- Jose Belda-Medina works in the Department of English Studies at the University of Alicante (Spain). Previous position... moreJose Belda-Medina works in the Department of English Studies at the University of Alicante (Spain). Previous positions in several universities in Europe (UK, Ireland, Germany, Poland, Czech Rep, etc) and the USA. Areas of interest: Applied Linguistics, Computational Linguistics and Educational Technology. Leader of the research group Digital Language Learning DL2.edit
The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored,... more
The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.
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This research aims to promote diversity and inclusion among higher education students by examining the integration of technology into project-based learning (PBL) for English as a foreign language (EFL) teacher candidates. Based on a... more
This research aims to promote diversity and inclusion among higher education students by examining the integration of technology into project-based learning (PBL) for English as a foreign language (EFL) teacher candidates. Based on a mixed-methods approach and convenience sampling (n = 84 participants), this study involved pre-service teachers who collaboratively employed several authoring tools to create 16 digital comic strips for teaching English. The focus of the project was on inclusivity, cultural diversity, and affective education. This study consisted of five stages corresponding to different critical thinking skills: comprehension, negotiation, creation, presentation, and evaluation. The instruments used for quantitative data included a pre/post-survey based on two validated scales. Qualitative data were gathered through class discussions and semi-structured interviews. The results, analyzed through SPSS and QDA Miner Lite, revealed that teacher candidates lacked prior experience using digital tools to create EFL-inclusive materials. However, the study also highlighted increased awareness of inclusive education and strong advocacy for the integration of transformative technology in teacher training programs.
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This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context ofEnglish as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college... more
This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context ofEnglish as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college students enrolled in ateacher training program, the study focuses on three main objectives: assessing the participants' prior knowledge of AI tools for EFLmaterial creation, examining their attitudes towards the use of AI in language education, and evaluating the impact of collaborative digital storytelling projects on their perspectives towards integrating AI tools in educational settings. Employing a mixed-methods approach, the study engaged a convenience sample of 115 pre-service teachers, utilizing both quantitative and qualitative research instruments such as a pre-post-test based on the Technology Acceptance Model (TAM) and class discussion. Quantitative data were analyzed using SPSS, while qualitative insights were derived through QDA Miner to ensure a comprehensive understanding of the participants' experiences and viewpoints. The findings reveal a notable gap in the pre-service teachers' prior knowledge of AI tools designed for educational purposes, indicating a limited exposure to or engagement with such technologies in their training. Despite this low level of familiarity, the study uncovers a predominantly positive attitude towards the adoption and integration of AI tools in language education. This positive disposition suggests an openness among future educators to explore and incorporate innovative technologies that can enhance teaching and learning experiences in EFL contexts. The research highlights how the practical experience of creating collaborative digital storytelling narratives using AI tools can positively influence pre-service teachers' attitudes towards technology integration. This shift in perspective underscores the potential of hands-on, project-based learning experiences to enrich teacher training programs by fostering a more receptive and adaptive mindset towards the use of emerging technologies in educational settings. The study underscores the importance of integrating AI and digital storytelling into teacher education curricula to better prepare pre-service teachers for the evolving demands of the digital age, advocating for a more informed, and innovative approach to EFL material development and teaching strategies.
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Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling... more
Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gapby pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, thestudy involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed bythe creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS forquantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The resultsshowed a positive impact onvocabulary learningrelated to inclusive and diverse educationamong children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.
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The use of Assistive Technology (AT) in foreign language learning has increased over the last decades thanks to new technological advances and the development of different digital tools (Huang et al., 2016; Khan et al., 2020). This... more
The use of Assistive Technology (AT) in foreign language learning has increased over the last decades thanks to new technological advances and the development of different digital tools (Huang et al., 2016; Khan et al., 2020). This research analyzes in-service teachers’ preparation and digital competence in the use of AT for students with specific educational needs in general, and particularly in learning English as a foreign language, and their experience during the COVID-19 pandemic. Quantitative and qualitative data were gathered through different research instruments such as a survey completed by 110 in-service teachers and a semi-structured discussion with a focus group of 10 English-language teachers from different schools. The results show the lack of knowledge and digital skills in the use of AT and the need to improve access to technological resources and teacher training programs.
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Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language... more
Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.
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Research Interests: Geography, Multiculturalism, Teaching English as a Second Language, Second Language Acquisition, Language and Social Interaction, and 12 moreStudent Motivation And Engagement, Internationalization, Study Abroad, Cross Cultural Communication, Multiculturalidad, Cross cultural studies, Internacionalización, Im, Inclusión, App, Filología Inglesa, and Química Analítica
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El uso del relato digital o DST en ingles (Digital Storytelling) en el aprendizaje del ingles como segunda lengua (ESL) ha sido objeto de varias investigaciones desde distintas perspectivas (Yang y Wu 2012, Angay-Crowder et al 2013, Kim... more
El uso del relato digital o DST en ingles (Digital Storytelling) en el aprendizaje del ingles como segunda lengua (ESL) ha sido objeto de varias investigaciones desde distintas perspectivas (Yang y Wu 2012, Angay-Crowder et al 2013, Kim 2014, Lisenbee y Ford 2018). Este trabajo examina las posibilidades pedagogicas del DST en el aula de ESL desde una perspectiva inclusiva y diversa. Un total de 186 estudiantes de Educacion infantil y primaria de la asignatura Integrating Skills in English de la UA participaron en este proyecto en el que debian revisar de manera critica historias en ingles destinadas al alumnado de infantil y primaria, aprender a crear en grupos de cinco o seis estudiantes de forma cooperativa sus propias DST basadas en historias inclusivas mediante distintas herramientas digitales y evaluar los resultados obtenidos en el aula. Los datos cuantitativos muestran una valoracion muy positiva respecto a la capacidad critica y creativa del alumnado respecto a la creacion d...
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La internacionalizacion es uno de los objetivos principales en la educacion, y la multiculturalidad y el multilinguismo dos retos importantes. El uso de las aplicaciones moviles con fines educativos ha adquirido gran relevancia en los... more
La internacionalizacion es uno de los objetivos principales en la educacion, y la multiculturalidad y el multilinguismo dos retos importantes. El uso de las aplicaciones moviles con fines educativos ha adquirido gran relevancia en los ultimos anos gracias a un modelo comunicativo, sencillo, inter pares, en linea, ubicuo, informal, abierto y cooperativo. En este trabajo se analiza primero la motivacion de los estudiantes en programas de movilidad internacional; en segundo lugar, se investiga el proceso de integracion e inclusion de estudiantes internacionales; tercero, se examina la interaccion entre estudiantes locales e internacionales a lo largo de un cuatrimestre. Un total de 47 estudiantes de diferentes disciplinas de Ciencias y Letras, incluyendo 35 internacionales de 14 paises diferentes, fueron divididos en dos grupos, control (comunicacion tradicional) y experimental (comunicacion por app IM). Los resultados del experimento muestran una mejora en la percepcion de su competen...
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En las ultimas decadas, el uso de las TIC en la adquisicion de segundas lenguas ha experimentado un progreso incesante (Belda-Medina et al., 2017; Guillen-Nieto & Aleson-Carbonell, 2012; Jordano de la Torre, de Larreta-Azelain, Dolores, &... more
En las ultimas decadas, el uso de las TIC en la adquisicion de segundas lenguas ha experimentado un progreso incesante (Belda-Medina et al., 2017; Guillen-Nieto & Aleson-Carbonell, 2012; Jordano de la Torre, de Larreta-Azelain, Dolores, & Pareja Lora, 2016; Kukulska-Hulme, Norris, & Donohue, 2015), pero, a su vez, parece haber creado cierta brecha intergeneracional (Prensky, 2001). En un mundo cada vez mas tecnologico, la carencia de estas habilidades puede recrudecer los factores de aislamiento social que el colectivo de las personas mayores sufre (Bru Ronda et al., 2016). Por esta razon, se considera prioritaria la alfabetizacion digital de nuestros mayores. Esta formacion, entendida siempre desde una perspectiva androgica (Gibbons & Wentworth, 2001; Knowles, 1979; Ozuah & Chairman, 2005), no profesionalizante, debe centrar el aprendizaje en el contexto vital de los usuarios; de manera que el uso de las herramientas tecnologicas fomente la socializacion, la integracion social y el...
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Este estudio analiza el uso de Instagram como herramienta y escenario para promover el aprendizaje del lexico no estandar del ingles. Hoy en dia cobra gran sentido, por un lado, atender a estas variedades lexicas no estandar usadas en... more
Este estudio analiza el uso de Instagram como herramienta y escenario para promover el aprendizaje del lexico no estandar del ingles. Hoy en dia cobra gran sentido, por un lado, atender a estas variedades lexicas no estandar usadas en redes sociales, y, por otro, introducir las redes sociales como elemento motivador del alumnado, especialmente en contextos universitarios y pre-universitarios, por muy diversos motivos. Por ello, hemos llevado a cabo una experiencia educativa que combina el uso de Instagram y el aprendizaje del lexico de las redes sociales en lengua inglesa. Exponemos aqui los resultados de esta investigacion llevada a cabo con 94 sujetos, estudiantes del Grado en Estudios Ingleses de la UA. Se aprecia un significativo progreso del grupo experimental frente al grupo control, el cual no ha usado redes sociales, y un muy alto grado de motivacion y un aprendizaje consciente y reflexivo por parte del alumnado que ha usado Instagram en el aula. Concluimos, por tanto, que l...
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Este trabajo queda plenamente justificado por la necesidad de avanzar en el conocimiento sobre el uso de la tecnología que hacen las personas mayores para el aprendizaje de un idioma y los beneficios que ello conlleva. En la investigación... more
Este trabajo queda plenamente justificado por la necesidad de avanzar en el conocimiento sobre el uso de la tecnología que hacen las personas mayores para el aprendizaje de un idioma y los beneficios que ello conlleva. En la investigación se analiza el empleo de diferentes herramientas digitales y la actitud de los estudiantes mayores hacia ellas.
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The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign... more
The recent emergence and popularity of digital tools related to Augmented Reality (AR), such as Roar or Aumentaty, has facilitated the integration of this breakthrough technology in Language Learning, particularly in English as a Foreign Language (EFL). Thanks to the recent worldwide availability of new technological devices, such as tablets and smartphones, AR applications can be effectively used today in language learning with different learning purposes, such as grammar or enhancing the student's listening skills, among others. Thus, the main purpose of this study aims to examine the use of AR in Language Learning thoroughly and evaluate the possibility of including the tool in today's education by analyzing the possible advantages and limitations that researchers may have found in their studies.
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Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure... more
Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.
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El uso de las TIC en la educación bilingüe ha sido objeto de investigación en diversas publicaciones hasta la fecha. Estos estudios se han centrado tanto en aspectos generales como específicos sobre el desarrollo de determinadas destrezas... more
El uso de las TIC en la educación bilingüe ha sido objeto de investigación en diversas publicaciones hasta la fecha. Estos estudios se han centrado tanto en aspectos generales como específicos sobre el desarrollo de determinadas destrezas mediante el empleo de alguna herramienta o aplicación tecnológica en particular. Este artículo trata de ampliar la información existente respecto al empleo de las TIC y el aprendizaje del inglés por parte de los estudiantes nativos digitales en tanto futuros educadores (pre-service digital teachers) mediante la metodología del aprendizaje basado en proyectos o PBL (Project-Based Learning). Un total de 172 estudiantes de las asignatura Integrating Skills in English de la Facultad de Educación participaron en esta investigación basada tanto en datos cuantitativos mediante cuestionarios como cualitativos a través de la observación y la evaluación interpar. Los resultados muestran que el alumnado posee una percepción mayor de su capacidad en las compet...
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CLIL and Multilingualism. Challenges in the Internationalization of Education.
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La lingüística de corpus y la identificación de la autoria. Análisis de casos
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Programas de movilidad internacional, postgrado, ayudantías y becas de internacionales para estudiantes de Ciencias
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Analysis of Innovation and Best Practices in Lifelong Learning Programmes (University of Alicante, Spain)
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Presentación realizada para CIEE Conference, Toronto, 200
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Presentacion sobre AICLE (CLIL) e internacionalizacion en la educacion - Curso de verano UA 2017
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ABSTRACT Storytelling is an essential component in language learning and acquisition but it has changed over time from early oral tradition to modern digital literacy. Although digital storytelling (DST) has become an important tool in... more
ABSTRACT Storytelling is an essential component in language learning and acquisition but it has changed over time from early oral tradition to modern digital literacy. Although digital storytelling (DST) has become an important tool in language development inclusive and diverse stories are still underrepresented. The novelty of this article is that it reports the findings of a two-year research about the design and use of DST by 244 teacher candidates and their attitudes toward inclusiveness and diversity in Education. Quantitative and qualitative data were gathered through a pre-test/post-test, class presentations and semi-structured debates. The results revealed statistically significant differences after the treatment as regards inclusiveness and diversity among participants, who demonstrated their creativity and openness to transformative technology pedagogy, and unveiled the early presence of stereotypes among children. The teacher candidates widely supported the integration of inclusive DSTs in the English as a Foreign Language (EFL) classroom but advocated for a better pedagogical and technological preparation in their transition from digital native students to digital native teachers.
Research Interests: Psychology, Creativity, Critical Thinking, Storytelling, ICT in Education, and 10 moreApplied Linguistics, Pedagogy, Teaching English As A Foreign Language, Inclusive Education, Digital Storytelling, English language teaching, English as a Foreign Language (EFL), Inclusiveness, English Language Teaching, and Filología Inglesa
espanolAunque existen numerosas publicaciones sobre el uso de las TIC en la educacion bilingue, la mayoria se basa en el estudio de los nativos digitales en tanto estudiantes en el aula y no como educadores. Esta investigacion se centra... more
espanolAunque existen numerosas publicaciones sobre el uso de las TIC en la educacion bilingue, la mayoria se basa en el estudio de los nativos digitales en tanto estudiantes en el aula y no como educadores. Esta investigacion se centra en la afinidad tecnologica y habilidades de los estudiantes para la integracion de las TIC en el aula de ingles. Un total de 236 estudiantes de grado en Educacion de la Universidad de Alicante matriculados en la asignatura Integracion de las habilidades comunicativas participaron en este proyecto. Primero, los estudiantes completaron un pre-test para medir el grado de afinidad tecnologica segun la escala de Dahlstrom (2013). Luego, trabajaron en grupos disenando y desarrollando cinco proyectos con distintas TIC dirigidas a alumnos de diferentes etapas (preescolar, primaria). Finalmente, los participantes debatieron en clase sus proyectos y completaron un cuestionario de autoevaluacion. Los resultados muestran que un numero significativo de estudiante...
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Internationalization is a top priority today for most educational institutions around the world. According to some recent reports (British Council, UNESCO), by 2024 there will be approximately 10 million mobile students in higher... more
Internationalization is a top priority today for most educational institutions around the world. According to some recent reports (British Council, UNESCO), by 2024 there will be approximately 10 million mobile students in higher education. Several public and private programs have been implemented to meet the needs of those mobile students, particularly in a study abroad context but some of them are just tailor-made courses with low or no involvement in the local community. The University of Alicante (Spain) and several American universities (The University of Missouri, Rutgers University, Central Michigan University, Western Illinois University and The University of Memphis) have been running together a highly successful program on different subjects (Business, Finance, Linguistics, Sports, etc) for ten years, the International Summer Program or ISP. Faculty members and students from all participating institutions take part in this short-term program during the months of June or July. Furthermore, the ISP is open to guest professors and students worldwide, so other European universities (EDHEC Business School in Paris-France, Graz Universität in Austria) have joined this project in recent years. The result is a multicultural short-term program where Faculty members exchange their personal experience and best practices in teaching methodologies while students from different countries learn and interact in and outside of class in a wide range of academic and free-time activities. This educational program is aimed at promoting diversity and multiculturalism through different cooperative strategies and student interaction. This study shows the program and its context, analyses the existing differences and challenges for co-organizing institutions and provides the results regarding the students’ perception of the program and their participation
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espanolEn las ultimas decadas se han publicado numerosos articulos sobre el aprendizaje de segundas lenguas (L2) y el empleo de herramientas digitales por parte de los denominados nativos digitales, particularmente en lo que se refiere a... more
espanolEn las ultimas decadas se han publicado numerosos articulos sobre el aprendizaje de segundas lenguas (L2) y el empleo de herramientas digitales por parte de los denominados nativos digitales, particularmente en lo que se refiere a la afinidad tecnologica y las destrezas linguisticas de las jovenes generaciones. Sin embargo, pocos estudios han profundizado en el aprendizaje de una L2 a una edad tardia y en el uso de las nuevas tecnologias por parte de los estudiantes mayores. Esta investigacion se centra en el analisis del uso de las TIC para el aprendizaje de una L2 en un programa universitario para mayores desde un modelo andragogico y heutagogico. Un total de 126 estudiantes de 50 o mas anos de edad participaron en este experimento desarrollado durante tres anos (2015-2018) en la Universidad de Alicante (Espana). Se utilizaron distintos instrumentos de medicion para recabar informacion cuantitativa y cualitativa, tales como un pretest y un postest, y una metodologia basada en el uso de las TIC. Los resultados revelan una actitud positiva y capacidad tecnologica de los estudiantes mayores en el aprendizaje de una L2, destacando el impacto que ello tiene en factores tales como la frecuencia de uso de la L2, el aprendizaje colaborativo y autonomo, la autopercepcion del progreso y la motivacion. EnglishSeveral studies have been published about second language learning (L2) and the use of digital tools at an early stage by the digital natives in the last decades, particularly the technological affinity and language skills of young students. But few articles have focused on L2 learning at a later age and on the use of the New Technologies. This research aims to investigate the use of ICTs for L2 learning among seni or students in an andragogical and heutagogical approach. A total of 126 senior students aged 50+ participated in this three - year longitudinal study (2015 - 2018) at the University of Alicante (Spain ). Different measuring instruments were used to gather quan titative and qualitative data, such as the use of a pre - test and a post - test, and a classroom methodology based on digital tools. The research findings revealed that senior students show a positive attitude towards the meaningful integration of ICTs in the L2 classroom and the positive impact it has on certain factors such as the frequency of use, collaborative and autonomous learning, self - perceived learning gains and motivation.
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Ordenador, disquete, raton, memoria, pagina web, modem, Internet, chatear, correo electronico. Todas ellas son palabras presentes ya en el vocabulario comun del espanol. En esta obra se analizan los recursos morfologicos que originan la... more
Ordenador, disquete, raton, memoria, pagina web, modem, Internet, chatear, correo electronico. Todas ellas son palabras presentes ya en el vocabulario comun del espanol. En esta obra se analizan los recursos morfologicos que originan la mayoria de los terminos pertenecientes al ambito de la informatica e Internet (composicion, derivacion, abreviacion, especializacion, prestamos) y se comentan los principales errores y problemas que plantea su traduccion al espanol.
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Computer terminology has recently become very influential in languages other than English. One of the major problems affecting Spanish translation in this field derives from the high flexibility of English towards conversion, the process... more
Computer terminology has recently become very influential in languages other than English. One of the major problems affecting Spanish translation in this field derives from the high flexibility of English towards conversion, the process whereby a term belonging to a specific grammatical category can be used with different syntactic functions without requiring change in its form. Although no agreement exists on the definition and extent of conversion, this process poses some important problems for the Spanish translation. This paper intends to analyze and classify the most important types of conversion in English computer terminology and describe the major problems affecting the Spanish translation.
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Guía docente de la asignatura "Comprensión y Expresión Escrita (LE)" del Máster en enseñanza de Español e Inglés como segundas lenguas (L2) /lenguas extranjeras (LE)
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El objetivo principal es investigar el impacto del uso de un grupo de mensajería instantánea en el desarrollo de la competencia comunicativa y en el aprendizaje del inglés por mayores de 50 años. Aquí la variable independiente es el... more
El objetivo principal es investigar el impacto del uso de un grupo de mensajería instantánea en el desarrollo de la competencia comunicativa y en el aprendizaje del inglés por mayores de 50 años. Aquí la variable independiente es el empleo de una aplicación de IM mientras que las dos variables dependientes son, por un lado, la capacidad y frecuencia de uso de esta herramienta de comunicación en inglés y, por otro, el impacto que el uso de este tipo de herramienta puede tener sobre la ansiedad idiomática a la hora de comunicarse en un idioma extranjero
Research Interests: Humanities, ICT in Education, Applied Linguistics, Aprendizaje, English as a Foreign Language (EFL), and 10 moreMALL (Mobile Assisted Language Learning), Instant, Tecnología, Filología Inglesa, English As a Second Language (ESL), Whatsapp, Inglés Como Lengua Extranjera, Herramientas Digitales, ICT In Teaching and Learning English Language, and Mensajería Instantánea
Una mayor participación de los alumnos en el diseño de las pruebas escritas que evalúan su conocimiento de la asignatura redunda en un aumento de motivación y una mejora de los resultados. Para demostrar esta afirmación, seis profesores... more
Una mayor participación de los alumnos en el diseño de las pruebas escritas que evalúan su conocimiento de la asignatura redunda en un aumento de motivación y una mejora de los resultados. Para demostrar esta afirmación, seis profesores de tres carreras (Filología Inglesa, Óptica y Enfermería) redactaron una encuesta para conocer la experiencia de sus alumnos en el proceso de la evaluación y además se organizaron debates, tutorías y puestas en común para el mismo fin. En cada una de las cinco asignaturas (tres de letras y dos de ciencias) se les propuso a los alumnos participar en la creación de un examen, escribiendo posibles preguntas o redactando monografías que constituían el contenido de los exámenes. La comparación de los resultados de los exámenes, la retroalimentación de los alumnos y la experiencia de los profesores nos permiten deducir que al involucrar a los alumnos en el proceso de evaluación es posible aumentar la motivación y posiblemente el aprendizaje de los discentes tanto de letras como de ciencias. A pesar de ello, hay varios factores a tener en cuenta, tales como la motivación intrínseca, el ambiente de clase, el tiempo de realización de pruebas, el nivel de los alumnos y el trabajo que le supone al docente.
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The recent emergence of digital authoring tools related to Augmented Reality (AR), such as Zooburst, Roar or Aumentaty, has facilitated the integration of this cutting-edge technology in Education. Consequently, different publications... more
The recent emergence of digital authoring tools related to Augmented Reality (AR), such as Zooburst, Roar or Aumentaty, has facilitated the integration of this cutting-edge technology in Education. Consequently, different publications have come out to light about the affordances and limitations of integrating technology AR in the EFL/ESL classroom. Thus, this study seeks to analyze and review the recent trends in AR implementation in the English as a Foreign Language Classroom (EFL) and to present the main projects aimed at teaching English with AR-based projects that have been published in the latest years in WOS and Scopus. Following the methodology, the improvement in the performance of the student in different areas of study has been proved while using AR in EFL teaching.
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Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the... more
Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Re...
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Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human... more
Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human communication from students’ or in-service teachers’ perspectives. This study aims to examine the knowledge, level of satisfaction and perceptions concerning the integration of conversational AI in language learning among future educators. In this mixed method research based on convenience sampling, 176 undergraduates from two educational settings, Spain (n = 115) and Poland (n = 61), interacted autonomously with three conversational agents (Replika, Kuki, Wysa) over a four-week period. A learning module about Artificial Intelligence and language learning was specifically designed for this research, including an ad hoc model named the Chatbot–Human Interaction Satisfaction Model (CHISM), which was used by teacher candidates to evaluate different linguis...
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Presentación sobre AICLE (CLIL) e internacionalización en la educación - Curso de verano UA 2017Análisis de los retos que plantea el multilingüismo y la internacionalización en la educación en sus diferentes etapas y desde diversas... more
Presentación sobre AICLE (CLIL) e internacionalización en la educación - Curso de verano UA 2017Análisis de los retos que plantea el multilingüismo y la internacionalización en la educación en sus diferentes etapas y desde diversas perspectivas (cultural, social, académica, etc)
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La invasión normanda de 1066 tuvo consecuencias en Inglaterra a todos los niveles, y muy especialmente en el desarrollo de la lengua inglesa en los cuatro siglos posteriores. Es durante el periodo del inglés medio (1100-1500) cuando el... more
La invasión normanda de 1066 tuvo consecuencias en Inglaterra a todos los niveles, y muy especialmente en el desarrollo de la lengua inglesa en los cuatro siglos posteriores. Es durante el periodo del inglés medio (1100-1500) cuando el genuinamente germánico inglés antiguo se convierte en el romanceado inglés moderno del Renacimiento. Fruto del contacto lingüístico, el vocabulario militar es uno de los campos semánticos más afectados. Los enfrentamientos armados en que intervienen ejércitos ingleses son comunes, por ejemplo, la Guerra de las Dos Rosas en la misma Inglaterra, o frente a Francia, agrupados bajo el nombre de Guerra de los Cien Años. Un fenómeno de especial relevancia en cuanto al armamento de la época es la denominada revolución militar medieval de mediados del siglo XIV, en que se inicia un rápido desarrollo que desemboca en la creación de la armadura completa de placas y las armas de fuego a finales del periodo.
Esta obra, de carácter interdisciplinar lingüístico e histórico, está destinada a investigadores académicos, estudiantes de filología, y también a interesados en la historia militar europea o el medievalismo. Su objetivo principal es proporcionar un compendio terminológico del armamento que forma parte del equipo de los soldados ingleses, incluyendo su montura, compilado a partir de fuentes directas de entre 1100 y 1500, acompañado de una descripción detallada de cada término, con su significado, equivalentes actuales, origen, fuentes directas de la época y categorización como arma. Se ofrece igualmente una introducción al contexto lingüístico e histórico de la Inglaterra medieval al comienzo de la obra, así como un estudio de carácter cuantitativo y cualitativo al final. Dicho compendio, denominado CAIM23 (Corpus de armamento en inglés medio 2023), o MEWC23 (Middle English Weaponry Corpus 2023), es bilingüe, inglés-español, con el fin de facilitar su uso a hablantes de estas dos lenguas.
Esta obra, de carácter interdisciplinar lingüístico e histórico, está destinada a investigadores académicos, estudiantes de filología, y también a interesados en la historia militar europea o el medievalismo. Su objetivo principal es proporcionar un compendio terminológico del armamento que forma parte del equipo de los soldados ingleses, incluyendo su montura, compilado a partir de fuentes directas de entre 1100 y 1500, acompañado de una descripción detallada de cada término, con su significado, equivalentes actuales, origen, fuentes directas de la época y categorización como arma. Se ofrece igualmente una introducción al contexto lingüístico e histórico de la Inglaterra medieval al comienzo de la obra, así como un estudio de carácter cuantitativo y cualitativo al final. Dicho compendio, denominado CAIM23 (Corpus de armamento en inglés medio 2023), o MEWC23 (Middle English Weaponry Corpus 2023), es bilingüe, inglés-español, con el fin de facilitar su uso a hablantes de estas dos lenguas.
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En esta obra se analizan los recursos morfológicos que originan en inglés la mayoría de los términos pertenecientes al ámbito de la informática, internet y las Nuevas Tecnologías (composición, derivación, abreviación, préstamos, etc) y... more
En esta obra se analizan los recursos morfológicos que originan en inglés la mayoría de los términos pertenecientes al ámbito de la informática, internet y las Nuevas Tecnologías (composición, derivación, abreviación, préstamos, etc) y se comentan los principales errores y problemas que plantea su traducción.
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Conference on International Education
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Universidad Europea de Madrid