b). Sink or swim? Learner autonomy in synchronous oral telecollaboration from a task-based perspective. EuroCALL 2024<\/span><\/em>, Trnava University, Aug 2024, Trnava, Slovakia. [hal-04785111<\/a>]<\/span><\/p>\n

\n

Ciara R. Wigham<\/em><\/strong> es Profesora Titular de Ense\u00f1anza de Lengua Inglesa y Did\u00e1ctica en la Universit\u00e9 Clermont Auvergne. Sus intereses de investigaci\u00f3n incluyen la comunicaci\u00f3n pedag\u00f3gica multimodal en el aprendizaje online de lenguas, la formaci\u00f3n de profesores en Computer-Assisted Language Learning y las metodolog\u00edas para estructurar interacciones a partir de situaciones de aprendizaje online en corpus CMC multimodales. Es miembro permanente del laboratorio de investigaci\u00f3n Act\u00e9 (Activit\u00e9, Connaissance, Transmission, Education).<\/em>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_text disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Inteligencia Artificial para el desarrollo de la Comunicaci\u00f3n Humana: Escritura y Oralidad en
tiempos de IA<\/strong><\/h3>\n

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Dr Fernando Trujillo S\u00e1ez<\/strong><\/em><\/strong><\/p>\n

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Inteligencia Artificial para el desarrollo de la Comunicaci\u00f3n Humana: Escritura y Oralidad en tiempos de IA<\/strong><\/strong><\/h5>\n

El desarrollo de la comunicaci\u00f3n oral y escrita es un rasgo inherentemente humano, pero la Inteligencia Artificial ha venido a revolucionar su ense\u00f1anza y aprendizaje. Por este motivo, analizaremos cu\u00e1l puede ser el impacto de la Inteligencia Artificial en la adquisici\u00f3n de estas destrezas en procesos de aprendizaje de lenguas adicionales y c\u00f3mo podemos incorporarlas al aula de lenguas de la manera m\u00e1s eficaz posible.<\/p>\n

En la charla se presentar\u00e1n los resultados obtenidos por los estudiantes en ambas intervenciones y se debatir\u00e1n las implicaciones pedag\u00f3gicas y los retos que plantea el uso de tecnolog\u00eda punta en las aulas de idiomas de educaci\u00f3n primaria.<\/p>\n

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Fernando Trujillo S\u00e1ez <\/em><\/strong>es doctor en Filolog\u00eda Inglesa y profesor titular en el departamento de Did\u00e1ctica de la Lengua y la Literatura de la Universidad de Granada, donde imparte clases en la Facultad de Educaci\u00f3n, Econom\u00eda y Tecnolog\u00eda de Ceuta. Su trayectoria incluye cargos directivos universitarios y una destacada labor en investigaci\u00f3n educativa, especialmente en ense\u00f1anza de lenguas y tecnolog\u00eda educativa. Es codirector del M\u00e1ster en Promoci\u00f3n de la Salud y Salud Comunitaria, y participa en diversos m\u00e1steres relacionados con educaci\u00f3n y ense\u00f1anza de idiomas. Ha coordinado proyectos significativos como el \u00abMarco Global de la Competencia para Aprender y Educar en la Era Digital\u00bb para ProFuturo y el Pacto por una Granada Educadora. Actualmente dirige el grupo de investigaci\u00f3n \u00abConocimiento Abierto para la Acci\u00f3n Social\u00bb y es co-IP del Proyecto LEyLA sobre educaci\u00f3n infantil pluriling\u00fce. Es autor de varios libros y mantiene una presencia activa en redes sociales acad\u00e9micas y generalistas, con m\u00e1s de 40,000 seguidores en Twitter. Es socio fundador y asesor cient\u00edfico-tecnol\u00f3gico de Conecta13, spin-off de la Universidad de Granada<\/em>.<\/p>\n

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Artificial Intelligence for the Development of Human Communication: Writing and Orality in the Time of AI<\/strong><\/strong><\/h5>\n

The development of oral and written communication is an inherently human trait, but Artificial Intelligence has come to revolutionise its teaching and learning. For this reason, we will analyse what the impact of Artificial Intelligence can be on the acquisition of these skills in additional language learning processes and how we can incorporate them into the language classroom in the most effective way possible.<\/p>\n

The talk will present the results obtained by students in both interventions and discuss the pedagogical implications and challenges of using cutting-edge technology in primary language classrooms.<\/p>\n

\n

Fernando Trujillo S\u00e1ez <\/em><\/strong>holds a PhD in English Philology and is a tenured lecturer in the Department of Language and Literature Didactics at the University of Granada, where he teaches in the Faculty of Education, Economics and Technology in Ceuta. His career includes university management positions and outstanding work in educational research, especially in language teaching and educational technology. He is co-director of the Master’s Degree in Health Promotion and Community Health, and participates in various master’s degrees related to education and language teaching. He has coordinated significant projects such as the \u2018Global Competence Framework for Learning and Education in the Digital Age\u2019 for ProFuturo and the Pact for an Educating Granada. He currently leads the research group \u2018Open Knowledge for Social Action\u2019 and is co-IP of the LEyLA Project on multilingual early childhood education. He is the author of several books and maintains an active presence in academic and generalist social networks, with more than 40,000 followers on Twitter. He is a founding partner and scientific-technological advisor of Conecta13, a spin-off of the University of Granada<\/em>.<\/p>\n

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Experiencias en el uso de la Tecnolog\u00eda Educativa y aprendizaje de Ingl\u00e9s: tendencias en las aulas y
necesidades en la formaci\u00f3n del profesorado<\/strong><\/h3>\n

MESA REDONDA<\/strong> (Sal\u00f3n de Actos, Facultad de Filolog\u00eda, USC)<\/p>\n

Moderadora\/Moderator<\/strong><\/p>\n

Fernando Fraga Varela<\/p>\n

Ponentes \/ Speakers<\/strong><\/p>\n

Melania Baltasar Otero (CEIP Plurilingue Eloisa de Rivadulla)<\/p>\n

Arancha Pernas Temes (CEIP Pluriling\u00fce Abanqueiro de Boiro)<\/p>\n

Marco V\u00e9lez Barreiro, Prof. EOI de A Coru\u00f1a y Formador de Opositores en Educaci\u00f3n<\/p>\n

 <\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ disabled_on=\u00bboff|off|off\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2025\/02\/IMG_7237-e1739704760401.jpg\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbScreenshot\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Prof. Melania Baltasar Otero <\/strong><\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]Melania Baltasar Otero <\/em><\/strong>Melania Baltasar Otero es graduada en Educaci\u00f3n Primaria por la Universidad de Santiago de Compostela, obteniendo tambi\u00e9n en la citada universidad la menci\u00f3n de lengua extranjera inglesa. Actualmente ejerce como maestra de educaci\u00f3n primaria e ingl\u00e9s en el CEIP Pluriling\u00fce Elo\u00edsa Rivadulla (Chantada, Lugo), donde imparte docencia de lengua inglesa en 4\u00ba, 5\u00ba y 6\u00ba de educaci\u00f3n infantil y primer ciclo de educaci\u00f3n primaria, as\u00ed como asignaturas CLIL. Ha sido coordinadora de programas de innovaci\u00f3n educativa como los programas de auxiliares de conversaci\u00f3n o de centros pluriling\u00fces.
\nHa vivido en pa\u00edses de lengua inglesa como Canad\u00e1 o Escocia y ha participado en diversos programas como PIALE o Erasmus+ en diferentes pa\u00edses europeos.
\nImparte cursos de formaci\u00f3n para el profesorado de lengua inglesa en los centros de formaci\u00f3n de la Conseller\u00eda de Educaci\u00f3n y participa tambi\u00e9n como relatora en diversas jornadas educativas de la Conseller\u00eda de Educaci\u00f3n y de la Universidad Nacional de Educaci\u00f3n a Distancia (UNED).
\n.<\/em>[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Melania Baltasar Otero <\/strong> has a degree in Primary Education from the University of Santiago de Compostela, where she also obtained a degree in English as a foreign language. She currently works as a teacher of primary education and English at CEIP Pluriling\u00fce Elo\u00edsa Rivadulla (Chantada, Lugo), where she teaches English language in 4th, 5th and 6th grades of infant education and first cycle of primary education, as well as CLIL subjects. She has been the coordinator of educational innovation programmes such as conversation assistant programmes and multilingual centres.
\nShe has lived in English-speaking countries such as Canada and Scotland and has participated in various programmes such as PIALE and Erasmus+ in different European countries.
\nShe teaches training courses for English language teachers in the training centres of the Regional Ministry of Education and also participates as a speaker in various educational conferences of the Regional Ministry of Education and the National University of Distance Education (UNED). <\/em><\/p>\n

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Prof. Arancha Pernas Temes<\/strong><\/strong><\/em><\/p>\n

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Arancha Pernas Temes <\/em><\/strong>es graduada en Educaci\u00f3n Primaria con menci\u00f3n en ingl\u00e9s y trabaja en el CEIP Pluriling\u00fce Abanqueiro en Boiro. Tiene experiencia como maestra en la etapa de Primaria y adem\u00e1s es coordinadora del PFPP en su centro y miembro del equipo directivo.<\/em><\/p>\n

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Arancha Pernas Temes <\/strong>She holds a degree in Primary Education with a specialization in English and works at the CEIP Pluriling\u00fce Abanqueiro in Boiro. She has experience as a teacher in Primary Education and is also the coordinator of the PFPP at her school and a member of the management team.<\/em><\/p>\n

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Dr Marco V\u00e9lez Barreiro <\/strong><\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]Marco V\u00e9lez Barreiro <\/em><\/strong>es doctor en Filolog\u00eda Inglesa y profesor de franc\u00e9s en la Escuela Oficial de Idiomas de A Coru\u00f1a desde 2012. Inici\u00f3 su carrera docente como profesor interino en la Universidade da Coru\u00f1a en 2003 y, posteriormente, obtuvo plaza en Secundaria tanto en franc\u00e9s (2004) como en ingl\u00e9s (2006), as\u00ed como en EOI en 2007. Adem\u00e1s, fue vocal de tribunal de oposiciones de franc\u00e9s en dos ocasiones y preparador de oposiciones de ingl\u00e9s durante tres cursos consecutivos.<\/p>\n

Es socio fundador y director de Kiwaku SL, academia en l\u00ednea especializada en la preparaci\u00f3n de oposiciones educativas, por la que ya han pasado algo m\u00e1s de 600 alumnos de todas las CCAA desde 2017. En ella coordina adem\u00e1s el curso de programaci\u00f3n did\u00e1ctica. Su trayectoria en la formaci\u00f3n docente incluye colaboraciones con el CAFI y la red de CFRs de Galicia en la impartici\u00f3n de cursos sobre tecnolog\u00edas educativas desde 2009.<\/p>\n

Form\u00f3 parte del proyecto SBLENDID (2019-21) para el despliegue de la modalidad semipresencial en las EEOOII de Galicia y es miembro de un equipo dedicado a la elaboraci\u00f3n de materiales digitales para cursos semipresenciales de la EOI desde 2019. Apasionado por la creaci\u00f3n de contenidos educativos audiovisuales, ha coordinado numerosos grupos de trabajo sobre edici\u00f3n de v\u00eddeo y es responsable de los canales de YouTube \u00abLangactivit\u00e9\u00bb, dirigido a profesores de franc\u00e9s, y \u00abMisterTacEoi\u00bb, centrado en tecnolog\u00eda e innovaci\u00f3n educativa para docentes de Secundaria y EOI. Adem\u00e1s, ejerce como coordinador TIC en su departamento, promoviendo la integraci\u00f3n de las tecnolog\u00edas en la ense\u00f1anza de idiomas.
\n<\/em>[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Marco V\u00e9lez Barreiro<\/strong> holds a PhD in English Philology and has been a French teacher at the Official School of Languages of A Coru\u00f1a since 2012. He began his teaching career as an interim lecturer at the Universidade da Coru\u00f1a in 2003 and later obtained tenure in Secondary Education in both French (2004) and English (2006), as well as in the Official School of Languages in 2007. Additionally, he has served twice as a member of the French examination board for competitive teaching exams and worked as an English exam coach for three years.<\/p>\n

He is the CEO and director of Kiwaku SL, an online academy specializing in teacher certification exam preparation, which has trained over 600 students from all Spanish regions since 2017. He also coordinates the didactic programming course within the academy. His experience in teacher training includes collaborations with CAFI and the CFR network of Galicia, delivering courses on educational technology since 2009.<\/p>\n

He was part of the SBLENDID project (2019\u201321), aimed at implementing the blended-learning model in the Official Schools of Languages of Galicia, and has been a member of a team dedicated to developing digital materials for blended-learning courses since 2019. Passionate about audiovisual educational content creation, he has coordinated numerous working groups on video editing and manages the YouTube channels \u00abLangactivit\u00e9\u00bb, aimed at French teachers, and \u00abMisterTacEoi\u00bb, focused on technology and educational innovation for Secondary and Official Language School teachers. Additionally, he serves as the ICT coordinator in his department, promoting the integration of technology into language teaching.
\n<\/em><\/p>\n

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El curr\u00edculo y las pol\u00edticas educativas: Una reflexi\u00f3n cr\u00edtica sobre el Marco de competencias profesionales.<\/strong><\/h3>\n

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Carmen Rodr\u00edguez-Mart\u00ednez<\/strong><\/strong><\/em><\/p>\n

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<\/em><\/strong><\/h5>\n
El curr\u00edculo y las pol\u00edticas educativas: Una reflexi\u00f3n cr\u00edtica sobre el marco de competencias profesionales<\/strong><\/h5>\n

El curr\u00edculo es un proyecto cultural para la formaci\u00f3n del futuro de las j\u00f3venes generaciones, en el que vivamos mejor, m\u00e1s democr\u00e1tico y cercano a los problemas reales. El documento base del Ministerio es una propuesta curricular competencial organizada por disciplinas (MEFP, 2020, p.6 y 7), donde se definen \u201caprendizajes esenciales\u201d (Matem\u00e1ticas, Lectoescritura y Ciencias) que deben garantizar el conocimiento com\u00fan, sin que haya rupturas radicales con el modelo anterior. La concepci\u00f3n actual del curr\u00edculo de la LOMLOE (2020) contin\u00faa caracterizada por un modelo t\u00e9cnico del curr\u00edculo que separa el dise\u00f1o curricular de la pr\u00e1ctica escolar y de la autonom\u00eda del profesorado.<\/p>\n

El documento de Gotemburgo de la Comisi\u00f3n Europea (CE, 2017) plantea una agenda en Educaci\u00f3n y Formaci\u00f3n para dotar a las personas de las competencias que necesita el mercado laboral (MEFP, 2020, p.6 y 7) y son desarrolladas por la Uni\u00f3n Europea (CUE, 2018). Coinciden pr\u00e1cticamente con las competencias educativas espa\u00f1olas desarrolladas en el documento del Ministerio \u201cPerfil de salida del alumnado al t\u00e9rmino de la Educaci\u00f3n B\u00e1sica\u201d (MEFP, 2021a).<\/p>\n

Finalmente, el nuevo Dise\u00f1o Curricular destaca por los aprendizajes que tengan herramientas neutrales, donde se considera su valor de uso, no conocimientos con sentido y contextualizados. Como vemos los est\u00e1ndares de aprendizaje no desaparecen con la LOMLOE y ser\u00e1n sustituidos por los criterios de evaluaci\u00f3n, observables, medibles y evaluables; y estandarizados y comparables con las evaluaciones de diagn\u00f3stico y del sistema educativo (art. 143 y 144).<\/p>\n

Referencias<\/strong><\/p>\n

MEFP (2020). La reforma del curr\u00edculo en el marco de la LOMLOE. Documento base. Secretaria de Estado de Educaci\u00f3n. Ministerio de Educaci\u00f3n y Formaci\u00f3n Profesional <https:\/\/educagob.educacionyfp.gob.es\/curriculo\/debate-curriculo\/documentacion-debate.html>.<\/p>\n

Comisi\u00f3n Europea (2017). Comunicaci\u00f3n de la Comisi\u00f3n Europea al Parlamento Europeo, al Consejo, al Comit\u00e9 econ\u00f3mico y social Europeo y al Comit\u00e9 de las regiones. Reforzar la identidad Europea mediante la Educaci\u00f3n y la Cultura. https:\/\/www.educacionyfp.gob.es\/dam\/jcr:27c7ef30-be35-4862-8793-c3b4a75d407f\/strengthening-european-identity.pdf<\/a><\/p>\n

MEFP (2021a). Perfil de salida del alumnado al t\u00e9rmino de la educaci\u00f3n b\u00e1sica. Marco Curricular de la LOMLOE. Secretaria de Estado de Educaci\u00f3n. Ministerio de Educaci\u00f3n y Formaci\u00f3n Profesional <https:\/\/stecyl.net\/el-ministerio-hace-publica-la-propuesta-de-la-estructura-y-componentes-curriculares-para-la-elaboracion-de-las-ensenanzas-minimas-de-la-educacion-basica\/<\/a>><\/p>\n

Consejo de la Uni\u00f3n Europea (2018). <<Recomendaci\u00f3n del Consejo, de 22 de mayo de 2018, relativa a las competencias clave para el aprendizaje permanente>>. (OJ C, C\/189, 04.06.2018, p. 1, CELEX. <https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/?uri=CELEX:32018H0604(01)<\/a><\/p>\n

\n

Carmen Rodr\u00edguez-Mart\u00ednez <\/em><\/strong>Titular de Universidad. Universidad de M\u00e1laga (Espa\u00f1a). Sus l\u00edneas de investigaci\u00f3n se desarrollan en formaci\u00f3n del profesorado, pol\u00edticas educativas y g\u00e9nero. Ha ocupado cargos de directora general en la Consejer\u00eda de Educaci\u00f3n de la Junta de Andaluc\u00eda (2004-2008). Dirige el provecto Nacional (IP1): \u00abNuevas pol\u00edticas educativas y su impacto en la equidad. Trabaja en redes y proyectos con universidades de Europa y Latinoam\u00e9rica. (Grupo Clacso y Red Wera International Research Network). Pertenece al Foro de Sevilla: porotrapoliticaeducativa.org<\/a>.<\/em><\/p>\n

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Curriculum and Educational Policies: A Critical Reflection on the Framework of Professional Competences<\/strong><\/h5>\n

The curriculum is a cultural project aimed at shaping the future of younger generations, envisioning a better, more democratic society that is more attuned to real-world problems. The Ministry’s core document presents a competency-based curricular proposal organized by disciplines (MEFP, 2020, pp. 6\u20137), where \u201cessential learnings\u201d (Mathematics, Literacy, and Science) are defined as the foundation for common knowledge, without radically breaking from the previous model. The current conception of the LOMLOE (2020) curriculum remains characterized by a technical model that separates curriculum design from classroom practice and teacher autonomy.<\/p>\n

The Gothenburg document of the European Commission (EC, 2017) sets out an Education and Training agenda aimed at equipping individuals with the competences needed by the labor market (MEFP, 2020, pp. 6\u20137), which are further developed by the European Union (EU, 2018). These competences closely align with those outlined in the Spanish educational framework described in the Ministry’s document \u00abStudent Profile at the End of Basic Education\u00bb<\/em> (MEFP, 2021a).<\/p>\n

Finally, the new Curriculum Design emphasizes learning through neutral tools, focusing on their utility rather than on meaningful and contextualized knowledge. As we can see, learning standards do not disappear with the LOMLOE; instead, they are replaced by assessment criteria that are observable, measurable, and assessable\u2014standardized and comparable with both diagnostic and system-level educational assessments (Articles 143 and 144).<\/p>\n

References<\/strong><\/p>\n

MEFP (2020). La reforma del curr\u00edculo en el marco de la LOMLOE. Documento base. Secretaria de Estado de Educaci\u00f3n. Ministerio de Educaci\u00f3n y Formaci\u00f3n Profesional <https:\/\/educagob.educacionyfp.gob.es\/curriculo\/debate-curriculo\/documentacion-debate.html>.<\/p>\n

Comisi\u00f3n Europea (2017). Comunicaci\u00f3n de la Comisi\u00f3n Europea al Parlamento Europeo, al Consejo, al Comit\u00e9 econ\u00f3mico y social Europeo y al Comit\u00e9 de las regiones. Reforzar la identidad Europea mediante la Educaci\u00f3n y la Cultura. https:\/\/www.educacionyfp.gob.es\/dam\/jcr:27c7ef30-be35-4862-8793-c3b4a75d407f\/strengthening-european-identity.pdf<\/a><\/p>\n

MEFP (2021a). Perfil de salida del alumnado al t\u00e9rmino de la educaci\u00f3n b\u00e1sica. Marco Curricular de la LOMLOE. Secretaria de Estado de Educaci\u00f3n. Ministerio de Educaci\u00f3n y Formaci\u00f3n Profesional <https:\/\/stecyl.net\/el-ministerio-hace-publica-la-propuesta-de-la-estructura-y-componentes-curriculares-para-la-elaboracion-de-las-ensenanzas-minimas-de-la-educacion-basica\/<\/a>><\/p>\n

Consejo de la Uni\u00f3n Europea (2018). <<Recomendaci\u00f3n del Consejo, de 22 de mayo de 2018, relativa a las competencias clave para el aprendizaje permanente>>. (OJ C, C\/189, 04.06.2018, p. 1, CELEX. <https:\/\/eur-lex.europa.eu\/legal-content\/EN\/TXT\/?uri=CELEX:32018H0604(01)<\/a><\/p>\n

\n

Carmen Rodr\u00edguez-Mart\u00ednez <\/strong>University Lecturer. University of Malaga (Spain). Her research interests are teacher training, educational policies and gender. She has held the position of Director General in the Ministry of Education of the Andalusian Regional Government (2004-2008). She directs the National Project (IP1): \u2018New educational policies and their impact on equity. She works in networks and projects with universities in Europe and Latin America (Clacso Group and Wera International Research Network). She is a member of the Seville Forum: porotrapoliticaeducativa.org<\/a>.<\/em><\/p>\n

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Digital Environments & Literacies: Design, Testing & Evaluation<\/strong><\/h3>\n

Entornos digitales y alfabetizaciones: Dise\u00f1o, testeo y evaluaci\u00f3n<\/strong><\/h3>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ disabled_on=\u00bbon|on|on\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb disabled=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2024\/12\/fotofernando-e1734558654669.jpg\u00bb alt=\u00bbProf_Adriana_Gewerc200″ title_text=\u00bbfotofernando\u00bb align=\u00bbcenter\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb custom_padding=\u00bb||3px|||\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Prof. Fernando Fraga Varela<\/strong><\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]Fernando Fraga Varela <\/em><\/strong>Diplomado en la Facultad de Ciencias de la Educaci\u00f3n de la Universidad de Santiago de Compostela como Maestro Especialista en Educaci\u00f3n Musical en el a\u00f1o 1998, desarrolla su docencia en Ed. Primaria durante 23 a\u00f1os.Paralelamente, entre los a\u00f1os 2001 y 2003 realiz\u00f3 en la USC, la Licenciatura en Pedagog\u00eda, especialidad de Educaci\u00f3n Escolar. Doctor en Pedagog\u00eda y Profesor Titular en el Departamento de Pedagog\u00eda y Did\u00e1ctica de la Universidade de Santiago de Compostela. Miembro del Grupo de Investigaci\u00f3n Stellae. Investiga principalmente sobre el \u00e1mbito de la Tecnolog\u00eda Educativa en \u00e1mbitos espec\u00edficos como la formaci\u00f3n de profesorado, su integraci\u00f3n entornos escolares o en el espacio de las creencias y el conocimiento profesional. Participa en distintos proyectos de I+D tanto nacionales como internacionales.<\/em>[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.24.2″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Fernando Fraga Varela <\/strong>graduated in the Faculty of Education Sciences in the Universidad de Santiago de Compostela as a Specialist Teacher in Music Education in 1998. He was a teacher in Primary Education for 23 years. At the same time, between 2001 and 2003 he got a degree in Pedagogy with a specialization in School Education in the Universidad de Santiago de Compostela. He has a PhD in Pedagogy and is currently a Senior Lecturer in the Department of Pedagogy and Didactics at the same university. He is a member of the Research Group Stellae. His research interest focuses mainly on Digital Teaching in specific areas, such as teacher training, its integration in school environments or in the area of professional knowledge and beliefs. He participates in different I+D projects, both national and internationally.<\/em><\/p>\n

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Carmen Rodr\u00edguez-Mart\u00ednez<\/strong><\/strong><\/em><\/p>\n

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Carmen Rodr\u00edguez-Mart\u00ednez <\/em><\/strong>Titular de Universidad. Universidad de M\u00e1laga (Espa\u00f1a). Sus l\u00edneas de investigaci\u00f3n se desarrollan en formaci\u00f3n del profesorado, pol\u00edticas educativas y g\u00e9nero. Ha ocupado cargos de directora general en la Consejer\u00eda de Educaci\u00f3n de la Junta de Andaluc\u00eda (2004-2008). Dirige el provecto Nacional (IP1): \u00abNuevas pol\u00edticas educativas y su impacto en la equidad. Trabaja en redes y proyectos con universidades de Europa y Latinoam\u00e9rica. (Grupo Clacso y Red Wera International Research Network). Pertenece al Foro de Sevilla: porotrapoliticaeducativa.org.<\/em><\/p>\n

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Carmen Rodr\u00edguez-Mart\u00ednez <\/strong>University Lecturer. University of Malaga (Spain). Her research interests are teacher training, educational policies and gender. She has held the position of Director General in the Ministry of Education of the Andalusian Regional Government (2004-2008). She directs the National Project (IP1): \u2018New educational policies and their impact on equity. She works in networks and projects with universities in Europe and Latin America (Clacso Group and Wera International Research Network). She is a member of the Seville Forum: porotrapoliticaeducativa.org.<\/em><\/p>\n

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Fernando Trujillo S\u00e1ez<\/strong><\/em><\/strong><\/p>\n

Inteligencia Artificial para el desarrollo de la Comunicaci\u00f3n Humana: Escritura y Oralidad en tiempos de IA<\/strong><\/em><\/p>\n

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Inteligencia Artificial para el desarrollo de la Comunicaci\u00f3n Humana: Escritura y Oralidad en tiempos de IA<\/strong><\/strong><\/h5>\n

El desarrollo de la comunicaci\u00f3n oral y escrita es un rasgo inherentemente humano, pero la Inteligencia Artificial ha venido a revolucionar su ense\u00f1anza y aprendizaje. Por este motivo, analizaremos cu\u00e1l puede ser el impacto de la Inteligencia Artificial en la adquisici\u00f3n de estas destrezas en procesos de aprendizaje de lenguas adicionales y c\u00f3mo podemos incorporarlas al aula de lenguas de la manera m\u00e1s eficaz posible.<\/p>\n

En la charla se presentar\u00e1n los resultados obtenidos por los estudiantes en ambas intervenciones y se debatir\u00e1n las implicaciones pedag\u00f3gicas y los retos que plantea el uso de tecnolog\u00eda punta en las aulas de idiomas de educaci\u00f3n primaria.<\/p>\n

\n

Fernando Trujillo S\u00e1ez <\/em><\/strong>es doctor en Filolog\u00eda Inglesa y profesor titular en el departamento de Did\u00e1ctica de la Lengua y la Literatura de la Universidad de Granada, donde imparte clases en la Facultad de Educaci\u00f3n, Econom\u00eda y Tecnolog\u00eda de Ceuta. Su trayectoria incluye cargos directivos universitarios y una destacada labor en investigaci\u00f3n educativa, especialmente en ense\u00f1anza de lenguas y tecnolog\u00eda educativa. Es codirector del M\u00e1ster en Promoci\u00f3n de la Salud y Salud Comunitaria, y participa en diversos m\u00e1steres relacionados con educaci\u00f3n y ense\u00f1anza de idiomas. Ha coordinado proyectos significativos como el \u00abMarco Global de la Competencia para Aprender y Educar en la Era Digital\u00bb para ProFuturo y el Pacto por una Granada Educadora. Actualmente dirige el grupo de investigaci\u00f3n \u00abConocimiento Abierto para la Acci\u00f3n Social\u00bb y es co-IP del Proyecto LEyLA sobre educaci\u00f3n infantil pluriling\u00fce. Es autor de varios libros y mantiene una presencia activa en redes sociales acad\u00e9micas y generalistas, con m\u00e1s de 40,000 seguidores en Twitter. Es socio fundador y asesor cient\u00edfico-tecnol\u00f3gico de Conecta13, spin-off de la Universidad de Granada<\/em>.<\/p>\n

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Artificial Intelligence for the Development of Human Communication: Writing and Orality in the Time of AI<\/strong><\/strong><\/h5>\n

The development of oral and written communication is an inherently human trait, but Artificial Intelligence has come to revolutionise its teaching and learning. For this reason, we will analyse what the impact of Artificial Intelligence can be on the acquisition of these skills in additional language learning processes and how we can incorporate them into the language classroom in the most effective way possible.<\/p>\n

The talk will present the results obtained by students in both interventions and discuss the pedagogical implications and challenges of using cutting-edge technology in primary language classrooms.<\/p>\n

\n

Fernando Trujillo S\u00e1ez <\/em><\/strong>holds a PhD in English Philology and is a tenured lecturer in the Department of Language and Literature Didactics at the University of Granada, where he teaches in the Faculty of Education, Economics and Technology in Ceuta. His career includes university management positions and outstanding work in educational research, especially in language teaching and educational technology. He is co-director of the Master’s Degree in Health Promotion and Community Health, and participates in various master’s degrees related to education and language teaching. He has coordinated significant projects such as the \u2018Global Competence Framework for Learning and Education in the Digital Age\u2019 for ProFuturo and the Pact for an Educating Granada. He currently leads the research group \u2018Open Knowledge for Social Action\u2019 and is co-IP of the LEyLA Project on multilingual early childhood education. He is the author of several books and maintains an active presence in academic and generalist social networks, with more than 40,000 followers on Twitter. He is a founding partner and scientific-technological advisor of Conecta13, a spin-off of the University of Granada<\/em>.<\/p>\n

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Lara Gonz\u00e1lez Garc\u00eda <\/strong><\/strong><\/em><\/p>\n

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Lara Gonz\u00e1lez Garc\u00eda <\/em><\/strong>es diplomada en Educaci\u00f3n Primaria por la Universidad de Santiago de Compostela (Campus de Lugo). Actualmente, trabaja como profesora de ingl\u00e9s y tutora de Educaci\u00f3n Primaria en el CPI Terras de Maside (Ourense). Su trayectoria profesional incluye cinco a\u00f1os de experiencia en escuelas infantiles en Inglaterra, lo que le ha permitido desarrollar una perspectiva internacional en la ense\u00f1anza de lenguas. En la actualidad, compagina su labor docente con la formaci\u00f3n del profesorado en los centros de formaci\u00f3n de la Conseller\u00eda de Educaci\u00f3n, donde imparte cursos sobre metodolog\u00edas innovadoras aplicadas a la ense\u00f1anza de ingl\u00e9s en educaci\u00f3n infantil y primaria, teniendo en cuenta las necesidades y motivaciones del alumnado.<\/em><\/p>\n

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Lara Gonz\u00e1lez Garc\u00eda <\/strong>holds a degree in Primary Education from the University of Santiago de Compostela (Lugo Campus). Currently, she works as an English teacher and Primary Education tutor at CPI Terras de Maside (Ourense). Her professional career includes five years of experience in nursery schools in England, which has allowed her to develop an international perspective on language teaching. Currently, she combines her teaching work with teacher training in the training centres of the Conseller\u00eda de Educaci\u00f3n, where she teaches courses on innovative methodologies applied to the teaching of English in infant and primary education, taking into account the needs and motivations of the students. <\/em><\/p>\n

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Marco V\u00e9lez Barreiro <\/strong><\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]Marco V\u00e9lez Barreiro <\/em><\/strong>es doctor en Filolog\u00eda Inglesa y profesor de franc\u00e9s en la Escuela Oficial de Idiomas de A Coru\u00f1a desde 2012. Inici\u00f3 su carrera docente como profesor interino en la Universidade da Coru\u00f1a en 2003 y, posteriormente, obtuvo plaza en Secundaria tanto en franc\u00e9s (2004) como en ingl\u00e9s (2006), as\u00ed como en EOI en 2007. Adem\u00e1s, fue vocal de tribunal de oposiciones de franc\u00e9s en dos ocasiones y preparador de oposiciones de ingl\u00e9s durante tres cursos consecutivos.<\/p>\n

Es socio fundador y director de Kiwaku SL, academia en l\u00ednea especializada en la preparaci\u00f3n de oposiciones educativas, por la que ya han pasado algo m\u00e1s de 600 alumnos de todas las CCAA desde 2017. En ella coordina adem\u00e1s el curso de programaci\u00f3n did\u00e1ctica. Su trayectoria en la formaci\u00f3n docente incluye colaboraciones con el CAFI y la red de CFRs de Galicia en la impartici\u00f3n de cursos sobre tecnolog\u00edas educativas desde 2009.<\/p>\n

Form\u00f3 parte del proyecto SBLENDID (2019-21) para el despliegue de la modalidad semipresencial en las EEOOII de Galicia y es miembro de un equipo dedicado a la elaboraci\u00f3n de materiales digitales para cursos semipresenciales de la EOI desde 2019. Apasionado por la creaci\u00f3n de contenidos educativos audiovisuales, ha coordinado numerosos grupos de trabajo sobre edici\u00f3n de v\u00eddeo y es responsable de los canales de YouTube \u00abLangactivit\u00e9\u00bb, dirigido a profesores de franc\u00e9s, y \u00abMisterTacEoi\u00bb, centrado en tecnolog\u00eda e innovaci\u00f3n educativa para docentes de Secundaria y EOI. Adem\u00e1s, ejerce como coordinador TIC en su departamento, promoviendo la integraci\u00f3n de las tecnolog\u00edas en la ense\u00f1anza de idiomas.
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Marco V\u00e9lez Barreiro<\/strong> holds a PhD in English Philology and has been a French teacher at the Official School of Languages of A Coru\u00f1a since 2012. He began his teaching career as an interim lecturer at the Universidade da Coru\u00f1a in 2003 and later obtained tenure in Secondary Education in both French (2004) and English (2006), as well as in the Official School of Languages in 2007. Additionally, he has served twice as a member of the French examination board for competitive teaching exams and worked as an English exam coach for three years.<\/p>\n

He is the CEO and director of Kiwaku SL, an online academy specializing in teacher certification exam preparation, which has trained over 600 students from all Spanish regions since 2017. He also coordinates the didactic programming course within the academy. His experience in teacher training includes collaborations with CAFI and the CFR network of Galicia, delivering courses on educational technology since 2009.<\/p>\n

He was part of the SBLENDID project (2019\u201321), aimed at implementing the blended-learning model in the Official Schools of Languages of Galicia, and has been a member of a team dedicated to developing digital materials for blended-learning courses since 2019. Passionate about audiovisual educational content creation, he has coordinated numerous working groups on video editing and manages the YouTube channels \u00abLangactivit\u00e9\u00bb, aimed at French teachers, and \u00abMisterTacEoi\u00bb, focused on technology and educational innovation for Secondary and Official Language School teachers. Additionally, he serves as the ICT coordinator in his department, promoting the integration of technology into language teaching.
\n<\/em><\/p>\n

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Melania Baltasar Otero <\/strong><\/strong><\/em><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]Melania Baltasar Otero <\/em><\/strong>Melania Baltasar Otero es graduada en Educaci\u00f3n Primaria por la Universidad de Santiago de Compostela, obteniendo tambi\u00e9n en la citada universidad la menci\u00f3n de lengua extranjera inglesa. Actualmente ejerce como maestra de educaci\u00f3n primaria e ingl\u00e9s en el CEIP Pluriling\u00fce Elo\u00edsa Rivadulla (Chantada, Lugo), donde imparte docencia de lengua inglesa en 4\u00ba, 5\u00ba y 6\u00ba de educaci\u00f3n infantil y primer ciclo de educaci\u00f3n primaria, as\u00ed como asignaturas CLIL. Ha sido coordinadora de programas de innovaci\u00f3n educativa como los programas de auxiliares de conversaci\u00f3n o de centros pluriling\u00fces.
\nHa vivido en pa\u00edses de lengua inglesa como Canad\u00e1 o Escocia y ha participado en diversos programas como PIALE o Erasmus+ en diferentes pa\u00edses europeos.
\nImparte cursos de formaci\u00f3n para el profesorado de lengua inglesa en los centros de formaci\u00f3n de la Conseller\u00eda de Educaci\u00f3n y participa tambi\u00e9n como relatora en diversas jornadas educativas de la Conseller\u00eda de Educaci\u00f3n y de la Universidad Nacional de Educaci\u00f3n a Distancia (UNED).
\n.<\/em>[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Melania Baltasar Otero <\/strong> has a degree in Primary Education from the University of Santiago de Compostela, where she also obtained a degree in English as a foreign language. She currently works as a teacher of primary education and English at CEIP Pluriling\u00fce Elo\u00edsa Rivadulla (Chantada, Lugo), where she teaches English language in 4th, 5th and 6th grades of infant education and first cycle of primary education, as well as CLIL subjects. She has been the coordinator of educational innovation programmes such as conversation assistant programmes and multilingual centres.
\nShe has lived in English-speaking countries such as Canada and Scotland and has participated in various programmes such as PIALE and Erasmus+ in different European countries.
\nShe teaches training courses for English language teachers in the training centres of the Regional Ministry of Education and also participates as a speaker in various educational conferences of the Regional Ministry of Education and the National University of Distance Education (UNED). <\/em><\/p>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_3,1_3,1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_3″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Dr_Manuel_Caeiro200.jpg\u00bb alt=\u00bbDr_Manuel_Caeiro\u00bb title_text=\u00bbDr_Manuel_Caeiro200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr Manuel Caeiro Rodr\u00edguez<\/strong><\/p>\n

Presencia virtual en entornos digitales de aprendizaje h\u00edbrido en la ense\u00f1anza superior<\/em><\/strong><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Presencia virtual en entornos digitales de aprendizaje h\u00edbrido en la ense\u00f1anza superior<\/strong><\/p>\n

Uno de los mayores retos de la era Covid-19 ha sido la continuidad del aprendizaje en contextos educativos formales. Millones de estudiantes de educaci\u00f3n superior se vieron obligados a abandonar las universidades de todo el mundo a causa de la pandemia, dedic\u00e1ndose al aprendizaje electr\u00f3nico en lugar de la ense\u00f1anza presencial. La continuaci\u00f3n de la oferta educativa era imperativa, ya que toda una generaci\u00f3n de j\u00f3venes corre el peligro de que se les ofrezcan experiencias de aprendizaje inferiores, con efectos perjudiciales para su propio desarrollo y para la sociedad en su conjunto. En este entorno, el eLearning ha surgido como una posible soluci\u00f3n. Aunque el eLearning ofrece ventajas en cuanto a la retenci\u00f3n de conocimientos, no es deseable renunciar por completo a la ense\u00f1anza en clase y a las oportunidades de colaboraci\u00f3n, ya que priva a los alumnos del aspecto social de la educaci\u00f3n. La incertidumbre introducida por la pandemia de Covid- 19 puso de manifiesto la necesidad de desarrollar modelos educativos alternativos y combinados que faciliten la interacci\u00f3n virtual para complementar la presencia f\u00edsica. El aprendizaje integrado puede enriquecerse significativamente con una tecnolog\u00eda que simule la comunicaci\u00f3n cara a cara y promueva el trabajo en com\u00fan en cualquier momento y lugar.<\/p>\n

Aunque existen servicios de eLearning que permiten acceder a contenidos digitales tradicionales y est\u00e1ticos, como texto, im\u00e1genes y v\u00eddeo, muchos de ellos no consiguen que los estudiantes participen en un trabajo en equipo altamente interactivo que simule la colaboraci\u00f3n en grupo en el aula. A trav\u00e9s de la mayor\u00eda de las plataformas de eLearning disponibles, los estudiantes pueden revisar el contenido de forma pasiva o colaborar a trav\u00e9s de servicios as\u00edncronos como foros o chats que no pueden sustituir eficazmente la colaboraci\u00f3n presencial debido al tiempo que transcurre entre las respuestas y las reacciones de los estudiantes.<\/p>\n

En este contexto, el proyecto VIE Erasmus+ pretende dise\u00f1ar e implementar una plataforma digital de aprendizaje colaborativo altamente interactiva que mejore la presencia virtual de estudiantes y profesores. VIE prev\u00e9 un entorno de trabajo digital a trav\u00e9s del cual los estudiantes dise\u00f1ar\u00e1n soluciones a los retos de aprendizaje a trav\u00e9s de una lluvia de ideas y una s\u00edntesis basada en las ideas de los dem\u00e1s. La idea clave es simular la forma en que los estudiantes trabajan juntos en un aula para el dise\u00f1o de soluciones tomando notas en una pizarra com\u00fan que todos pueden ver y actualizar al mismo tiempo. Otras caracter\u00edsticas a explorar en esta soluci\u00f3n son: la presencia de avatares mediante la cual los participantes podr\u00e1n reconocer a los miembros de su equipo en el entorno digital; el intercambio de ideas en forma de bloques de construcci\u00f3n que todos pueden ver, revisar, editar y combinar simult\u00e1neamente para construir una soluci\u00f3n m\u00e1s amplia a partir de contribuciones m\u00e1s peque\u00f1as; y la organizaci\u00f3n del proyecto que permite la gesti\u00f3n eficaz y la priorizaci\u00f3n de las tareas de una manera visual y atractiva.<\/p>\n

 <\/p>\n

\n

 <\/p>\n

Manuel Caeiro Rodr\u00edguez <\/em><\/strong>es profesor contratado doctor de la Universidad de Vigo. Imparte clases de programaci\u00f3n inform\u00e1tica, ingenier\u00eda del software y arquitectura de computadores. Sus intereses de investigaci\u00f3n incluyen tecnolog\u00edas y est\u00e1ndares de e-learning, Recursos Educativos Abiertos, Innovaci\u00f3n Educativa, CSCL y sistemas basados en procesos. En 2007 termin\u00f3 su doctorado sobre Lenguajes de Modelado Educativo. Ha recibido varios premios del W3C, del NAE CASEE\u00a0 y del IEEE Spanish Chapter of the Education Society a la mejor tesis doctoral. Ha realizado estancias de investigaci\u00f3n en Portugal, Francia, Hungr\u00eda y Jap\u00f3n. Ha sido presidente del Cap\u00edtulo Espa\u00f1ol de la Sociedad de Educaci\u00f3n del IEEE (2018-2019).<\/em><\/h5>\n
Web: <\/em>http:\/\/gist.det.uvigo.es\/~mcaeiro\/<\/em><\/a><\/h5>\n
\u00a0<\/em><\/h5>\n

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Virtual Presence in Higher Education Hybrid Learning Digital Environments<\/strong><\/p>\n

One of the biggest challenges in the Covid-19 era has been the seamless continuation of learning in formal educational contexts. Millions of higher education students were forced out of universities worldwide because of the pandemic, engaging in eLearning instead of in-class instruction. The continuation of educational offerings was imperative as a whole young generation is in danger of being offered subpar learning experiences with detrimental effects to their own development and society as a whole. In this environment, eLearning has emerged as a potential solution. While eLearning offers benefits in terms of knowledge retention completely foregoing in-class instruction and collaboration opportunities is not desirable as it deprives learners from the social aspect of education. The uncertainty introduced by the Covid- 19 pandemic highlighted the need for the development of alternative, blended educational models that facilitate virtual interaction to complement physical presence. Integrated learning may be significantly enriched by technology that simulates face to face communication and promotes coworking anywhere, anytime.<\/p>\n

While eLearning services do exist that allow access to traditional, static digital content such as text, images, and video many of them fail to engage students in highly interactive teamwork that simulates classroom group collaboration. Through most available eLearning platforms students can passively review content or collaborate through asynchronous services such as forums or chats that cannot effectively replace face to face collaboration due to the time lag between student responses and reactions.<\/p>\n

In this context, the VIE Erasmus+ project aims to design and implement a highly interactive digital collaborative learning platform that will improve the virtual presence of students and teachers. VIE envisions a digital work environment through which students will design solutions to learning challenges through brainstorming and synthesizing by building on each other\u2019s ideas. The key idea is to simulate the way that students work together in a classroom towards solution design by taking notes on a common blackboard that all can see and update at the same time. Some other features to explore on this solution are avatar presence through which participants will be able to recognize their team members in the digital environment; sharing of ideas in the form of building blocks that all can see, review, edit, and combine simultaneously towards building a larger solution from smaller contributions; and project organization that allows the effective management and prioritization of tasks in a visual and engaging manner.<\/p>\n

\n

 <\/p>\n

Manuel Caeiro Rodr\u00edguez <\/em><\/strong>is lecturer at the University of Vigo. He teaches computer programming, software engineering, and computer architecture. His research interests include e-learning technologies and standards, Open Educational Resources, Educational Innovation, CSCL, and process-based systems. In 2007 he finished his PhD about Educational Modelling Languages. He had received several awards from the W3C, NAE CASEE new faculty fellows, and the IEEE Spanish Chapter of the Education Society to the best Ph.D. thesis. He has performed research stays in Portugal, France, Hungary, and Japan. He has served as President of the Spanish Chapter of the IEEE Education Society (2018-2019).<\/em><\/h5>\n
Web: <\/em>http:\/\/gist.det.uvigo.es\/~mcaeiro\/<\/em><\/a><\/h5>\n

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Dr Carina Soledad Gonz\u00e1lez Gonz\u00e1lez<\/strong><\/p>\n

Gamificaci\u00f3n y aprendizaje inmersivo en entornos virtuales de aprendizaje con RA\/RV<\/em><\/strong><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Gamificaci\u00f3n y aprendizaje inmersivo en entornos virtuales de aprendizaje con RA\/RV<\/strong><\/p>\n

En esta ponencia se describir\u00e1n los principios de dise\u00f1o de la gamificaci\u00f3n como estrategias de ense\u00f1anza-aprendizaje y como base para proporcionar experiencias de aprendizaje inmersivas significativas.<\/p>\n

Tambi\u00e9n se presentar\u00e1 la relaci\u00f3n entre la neuroeducaci\u00f3n, el aprendizaje inmersivo y la gamificaci\u00f3n. Se presentar\u00e1 adem\u00e1s una experiencia de aprendizaje inmersivo en entornos virtuales de aprendizaje, como ejemplo pr\u00e1ctico de aplicaci\u00f3n de dichos elementos de gamificaci\u00f3n y utilizaci\u00f3n de herramientas de realidad virtual y aumentada para la creaci\u00f3n de entornos educativos inmersivos<\/p>\n

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 <\/p>\n

Carina Gonz\u00e1lez<\/em><\/strong> (Senior Member, IEEE) se doctor\u00f3 en F\u00edsica e Inform\u00e1tica por la Universidad de La Laguna (ULL) (2001) y en Ciencias Sociales y Educaci\u00f3n por la Universidad de Huelva (2020). Actualmente es Catedr\u00e1tica de Universidad en el Departamento de Ingenier\u00eda Inform\u00e1tica de la ULL. Sus intereses de investigaci\u00f3n incluyen la aplicaci\u00f3n de t\u00e9cnicas de IA y HCI, interfaces adaptativas y videojuegos en educaci\u00f3n, mejores pr\u00e1cticas de e-learning y sistemas LMS. Es Editoria Jefe de IEEE RITA y editora asociada del IEEE Transactions on Education.<\/em><\/h5>\n
Web: <\/em>https:\/\/carinagonzalez.es<\/em><\/a><\/h5>\n

[\/et_pb_toggle][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Gamification and immersive learning in virtual learning environments with AR\/VR<\/strong><\/p>\n

This paper will describe the design principles of gamification as a teaching-learning strategy and as a basis for providing meaningful immersive learning experiences.<\/p>\n

The relationship between neuroeducation, immersive learning and gamification will also be presented. An immersive learning experience in virtual learning environments will also be presented as a practical example of the application of these gamification elements and the use of virtual and augmented reality tools for the creation of immersive educational environments.<\/p>\n

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 <\/p>\n

Carina Gonz\u00e1lez<\/em><\/strong> (Senior Member, IEEE) received her PhD in Physics and Computer Science from the University of La Laguna (ULL) (2001) and in Social Sciences and Education from the University of Huelva (2020). She is currently a Full Professor in the Department of Computer Engineering at the ULL. Her research interests include the application of AI and HCI techniques, adaptive interfaces and video games in education, e-learning best practices and LMS systems. She is Editor-in-Chief of IEEE RITA and Associate Editor of IEEE Transactions on Education.<\/em><\/h5>\n
Web: <\/em>https:\/\/carinagonzalez.es<\/em><\/a><\/h5>\n

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Dr Jos\u00e9 Carlos L\u00f3pez Ardao<\/strong><\/p>\n

La gamificaci\u00f3n en la ense\u00f1anza del ingl\u00e9s como segunda lengua (ESL)<\/em><\/strong><\/p>\n

[\/et_pb_text][et_pb_toggle title=\u00bbEspa\u00f1ol\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

La gamificaci\u00f3n en la ense\u00f1anza del ingl\u00e9s como segunda lengua (ESL)<\/strong><\/p>\n

La gamificaci\u00f3n consiste en el empleo de la forma de pensar del jugador (game thinking) y de las mec\u00e1nicas y din\u00e1micas del juego en entornos y aplicaciones no l\u00fadicas, como es el caso de la educaci\u00f3n, con el fin de potenciar la motivaci\u00f3n, el esfuerzo, la dedicaci\u00f3n y la satisfacci\u00f3n de los estudiantes.<\/p>\n

Se ha demostrado que la gamificaci\u00f3n puede aumentar la motivaci\u00f3n y el aprendizaje de los estudiantes. Aunque hay algunos estudios que muestran resultados contradictorios, son muchos los que han demostrado los beneficios de la gamificaci\u00f3n en entornos educativos, apuntando que el \u00e9xito puede depender de los contenidos, de las actividades propuestas, y de otros factores externos, pero sobre el \u00e9xito depende del adecuado dise\u00f1o e implementaci\u00f3n de la arquitectura de gamificaci\u00f3n.<\/p>\n

En este trabajo se dan las claves para el adecuado dise\u00f1o instruccional de una propuesta de gamificaci\u00f3n para educaci\u00f3n, centrada en este caso en la ense\u00f1anza del ingl\u00e9s como segunda lengua.<\/p>\n

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Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> es doctor Ingeniero de Telecomunicaci\u00f3n y Profesor Titular de Universidad en la Escuela de Ingenier\u00eda de Telecomunicaci\u00f3n de la Universidad de Vigo. Su campo de investigaci\u00f3n estuvo siempre relacionado con las redes de ordenadores, en el que tiene escrito numerosos trabajos de investigaci\u00f3n en revistas de prestigio internacional. Pero en los \u00faltimos 12 a\u00f1os empez\u00f3 a trabajar e investigar y publicar trabajos tambi\u00e9n en el \u00e1mbito de la innovaci\u00f3n educativa y, de manera m\u00e1s concreta, en la aplicaci\u00f3n de las redes sociales, la gamificaci\u00f3n y el modelo de aula invertida en la docencia. Por otra parte, ha impartido, e imparte en la actualidad, numerosos cursos de formaci\u00f3n a profesorado en los citados \u00e1mbitos.<\/em><\/h5>\n
Web: <\/em>https:\/\/netlab.det.uvigo.es\/jardao<\/em><\/a><\/h5>\n

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Gamification in the Teaching of English as a Second Language (ESL)<\/strong><\/p>\n

Gamification is the use of game thinking and game mechanics and dynamics in non-game environments and applications, such as education, in order to enhance student motivation, effort, dedication and satisfaction.<\/p>\n

It has been shown that gamification can increase student motivation and learning. Although there are some studies that show contradictory results, there are many studies that have demonstrated the benefits of gamification in educational environments, pointing out that success may depend on the content, the proposed activities, and other external factors, but success depends on the proper design and implementation of the gamification architecture.<\/p>\n

This paper provides the keys to the proper instructional design of a gamification proposal for education, focusing in this case on the teaching of English as a second language.<\/p>\n

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 <\/p>\n

Jos\u00e9 Carlos L\u00f3pez Ardao<\/em><\/strong> holds a PhD in Telecommunications Engineering and tenured lecturer at the School of Telecommunications Engineering of the University of Vigo. His field of research has always been related to computer networks, in which he has written numerous research papers in prestigious international journals. But in the last 12 years he started to work and research and publish papers also in the field of educational innovation and, more specifically, in the application of social networks, gamification and the flipped classroom model in teaching. On the other hand, he has taught, and currently teaches, numerous teacher training courses in the aforementioned areas.<\/em><\/h5>\n
Web: https:\/\/netlab.det.uvigo.es\/jardao<\/a><\/h5>\n

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Dr Johannes Gra\u00ebn<\/strong><\/p>\n

Using Parallel Corpora for Generating Language Learning Exercises \u2014 Challenges and Pitfalls<\/em><\/strong><\/p>\n

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Using Parallel Corpora for Generating Language Learning Exercises \u2014 Challenges and Pitfalls<\/strong><\/p>\n

Corpora have proven to be a useful resource for autonomous language learning (see Cobb and Boulton, 2015). The term \u201cdata-driven learning\u201d (DDL) is used in this context to refer to learners exploring authentic language examples and, by doing so, proving their respective assumptions about the language in question true or false. This approach, also referred to as \u201cdiscovery learning\u201d, fosters incidental learning alongside intentionally searching the answer to a particular information need.<\/p>\n

Most experiments with DDL described in literature assume monolingual corpora and concordancers as tools (e.g., Meunier 2011). Parallel corpora have seen an increasing use in applications of manifold kinds over the past decades. Initially used for the statistical approaches of natural language processing (NLP) such as machine translation or bilingual term extraction, a large number of other use cases have emerged (Gra\u00ebn, 2018). Parallel corpora are particularly well suited for language learners as they typically comprise professional translations (Buyse & Verlinde, 2013).<\/p>\n

One option for teaching languages by means of information and communication technology (ICT) is to instruct learners on the use of use existing tools, which are often freely available. Some of those tools make higher demands on their users and require prior knowledge about linguistic concept from the learners (Cruz Pi\u00f1ol, 2015). While learners might already be acquainted with search tools of any kind, expressing their linguistic information needs by means of sophisticated search queries poses a challenge for the learners (Boulton 2017).<\/p>\n

Another difficulty that learners will encounter when working with real-world examples are occurrences of lexical items or grammatical constructions beyond their respective level. In other occasions, an already known lexical item might be used to express a different, less frequent sense, hampering comprehension.<\/p>\n

By means of NLP methods for corpus annotation and filtering, we work toward a selection of the most suited examples from corpora, with a particular learner and learning objective in mind (Alfter & Gra\u00ebn, 2019; Zanetti et al., 2021). As all language models used in NLP imply statistical errors, we can never be completely certain when assessing automatically generated exercises. One countermove is to have the learners explore aggregated results (Gra\u00ebn & Schneider, 2020).\u00a0 Language learning exercises, however, require actual examples of language use. The advantage of parallel corpora as source for those exercises is that we can integrate the results of processing both languages individually and jointly (Gra\u00ebn & Schneider, 2017; Schneider & Gra\u00ebn, 2018).<\/p>\n

References<\/strong><\/p>\n

Alfter, D., Gra\u00ebn, J. (2019). Interconnecting lexical resources and word alignment: How do learners get on with particle verbs? Proceedings of the 22nd Nordic Conference of Computational Linguistics (NODALIDA)<\/em>, 321\u2013326.<\/p>\n

Boulton, A. (2017). Data-Driven Learning and Language Pedagogy. Language, Education and Technology<\/em>, 1\u201312.<\/p>\n

Buyse, K., Verlinde, S. (2013). Possible effects of free online data driven lexicographic instruments on foreign language learning: The case of Linguee and the interactive language toolbox. Procedia-Social and Behavioral Sciences<\/em>, 95<\/em>, 507\u2013512.<\/p>\n

Cruz Pi\u00f1ol, M. (2015). L\u00e9xico y ELE: ense\u00f1anza\/aprendizaje con tecnolog\u00edas. Journal of Spanish Language Teaching<\/em>, 2<\/em>, 165\u2013179.<\/p>\n

Cobb, T., Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics<\/em> (pp. 478\u2013497). Cambridge University Press.<\/p>\n

Gra\u00ebn, J. (2018). Exploiting Alignment in Multiparallel Corpora for Applications in Linguistics and Language Learning<\/em>. University of Zurich.<\/p>\n

Gra\u00ebn, J., Schneider, G. (2017). Crossing the Border Twice: Reimporting Prepositions to Alleviate L1-Specific Transfer Errors. Proceedings of the Joint 6th Workshop on NLP for Computer Assisted Language Learning & 2nd Workshop on NLP for Research on Language Acquisition<\/em>, 18\u201326.<\/p>\n

Schneider, G., Gra\u00ebn, J. (2018). NLP Corpus Observatory \u2013 Looking for Constellations in Parallel Corpora to Improve Learners\u2019 Collocational Skills. Proceedings of the 7th Workshop on NLP for Computer Assisted Language Learning at SLTC 2018 (NLP4CALL)<\/em>, 69\u201378.<\/p>\n

Gra\u00ebn, J., Schneider, G. (2020). Exploiting Multiparallel Corpora as a Measure for Semantic Relatedness to Support Language Learners. In D. Levey (Ed.), Strategies and Analyses of Language and Communication in Multilingual and International Contexts<\/em> (pp. 153\u2013167). Cambridge Scholars Publishing.<\/p>\n

Zanetti, A., Volodina, E., Gra\u00ebn, J. (2021). Automatic Generation of Exercises for Second Language Learning from Parallel Corpus Data. International Journal of TESOL Studies<\/em>, 3<\/em>, 55\u201371.<\/p>\n

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Johannes Gra\u00ebn<\/em><\/strong> developed methods for compiling, annotating and aligning parallel corpora for his PhD in Computational Linguistics at the University of Zurich. One of his areas of interest has always been the practical application of the corpus data obtained, in particular the comparative use in linguistic research and language learning.\u00a0 He further investigated the topic of computer-assisted language learning at the University of Gothenburg in Sweden and Pompeu Fabra University in Spain holding a research grant from the Swiss National Science Foundation. In 2020, he started heading the Language Technology Group at the newly created Linguistic Research Infrastructure at the University of Zurich.<\/em><\/h5>\n

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Uso de corpus paralelos para generar ejercicios de aprendizaje de idiomas: desaf\u00edos y dificultades<\/strong><\/p>\n

Los corpus han demostrado ser un recurso \u00fatil para el aprendizaje aut\u00f3nomo de idiomas (ver (Cobb y Boulton, 2015). El t\u00e9rmino \u00abaprendizaje basado en datos\u00bb (ABD) se utiliza en este contexto para referirse a los estudiantes que exploran ejemplos aut\u00e9nticos del idioma y, al hacerlo, demuestran si sus respectivas suposiciones sobre el idioma en cuesti\u00f3n son verdaderas o falsas. Este enfoque, tambi\u00e9n conocido como \u00abaprendizaje por descubrimiento\u00bb, fomenta el aprendizaje incidental junto con la b\u00fasqueda intencional de la respuesta a una necesidad de informaci\u00f3n particular.<\/p>\n

La mayor\u00eda de los experimentos con ABD descritos en la literatura asumen corpus monoling\u00fces y concordanciadores como herramientas (por ejemplo, (Meunier 2011)). Los corpus paralelos han visto un uso creciente en aplicaciones de m\u00faltiples tipos en las \u00faltimas d\u00e9cadas. Inicialmente utilizado para los enfoques estad\u00edsticos del procesamiento del lenguaje natural (PLN), como la traducci\u00f3n autom\u00e1tica o la extracci\u00f3n de t\u00e9rminos biling\u00fces, han surgido un gran n\u00famero de otros casos de uso (Gra\u00ebn, 2018). Los corpus paralelos son particularmente adecuados para los estudiantes de idiomas, ya que generalmente implican traducciones profesionales (Buyse y Verlinde, 2013).<\/p>\n

Una opci\u00f3n para la ense\u00f1anza de idiomas por medio de la tecnolog\u00eda de la informaci\u00f3n y la comunicaci\u00f3n (TIC) es instruir a los alumnos sobre el uso de las herramientas existentes, que a menudo est\u00e1n disponibles de forma gratuita. Algunas de esas herramientas exigen m\u00e1s a sus usuarios y requieren conocimientos previos sobre el concepto ling\u00fc\u00edstico por parte de los educandos (Cruz Pi\u00f1ol, 2015). Si bien es posible que los estudiantes ya est\u00e9n familiarizados con las herramientas de b\u00fasqueda de cualquier tipo, expresar sus necesidades de informaci\u00f3n ling\u00fc\u00edstica mediante consultas de b\u00fasqueda sofisticadas plantea un desaf\u00edo para los estudiantes (Boulton 2017).<\/p>\n

Otra dificultad que los estudiantes encontrar\u00e1n cuando trabajen con ejemplos del mundo real son las ocurrencias de elementos l\u00e9xicos o construcciones gramaticales m\u00e1s all\u00e1 de su nivel respectivo. En otras ocasiones, un elemento l\u00e9xico ya conocido podr\u00eda usarse para expresar un sentido diferente y menos frecuente, dificultando la comprensi\u00f3n.<\/p>\n

Mediante m\u00e9todos de PNL para la anotaci\u00f3n y filtrado de corpus, trabajamos hacia una selecci\u00f3n de los ejemplos m\u00e1s adecuados de los corpus, con un alumno particular y un objetivo de aprendizaje en mente (Alfter & Gra\u00ebn, 2019; Zanetti et al., 2021). Como todos los modelos de lenguaje utilizados en la PNL implican errores estad\u00edsticos, nunca podemos estar completamente seguros al evaluar los ejercicios generados autom\u00e1ticamente. Un contra movimiento es hacer que los estudiantes exploren los resultados agregados (Gra\u00ebn y Schneider, 2020).\u00a0 Los ejercicios de aprendizaje de idiomas, sin embargo, requieren ejemplos reales de uso del idioma. La ventaja de los corpus paralelos como fuente para esos ejercicios es que podemos integrar los resultados del procesamiento de ambos lenguajes de forma individual y conjunta (Gra\u00ebn & Schneider, 2017; Schneider & Gra\u00ebn, 2018).<\/p>\n

Referencias<\/strong><\/p>\n

Alfter, D., Gra\u00ebn, J. (2019). Interconnecting lexical resources and word alignment: How do learners get on with particle verbs? Proceedings of the 22nd Nordic Conference of Computational Linguistics (NODALIDA)<\/em>, 321\u2013326.<\/p>\n

Boulton, A. (2017). Data-Driven Learning and Language Pedagogy. Language, Education and Technology<\/em>, 1\u201312.<\/p>\n

Buyse, K., Verlinde, S. (2013). Possible effects of free online data driven lexicographic instruments on foreign language learning: The case of Linguee and the interactive language toolbox. Procedia-Social and Behavioral Sciences<\/em>, 95<\/em>, 507\u2013512.<\/p>\n

Cruz Pi\u00f1ol, M. (2015). L\u00e9xico y ELE: ense\u00f1anza\/aprendizaje con tecnolog\u00edas. Journal of Spanish Language Teaching<\/em>, 2<\/em>, 165\u2013179.<\/p>\n

Cobb, T., Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge Handbook of English Corpus Linguistics<\/em> (pp. 478\u2013497). Cambridge University Press.<\/p>\n

Gra\u00ebn, J. (2018). Exploiting Alignment in Multiparallel Corpora for Applications in Linguistics and Language Learning<\/em>. University of Zurich.<\/p>\n

Gra\u00ebn, J., Schneider, G. (2017). Crossing the Border Twice: Reimporting Prepositions to Alleviate L1-Specific Transfer Errors. Proceedings of the Joint 6th Workshop on NLP for Computer Assisted Language Learning & 2nd Workshop on NLP for Research on Language Acquisition<\/em>, 18\u201326.<\/p>\n

Schneider, G., Gra\u00ebn, J. (2018). NLP Corpus Observatory \u2013 Looking for Constellations in Parallel Corpora to Improve Learners\u2019 Collocational Skills. Proceedings of the 7th Workshop on NLP for Computer Assisted Language Learning at SLTC 2018 (NLP4CALL)<\/em>, 69\u201378.<\/p>\n

Gra\u00ebn, J., Schneider, G. (2020). Exploiting Multiparallel Corpora as a Measure for Semantic Relatedness to Support Language Learners. In D. Levey (Ed.), Strategies and Analyses of Language and Communication in Multilingual and International Contexts<\/em> (pp. 153\u2013167). Cambridge Scholars Publishing.<\/p>\n

Zanetti, A., Volodina, E., Gra\u00ebn, J. (2021). Automatic Generation of Exercises for Second Language Learning from Parallel Corpus Data. International Journal of TESOL Studies<\/em>, 3<\/em>, 55\u201371.<\/p>\n

\n

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Johannes Gra\u00ebn<\/em><\/strong> desarroll\u00f3 m\u00e9todos para compilar, anotar y alinear corpus paralelos para su doctorado en Ling\u00fc\u00edstica Computacional en la Universidad de Z\u00farich. Una de sus \u00e1reas de inter\u00e9s ha sido siempre la aplicaci\u00f3n pr\u00e1ctica de los datos de los corpus obtenidos, en particular el uso comparativo en la investigaci\u00f3n ling\u00fc\u00edstica y el aprendizaje de idiomas.\u00a0 Gra\u00ebn investig\u00f3 el tema del aprendizaje de idiomas asistido por ordenador en la Universidad de Gotemburgo en Suecia y la Universidad Pompeu Fabra en Espa\u00f1a con una beca de investigaci\u00f3n de la Fundaci\u00f3n Nacional Suiza para la Ciencia. cient\u00edfica suiza. En 2020, comenz\u00f3 a dirigir el Grupo de Tecnolog\u00eda del Lenguaje en la reci\u00e9n creada Infraestructura de Investigaci\u00f3n Ling\u00fc\u00edstica de la Universidad de Z\u00farich<\/em>.<\/h5>\n

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Prof. Irene Doval Reixa<\/strong><\/p>\n

PaEnS: A Bilingual Parallel Corpus Spanish<>English<\/em><\/strong><\/p>\n

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PaEnS: A Bilingual Parallel Corpus Spanish<>English<\/strong><\/p>\n

Aligned parallel corpora are very important linguistic resources. By fulfilling certain criteria they become multifunctional tools suitable for a wide range of users, such as translators, language learners, researchers, and they are essential in many text processing tasks such as machine translation, word sense disambiguation, dictionary compilation, etc.<\/p>\n

The current paper presents the corpus PaEnS (https:\/\/www.corpuspages.eu\/corpuspaens<\/a>), a bilingual parallel corpus Spanish\/English consisting of a collection of contemporary texts in English and Spanish together with their translations into the other language. It contains so far more than 110 million words and is online freely available.<\/p>\n

In order to meet the specific needs of the mentioned groups of users, the issues that were taken into account for the design of the corpus are explained first, such as type of texts, domains, regional language variety or quality and direction of translation. Then the compilation process of the corpus is described: manual preparation of the texts, mark-up and annotation of the metadata. Further the process of sentence segmentation and alignment as well as the manual review of the alignment are described and finally the next steps of future work are outlined.<\/strong><\/p>\n

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Irene Doval <\/em><\/strong>studied Classical Philology at the University of Santiago de Compostela and German Studies at the University of Salamanca, where she presented her doctoral thesis on the topic \u00abLanguage Purification in Germany from 1871 to 1945\u00bb. Since 1999 she has been Professor of German Linguistics at the University of Santiago de Compostela. Her research areas are German Syntax, Contrastive Linguistics, Spatial relations, and corpus linguistics. On these fields she has authored numerous publications. Since 2013 he has been leading an ongoing major project, PaCorES, Parallel Corpora Spanish, devoted to collect a series of bilingual parallel corpora with Spanish as the central language. They are designed as multifunctional resources for multiple purposes such as general research in contrastive linguistics, translation studies and bilingual lexicography, as well as the supply of authentic teaching materials and exercises and training data to machine translation systems. So far the following corpora have been created: the German\/Spanish parallel Corpus, PaGeS (<\/em>www.corpuspages.eu<\/em><\/a>) and the English\/Spanish parallel corpus, PaEnS (<\/em>www.corpuspages.eu\/corpuspaens<\/em><\/a>) and constitute the largest online existing bilingual parallel corpora for these language pairs.<\/em><\/h5>\n

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PaEnS: Corpus Paralelo Biling\u00fce Espa\u00f1ol<>Ingl\u00e9s<\/strong><\/p>\n

Los corpus paralelos alineados son recursos ling\u00fc\u00edsticos muy importantes. Al cumplir ciertos criterios, se convierten en herramientas multifuncionales aptas para un amplio abanico de usuarios, como traductores, estudiantes de idiomas, investigadores, y son esenciales en muchas tareas de procesamiento de textos, como la traducci\u00f3n autom\u00e1tica, la desambiguaci\u00f3n del sentido de las palabras, la compilaci\u00f3n de diccionarios, etc.<\/p>\n

El presente trabajo presenta el corpus PaEnS (https:\/\/www.corpuspages.eu\/corpuspaens<\/a>), un corpus paralelo biling\u00fce espa\u00f1ol\/ingl\u00e9s que consiste en una colecci\u00f3n de textos contempor\u00e1neos en ingl\u00e9s y espa\u00f1ol junto con sus traducciones al otro idioma. Contiene hasta ahora m\u00e1s de 110 millones de palabras y est\u00e1 disponible en l\u00ednea de forma gratuita.<\/p>\n

Con el fin de satisfacer las necesidades espec\u00edficas de los grupos de usuarios mencionados, se explican en primer lugar las cuestiones que se han tenido en cuenta para el dise\u00f1o del corpus, como el tipo de textos, los dominios, la variedad ling\u00fc\u00edstica regional o la calidad y direcci\u00f3n de la traducci\u00f3n. A continuaci\u00f3n, se describe el proceso de compilaci\u00f3n del corpus: preparaci\u00f3n manual de los textos, marcado y anotaci\u00f3n de los metadatos. Adem\u00e1s, se describe el proceso de segmentaci\u00f3n y alineaci\u00f3n de oraciones, as\u00ed como la revisi\u00f3n manual de la alineaci\u00f3n y, por \u00faltimo, se indican los pr\u00f3ximos pasos para trabajos futuros.<\/p>\n

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Irene Doval <\/em><\/strong>estudi\u00f3 Filolog\u00eda Cl\u00e1sica en la Universidad de Santiago de Compostela y Filolog\u00eda Alemana en la Universidad de Salamanca, donde present\u00f3 su tesis doctoral sobre el tema \u00abLa depuraci\u00f3n ling\u00fc\u00edstica en Alemania de 1871 a 1945\u00bb. Desde 1999 es profesora de Ling\u00fc\u00edstica Alemana en la Universidad de Santiago de Compostela. Sus \u00e1reas de investigaci\u00f3n son la sintaxis alemana, la ling\u00fc\u00edstica contrastiva, las relaciones espaciales y la ling\u00fc\u00edstica de corpus. Sobre estos campos es autora de numerosas publicaciones. Desde 2013 dirige un importante proyecto en curso, PaCorES, Parallel Corpora Spanish, dedicado a recopilar una serie de corpus paralelos biling\u00fces con el espa\u00f1ol como lengua central. Est\u00e1n concebidos como recursos multifuncionales para m\u00faltiples fines, como la investigaci\u00f3n general en ling\u00fc\u00edstica contrastiva, los estudios de traducci\u00f3n y la lexicograf\u00eda biling\u00fce, as\u00ed como el aporte de materiales docentes y ejercicios originales y tambi\u00e9n datos de entrenamiento para los sistemas de traducci\u00f3n autom\u00e1tica. Hasta ahora se han creado los siguientes corpus: el corpus paralelo alem\u00e1n\/espa\u00f1ol, PaGeS (<\/em>www.corpuspages.eu<\/em><\/a>) y el corpus paralelo ingl\u00e9s\/espa\u00f1ol, PaEnS (<\/em>www.corpuspages.eu\/corpuspaens<\/em><\/a>) y constituyen los mayores corpus paralelos biling\u00fces en l\u00ednea existentes para estas dos lenguas.<\/em><\/h5>\n

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Prof. Ga\u00ebtanelle Gilquin <\/strong><\/p>\n

Using the tools of Screencasting and Keylogging for Formative and Summative Assessment of L2 Writing<\/strong><\/p>\n

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Using the tools of Screencasting and Keylogging for Formative and Summative Assessment of L2 Writing<\/strong><\/p>\n

Pedagogical approaches to writing in a second\/foreign language (L2) have often focused on the finished product, i.e., the final text as it is submitted by the learner. While many interesting insights can be gained from these texts, they only show the tip of the iceberg. All the different steps that have led to the finished product, including the many revisions that are usually part of the process of writing a text, are indeed kept hidden (at least if the text has been typed, which is now becoming the default case in many pedagogical situations).<\/p>\n

Digital technologies like screencasting and keylogging, however, by recording the screen and keyboard activity during a writing task, now make it possible to shift the focus from the product to the process and thus reveal the whole iceberg. The value of such process data will be illustrated with examples taken from a digital archive called the Process Corpus of English in Education (PROCEED; Gilquin 2022). This corpus includes screencast videos (recorded by means of OBS Studio) and keystroke logs (recorded by means of Inputlog; Leijten & Van Waes 2013) based on writing tasks carried out by intermediate learners of English as a foreign language (EFL).<\/p>\n

The presentation will focus on the use of these data for formative and summative assessment. In formative assessment, i.e., assessment for<\/em> learning, learners can be required to observe their own process data so that they become aware of what their writing process looks like. They can also compare their data with those of their peers, to situate themselves among the group, as well as with the data of model writers, to help them identify successful writing strategies.<\/p>\n

As for summative assessment, i.e., assessment of<\/em> learning, it will be argued that the writing process should be taken into account, in the same way as the assessment of speech takes fluency into account. This could involve the frequency and location of pauses or the use of online resources. A corpus such as PROCEED could be exploited to determine the typical writing behaviour of learners at a given proficiency level (for example, in terms of pausing time or number of revisions) and to set this as the expected standard. This corpus-derived standard could then help assess learners\u2019 writing process empirically.<\/p>\n

The presentation will end with a discussion of how the addition of a writing process dimension could ultimately help improve writing skills in EFL.<\/p>\n

References<\/strong><\/p>\n

Gilquin, G. (2022). The Process Corpus of English in Education: Going beyond the written text. Research in Corpus Linguistics, 10<\/em> (1), 31-44. http:\/\/ricl.aelinco.es\/first-view\/174-Article%20Text-1066-1-10-20210407.pdf<\/a><\/p>\n

Leijten, M., Van Waes, L. (2013). Keystroke logging in writing research: Using Inputlog to analyze and visualize writing processes. Written Communication, 30<\/em> (3), 358-392.<\/p>\n

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Ga\u00ebtanelle Gilquin<\/em><\/strong> is a professor of English language and linguistics at the University of Louvain, Belgium. Her research interests include learner corpus research, cognitive linguistics and the L2 writing process. She is one of the editors of the Cambridge Handbook of Learner Corpus Research and the director of the New Englishes Student Interviews corpus and the Process Corpus of English in Education. <\/em><\/h5>\n
Website: <\/em>https:\/\/perso.uclouvain.be\/gaetanelle.gilquin\/<\/em><\/a><\/h5>\n

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Uso de las herramientas de <\/strong>screencasting<\/em><\/strong> y <\/strong>keylogging<\/em><\/strong> para la evaluaci\u00f3n formativa y sumativa de la escritura en L2<\/strong><\/p>\n

Los enfoques pedag\u00f3gicos de la escritura en una segunda lengua o lengua extranjera (L2) se han centrado a menudo en el producto final, es decir, en el texto definitivo presentado por el alumno. Si bien es cierto que se pueden obtener muchas ideas interesantes de estos textos, s\u00f3lo muestran la punta del iceberg. Todos los distintos pasos que han llevado al producto final, incluidas las numerosas revisiones que suelen formar parte del proceso de escritura de un texto, se mantienen ciertamente ocultos (al menos si el texto ha sido tecleado, lo que se est\u00e1 convirtiendo en el caso por defecto en muchas situaciones pedag\u00f3gicas).<\/p>\n

Sin embargo, las tecnolog\u00edas digitales como el screencasting y el keylogging, al registrar la actividad de la pantalla y el teclado durante una tarea de escritura, permiten ahora desplazar el foco de atenci\u00f3n del producto al proceso y revelar as\u00ed todo el iceberg. El valor de estos datos de proceso se ilustrar\u00e1 con ejemplos extra\u00eddos de un archivo digital llamado Process Corpus of English in Education (PROCEED; Gilquin 2022). Este corpus incluye v\u00eddeos en screencast (grabados mediante OBS Studio) y registros de pulsaciones de teclas (grabados mediante Inputlog; Leijten & Van Waes 2013) basados en tareas de escritura llevadas a cabo por estudiantes intermedios de ingl\u00e9s como lengua extranjera (EFL).<\/p>\n

La presentaci\u00f3n se centrar\u00e1 en el uso de estos datos para la evaluaci\u00f3n formativa y sumativa. En la evaluaci\u00f3n formativa, es decir, la evaluaci\u00f3n para el aprendizaje, se puede pedir a los alumnos que observen los datos de su propio proceso para que sean conscientes de c\u00f3mo es su proceso de escritura. Tambi\u00e9n pueden comparar sus datos con los de sus compa\u00f1eros, para situarse en el grupo, as\u00ed como con los datos de los escritores modelo, para ayudarles a identificar las estrategias de escritura exitosas.<\/p>\n

En cuanto a la evaluaci\u00f3n sumativa, es decir, la evaluaci\u00f3n del aprendizaje, se argumentar\u00e1 que deber\u00eda tenerse en cuenta el proceso de escritura, del mismo modo que la evaluaci\u00f3n del habla tiene en cuenta la fluidez. Esto podr\u00eda implicar la frecuencia y la ubicaci\u00f3n de las pausas o el uso de recursos en l\u00ednea. Un corpus como PROCEED podr\u00eda aprovecharse para determinar el comportamiento t\u00edpico de escritura de los alumnos en un determinado nivel de competencia (por ejemplo, en t\u00e9rminos de tiempo de pausa o n\u00famero de revisiones) y establecerlo como el est\u00e1ndar esperado. Este est\u00e1ndar derivado del corpus podr\u00eda entonces ayudar a evaluar emp\u00edricamente el proceso de escritura de los alumnos.<\/p>\n

La presentaci\u00f3n terminar\u00e1 con un debate sobre c\u00f3mo la incorporaci\u00f3n de una dimensi\u00f3n del proceso de escritura podr\u00eda, en \u00faltima instancia, ayudar a mejorar las habilidades de escritura en EFL.<\/p>\n

Referencias<\/strong><\/p>\n

Gilquin, G. (2022). The Process Corpus of English in Education: Going beyond the written text. Research in Corpus Linguistics, 10<\/em> (1), 31-44. http:\/\/ricl.aelinco.es\/first-view\/174-Article%20Text-1066-1-10-20210407.pdf<\/a><\/p>\n

Leijten, M., Van Waes, L. (2013). Keystroke logging in writing research: Using Inputlog to analyze and visualize writing processes. Written Communication, 30<\/em> (3), 358-392.<\/p>\n

\n
\u00a0<\/h5>\n
Ga\u00ebtanelle Gilquin<\/em><\/strong> es catedr\u00e1tica de lengua y ling\u00fc\u00edstica inglesas en la Universidad de Lovaina (B\u00e9lgica). Sus l\u00edneas de investigaci\u00f3n incluyen corpus de aprendices, ling\u00fc\u00edstica cognitiva y el proceso de escritura L2 (segunda lengua). Es una de las editoras del Cambridge Handbook of Learner Corpus Research y directora del Corpus New Englishes Student Interviews y del Process Corpus of English in Education. <\/em><\/h5>\n
P\u00e1gina web: <\/em>https:\/\/perso.uclouvain.be\/gaetanelle.gilquin\/<\/em><\/a><\/h5>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=\u00bb1″ disabled_on=\u00bbon|on|on\u00bb admin_label=\u00bbDr Milagros Torrado Cesp\u00f3n – Dr Inmaculada Clotilde Santos D\u00edaz\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||||false|false\u00bb custom_padding=\u00bb0px||||false|false\u00bb disabled=\u00bbon\u00bb collapsed=\u00bboff\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_row column_structure=\u00bb1_4,1_4,1_4,1_4″ disabled_on=\u00bbon|on|on\u00bb _builder_version=\u00bb4.27.4″ _module_preset=\u00bbdefault\u00bb disabled=\u00bbon\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_column][et_pb_column type=\u00bb1_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Dr_Milagros_Torrado200.jpg\u00bb alt=\u00bbDr_Milagros_Torrado\u00bb title_text=\u00bbDr_Milagros_Torrado200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr Milagros Torrado Cesp\u00f3n<\/strong><\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00bb1_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_image src=\u00bbhttp:\/\/iwoda.es\/wp-content\/uploads\/2022\/05\/Dr_Inmaculada_Santos200.jpg\u00bb alt=\u00bbDr_Inmaculada_Santos\u00bb title_text=\u00bbDr_Inmaculada_Santos200″ align=\u00bbcenter\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb width=\u00bb100%\u00bb width_tablet=\u00bb100%\u00bb width_phone=\u00bb50%\u00bb width_last_edited=\u00bbon|phone\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Dr Inmaculada Clotilde Santos D\u00edaz<\/strong><\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=\u00bb1_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb||0px||false|false\u00bb custom_padding=\u00bb||0px||false|false\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_text _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb custom_margin=\u00bb0px||0px||false|false\u00bb custom_padding=\u00bb0px||0px||false|false\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Featuring CleverCookie. English Language Resources for Speakers of Spanish<\/em><\/strong><\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\u00bb1_2,1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb1_2″ _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_toggle title=\u00bbEnglish\u00bb _builder_version=\u00bb4.17.3″ _module_preset=\u00bbdefault\u00bb title_font=\u00bbArial||||||||\u00bb title_text_align=\u00bbjustify\u00bb title_line_height=\u00bb1.2em\u00bb text_orientation=\u00bbjustified\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Featuring CleverCookie. English Language Resources for Speakers of Spanish<\/em><\/strong><\/p>\n

CleverCookie. English Language Resources for Speakers of Spanish<\/em><\/a> (Torrado Cesp\u00f3n, 2021) is an online tool aimed at secondary school students, adults, and Internet users in general, which resulted from the research work done by ENTELEARN<\/a> at the International University of La Rioja. It is based on the most frequent errors made by university students in online written environments. For this, a forum compilation process began in 2014 to create a learner corpus (Castillo Rodr\u00edguez & D\u00edaz Lage, 2015) in which to analyse the most frequent errors.<\/p>\n

As revised by Torrado Cesp\u00f3n and D\u00edaz Lage (2022), the objective of CleverCookie is to be a fun, easy and fast tool to solve minor doubts when using written English, especially in online environments, based on a character that comically explains the mentioned doubts. Starting from a main idea of short videos available on YouTube, the user can view them to solve their doubts quickly and enjoyably. The videos are in English and CleverCookie tells a story about the error, inviting you to use its website for more information if necessary. This includes:<\/p>\n