- http://www.ub.edu/dll/professorat/suarez-vilagran-maria-del-mar
Campus Mundet: Edifici Llevant, 1r pis.
Pg. Vall d'Hebron 171, Barcelona 08035
Fax: 93 403 50 15
Despatx: 144
Telf. 93 403 50 76
- Lecturer at the Universitat de Barcelona. Research interests: applied linguistics, second language acquisition, teaching methodology.edit
Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers' feeling of learning, a variable that... more
Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers' feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to switch from one viewing mode (subtitles, captions, no on-screen text) to another and what factors affect those choices. This study explores learners' perspectives on learning from audiovisual input and their preferred viewing mode before and after participating in a prolonged viewing intervention. A total of 136 participants of varying L2 English proficiency levels (from A1 to C2) completed previewing and post-viewing questionnaires. The results show that vocabulary and expressions were perceived to be learnt the most. The elementary proficiency group were more likely to be positive about learning from the intervention than higher proficiency students. Concerning the preferred viewing mode outside of the classroom, the participants favoured no on-screen text or first language (L1) subtitles over L2 captions. At the end of the intervention, the elementary-level participants found that viewing without any L1 support was too challenging for leisure viewing, while the intermediate-and advanced-level students gained confidence in watching without any textual support.
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Individual differences have been shown to influence language development (Skehan 1989) and vocabulary learning (Dóczi and Kormos 2016) to a great extent. Among them, language aptitude has been found to be a good L2 proficiency predictor,... more
Individual differences have been shown to influence language development (Skehan 1989) and vocabulary learning (Dóczi and Kormos 2016) to a great extent. Among them, language aptitude has been found to be a good L2 proficiency predictor, even if it is said to have a low predictive validity for vocabulary learning (Li 2016). Research has also shown that extensive television viewing may be beneficial for vocabulary learning at beginner levels (Gesa 2019). However, there is virtually no research exploring the mediating role of language aptitude in the learning of L2 vocabulary through multimodal input. This chapter aims at filling the existing gap by exposing Grade 6 Catalan / Spanish EFL learners aged 11-12 (N=40) to L1 subtitled TV series for an academic term. Participants were pooled from two intact classes, which were randomly allocated to the experimental or control group. Weekly, both groups were pre-taught a set of Target Words (TWs) and completed two active learning vocabulary tasks. However, only those in the experimental group additionally watched a total of eight episodes of a TV series where the TWs appeared. In order to be able to compute for lexical gains, all learners took a pre-and a post-test, assessing TW form and meaning recall, at the beginning and at the end of the term. Language aptitude was measured using the multicomponential Modern Language Aptitude Test-Elementary in Catalan (Suárez 2010). Statistical analyses do not yield significant differences between experimental conditions, but descriptive statistics suggest that those exposed to subtitled TV series learn more vocabulary than learners who just received formal instruction. Moreover, language aptitude is revealed to impact word form learning. Conclusions are drawn in relation to how type of exposure (TV series and explicit vocabulary teaching) and some language aptitude components mediate vocabulary learning through multimodal input.
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Young learners' language aptitude is understudied due to a lack of tests covering this period of life. Young learners, in contrast with adults, are still acquiring their L1. Consequently, a language-dependent aptitude test should be... more
Young learners' language aptitude is understudied due to a lack of tests covering this period of life. Young learners, in contrast with adults, are still acquiring their L1. Consequently, a language-dependent aptitude test should be carefully designed for it to be valid. An additional challenge is found when the young learners who are to take the test are bilingual, as is the case of the Catalan/Spanish community in Catalonia. This chapter aims at explaining the process to translate and adapt the Modern Language Aptitude Test-Elementary in Spanish (MLAT-ES-Stansfield et al., 2005) into Catalan (MLAT-EC-Suárez, 2010) so as to obtain a valid aptitude measure across grades. The results show that despite the linguistic proximity between Catalan and Spanish, several issues had to be considered, not only linguistic and cultural but also the learners' age range for the test is addressed to.
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This study explores the effects of extensive exposure to L2 TV series, describing perceptions of learning from this type of input. A total of 136 university learners of English participated in a pre-/post-test design study which included... more
This study explores the effects of extensive exposure to L2 TV series, describing perceptions of learning from this type of input. A total of 136 university learners of English participated in a pre-/post-test design study which included extensive watching of ten full-length episodes of an English TV series. There were three groups: captions, textually enhanced captions, and no captions. Learners’ viewing mode preference and feeling of learning from L2 media were explored through questionnaires on out-of-class exposure to English media distributed at the beginning and end of the classroom intervention. The study results suggest a shift in the preferred mode of exposure to L2 media after the intervention and provide insights on the students’ impressions of and reactions to language learning from L2 TV series.
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Dealing with multimodality in websites. Also available at: http://diposit.ub.edu/dspace/handle/2445/128416
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Listening materials are commonly developed so students show their understanding of a specific oral discourse. Oral interactions provided in textbooks are resources in which different interactional ...
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Combining the communicative and collaborative potential of the Web 2.0 tools along with the constructivist teaching approach, which considers interaction basic for the collective construction of knowledge, have become paramount in foreign... more
Combining the communicative and collaborative potential of the Web 2.0 tools along with the constructivist teaching approach, which considers interaction basic for the collective construction of knowledge, have become paramount in foreign language teaching practices. Classroom blogs lend themselves to an authentic use of language, rich interaction as well as collaborative learning. Therefore, they could be the means for the development of communicative competence. But are they really so? Our research shows that, in the case of blogs on learning Spanish as a foreign language, interaction in such blogs is scarce, although language teachers can be considered experts in communicative strategies as well as creators of true virtual communities. The results of our study suggest that the degree of enrichment derived from the interaction in teachers’ blogs is the result of both their digital and their communicative competence, which shows in the use of specific strategies of the new emerging...
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In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point,... more
In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are found in the present study, which addresses this issue from two viewpoints, age and the supposed stability of language aptitude. The participants in this study are bilingual Catalan-Spanish children in grades from 3 to 7. 325 participants took the MLAT-ES and 304 participants took its Catalan version (MLAT-EC). The analyses of the children’s performance in both tests suggest that the higher the grade, the higher the final score. However, the difference between the means of the total score is consistently larger between grade 3 and 4 than between the other grades. Besides, this increase seems to plateau between grade 6 and 7. Results are discussed in relation to the influence that children’s a...
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Presentació utilitzada a les assignatures "Idioma estranger i la seva didàctica"El tractament de la comprensió auditiva en la didàctica de l'anglès en l'educació primàri
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Malgrat estar basat en el CAC Project, aquesta guia pot servir de base tecnica per a l'elaboracio de questionaris a Moodle, tant per professors com per estudiants.
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This research stems from the assumption that knowing how sound technology works, as well as its features and limitations, can help us better understand the mainstream music styles and genres of the last decades. Consequently, the... more
This research stems from the assumption that knowing how sound technology works, as well as its features and limitations, can help us better understand the mainstream music styles and genres of the last decades. Consequently, the evolution of music recording is explored through a grounded analysis based on both published documents and on interviews with currently active music producers who are specialists in urban pop music, with the aim to collect enough data to support the need to increase the presence of sound technology in the teaching plans of Compulsory Secondary Education. After the data analysis, several didactic proposals are presented involving the introduction of these technologies in secondary education. Thus, the aim is to update formal music education for teenagers and facilitate their informed and critical point of view so they can apply it to their own music consumption.
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The present learning experience is aimed to foster, among other competences, learner autonomy in the subject Oral and Written Communication in English. 32 freshman students of Audiovisual Communication elaborated an e-portfolio in 3... more
The present learning experience is aimed to foster, among other competences, learner autonomy in the subject Oral and Written Communication in English. 32 freshman students of Audiovisual Communication elaborated an e-portfolio in 3 different stages. After setting their learning aims, the students had to provide evidences of their learning process along the course. The students received their teacher’s feedback on each evidence, which they could contrast with the rubric provided to evaluate the competences at work. The results show a positive evolution in the learners’ awareness of their learning process and of the need of setting realistic aims to carry them out in a limited amount of time.
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En esta comunicación se explica qué lleva a 6 profesoras de lenguas extranjeras a iterar su intervención didáctica gamificada, qué modifican en esa iteración y qué, según su punto de vista, hace que la iteración no sea tan fructuosa como... more
En esta comunicación se explica qué lleva a 6 profesoras de lenguas extranjeras a iterar su intervención didáctica gamificada, qué modifican en esa iteración y qué, según su punto de vista, hace que la iteración no sea tan fructuosa como la primera vez que se implementó la intervención.
Comunicación presentada en el V Congresso Internazionale sull'educazione e l'innovazione. Firenze, Italy. Online.
Comunicación presentada en el V Congresso Internazionale sull'educazione e l'innovazione. Firenze, Italy. Online.
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II Jornada de Pesquisa Tema-RealTIC - Aprender em um mundo digital. Online.
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Presentation at CIDUI 2020+1
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Plataformas audiovisuales como YouTube facilitan la incorporación de prácticas de aprendizaje en contextos curriculares formales de diversa índole. Desde un punto de vista competencial, la incorporación de prácticas reales implica... more
Plataformas audiovisuales como YouTube facilitan la incorporación de prácticas de aprendizaje en contextos curriculares formales de diversa índole. Desde un punto de vista competencial, la incorporación de prácticas reales implica necesariamente un aprendizaje significativo que puede aplicarse posteriormente fuera del aula. En el caso de los vídeos tipo YouTuber, se fomenta también a la vez el desarrollo de la competencia comunicativa. Presentamos, pues, una práctica de innovación educativa con grupos de estudiantes de la asignatura “Expresión oral y escrita en inglés” del grado de Comunicación Audiovisual y de “Habilidades comunicativas orales” del Grado de Educación Infantil de la Universitat de Barcelona utilizando YouTube. Partiendo del eje común de la ausencia de un hábito lector y de la necesidad de ambos colectivos (alumnado de educación y de comunicación audiovisual en formación) de comunicar, expresar y transmitir de un modo apropiado adaptándose a los tiempos y tecnologías vigentes, nos marcamos el doble objetivo de activar la motivación por la lectura en estos alumnos a través del uso de las TIC en actividades de simulación, en las que nos acercamos al fenómeno Booktuber, y analizar las características de modelos de “booktubers” para poder determinar los factores que hacen que un “booktuber” destaque (para mejor o peor) respecto del resto y así poder aplicar lo aprendido en un vídeo de producción propia correspondiente al género. Para ello, se diseñaron unidades didácticas adaptadas a cada uno de los grados participantes en esta propuesta (más centrada en el hábito lector en Educación y más en la acción comunicativa en el caso de Comunicación Audiovisual) y se abrió una lista de reproducción en YouTube para cada uno de los grupos donde se aunaron los vídeos realizados por el alumnado. En ambos casos, se partió de la rúbrica propuesta por Torralba (2018), que se adaptó a las necesidades específicas de los dos tipos de alumnado. En el caso de Comunicación Audiovisual, específicamente, se insistió en aspectos como la localización, el uso de imágenes u objetos complementarios y el interés creado a partir del uso persuasivo del lenguaje, mientras que en Educación se focalizó en el fomento de la lectura. Siguiendo una metodología de investigación-acción, constatamos que los vídeos resultantes fueron de una calidad notable según el criterio del profesorado involucrado, así como de la evaluación entre pares, siguiendo dicha rúbrica. A partir de una encuesta sobre esta experiencia, los estudiantes afirman que estas nuevas formas de acercar los libros despiertan su curiosidad por aproximarse a la tarea de leer nuevos libros. Además, las secuencias didácticas para desarrollar esta innovación docente permitieron constatar que es posible incorporar en los planes docentes acciones didácticas que promuevan la curiosidad por la lectura entre los alumnos y la reflexión sobre la relación que mantiene el alumnado con la lectura y la necesidad que tiene de conocer más lecturas como docentes. En las conclusiones de los portafolios electrónicos mostraron también su agradecimiento por el feedback recibido, que a menudo era más positivo de lo que esperaban. Por ende, se concluye que, como profesionales de la comunicación en contextos diversos, ambos colectivos pueden utilizar una herramienta común (YouTube) para transmitir el gusto por la lectura de un modo eficaz desde el punto de vista comunicativo y persuasivo cuyos efectos pueden ir más allá del espacio físico del aula.
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Se le supone a la gamificación el poder de aumentar la motivación e implicación del alumnado (Deterding, Dixon, Khaled y Nacke, 2011), al aplicar un sistema de gamificación superficial (puntos, insignias y tablas de clasificación - PBL... more
Se le supone a la gamificación el poder de aumentar la motivación e implicación del alumnado (Deterding, Dixon, Khaled y Nacke, 2011), al aplicar un sistema de gamificación superficial (puntos, insignias y tablas de clasificación - PBL por sus siglas en inglés) (Marczewski, 2014). Estos elementos contribuyen a un contexto de competitividad entre estudiantes a la vez que fomentan una motivación extrínseca (Mekler, Brühlmann, Tuch y Opwis, 2015). Presentamos una experiencia de gamificación en un trabajo por proyectos consistente en crear la campaña de marketing y publicidad de un producto innovador en grupos de tres a cinco estudiantes. En esta experiencia se involucró a dos grupos de estudiantes de la asignatura “Expresión oral y escrita en inglés” del grado de Comunicación Audiovisual que se encargaron de decidir los grupos ganadores y menciones honoríficas de entre sus compañeros y compañeras de clase y de los del otro grupo (según la fase del proyecto) a partir de unos criterios de evaluación aplicados en varias evaluaciones entre pares desarrolladas en el aula. El proyecto constaba de dos presentaciones orales (una al principio y otra al final) y un trabajo escrito que se elaboró en 4 fases en Google Drive. Según la calidad de los trabajos, que se evaluaban también en pequeños grupos en el aula, el alumnado proporcionó su retroacción y una evaluación clasificatoria. A partir de la retroacción, los estudiantes podían modificar su trabajo tanto como quisieran siguiendo los comentarios y consejos de sus pares. A su vez, podían tomar ideas de los trabajos de los demás y adaptarlas a su caso particular. En cuanto a la evaluación clasificatoria, esta se traducía, según su cantidad y calidad, en un presupuesto con una moneda ficticia (equivalente a los puntos de la gamificación superficial). A mayor presupuesto, mejor ejecución (aunque fuera ficticia) de una de las fases del proyecto, consistente en la organización del evento de presentación de la campaña de marketing y publicidad. A menor presupuesto, el alumnado debía recurrir a su creatividad para solucionar la organización del evento. El número total de valoraciones positivas se acumulaba para terminar convirtiéndose en insignias, que servían tanto para clasificar en tablas de competición a los grupos de trabajo como para aumentar simbólicamente la nota de los receptores de dichas insignias. Para recabar las reacciones de los estudiantes respecto de la retroacción de sus pares, así como el efecto de tanto la recepción (o ausencia) de presupuesto -sin afectar la nota-, como de insignias -con influencia, aunque simbólica, en la nota-, se administró una encuesta en el Campus Virtual de la asignatura. Asimismo, se preguntó acerca de la experiencia en las conclusiones de los portafolios electrónicos elaborados para la asignatura. Los resultados revelan que el sistema de competición contribuyó a un mayor compromiso de algunos estudiantes, según su personalidad u otros factores, y también a un estado de competición entre grupos. No obstante, los resultados no fueron siempre motivadores en sentido constructivo, pues el lenguaje utilizado en el feedback entre grupos no resultó siempre conveniente. Así pues, se concluye que el PBL es, en efecto, un sistema que contribuye al grado y tipo de motivación de los estudiantes, pero que esta contribución no es siempre positiva.
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Plataformas audiovisuales como YouTube facilitan la incorporación de prácticas de aprendizaje informal en contextos curriculares formales. Desde un punto de vista competencial, la incorporación de prácticas reales, aunque sean de registro... more
Plataformas audiovisuales como YouTube facilitan la incorporación de prácticas de aprendizaje informal en contextos curriculares formales. Desde un punto de vista competencial, la incorporación de prácticas reales, aunque sean de registro informal, implican necesariamente un aprendizaje significativo que puede ser aplicado posteriormente fuera del aula a la vez que potencia el desarrollo de la competencia comunicativa.
Con esto en mente, en esta propuesta presentamos una práctica de innovación educativa en que participaron dos grupos de estudiantes de la asignatura “Expresión oral y escrita en inglés” del grado de Comunicación Audiovisual de la Universitat de Barcelona. Los objetivos de este proyecto fueron analizar las características de los “booktubers” existentes en las redes para poder determinar los factores que hacen que un “booktuber” destaque (para mejor o peor) respecto del resto y poder aplicar lo aprendido en un vídeo de producción propia correspondiente al género. Para ello, se partió de la rúbrica propuesta por Torralba (2018), que se adaptó a las necesidades del alumnado. Se tuvieron en cuenta factores como aspectos técnicos, claridad de la voz, corrección lingüística y pronunciación, profundidad del análisis, ritmo narrativo, uso de imágenes u objetos complementarios e interés creado. A partir de ese análisis en clase, los estudiantes realizaron el guion de sus propios vídeos de “booktuber”, que podían ser individuales o en grupo y podían responder al formato de reseña de un solo libro o de varios, o podían desarrollar los llamados “book tag”, en que los “booktubers” desgranan sus preferencias u opiniones a partir de una batería de preguntas.
Una vez grabados, los vídeos se pusieron en común en un canal de YouTube para su posterior visionado por los estudiantes, que debían realizar dos tareas más tras el visionado. En primer lugar, los estudiantes debían escoger y comentar dos vídeos de sus compañeros con un breve comentario de registro informal utilizando los comentarios de la plataforma YouTube. Se esperaba que ese comentario siguiera un registro informal. En segundo lugar, y como parte de la evaluación formativa de la asignatura, los estudiantes debían escoger dos de los factores mencionados anteriormente y analizarlos en profundidad, siguiendo un registro formal, para realizar la evaluación por pares, que la profesora a cargo de la innovación hacía llegar posteriormente a los estudiantes evaluados.
Los materiales utilizados en esta práctica de innovación pueden consultarse en: http://diposit.ub.edu/dspace/handle/2445/128429
Con esto en mente, en esta propuesta presentamos una práctica de innovación educativa en que participaron dos grupos de estudiantes de la asignatura “Expresión oral y escrita en inglés” del grado de Comunicación Audiovisual de la Universitat de Barcelona. Los objetivos de este proyecto fueron analizar las características de los “booktubers” existentes en las redes para poder determinar los factores que hacen que un “booktuber” destaque (para mejor o peor) respecto del resto y poder aplicar lo aprendido en un vídeo de producción propia correspondiente al género. Para ello, se partió de la rúbrica propuesta por Torralba (2018), que se adaptó a las necesidades del alumnado. Se tuvieron en cuenta factores como aspectos técnicos, claridad de la voz, corrección lingüística y pronunciación, profundidad del análisis, ritmo narrativo, uso de imágenes u objetos complementarios e interés creado. A partir de ese análisis en clase, los estudiantes realizaron el guion de sus propios vídeos de “booktuber”, que podían ser individuales o en grupo y podían responder al formato de reseña de un solo libro o de varios, o podían desarrollar los llamados “book tag”, en que los “booktubers” desgranan sus preferencias u opiniones a partir de una batería de preguntas.
Una vez grabados, los vídeos se pusieron en común en un canal de YouTube para su posterior visionado por los estudiantes, que debían realizar dos tareas más tras el visionado. En primer lugar, los estudiantes debían escoger y comentar dos vídeos de sus compañeros con un breve comentario de registro informal utilizando los comentarios de la plataforma YouTube. Se esperaba que ese comentario siguiera un registro informal. En segundo lugar, y como parte de la evaluación formativa de la asignatura, los estudiantes debían escoger dos de los factores mencionados anteriormente y analizarlos en profundidad, siguiendo un registro formal, para realizar la evaluación por pares, que la profesora a cargo de la innovación hacía llegar posteriormente a los estudiantes evaluados.
Los materiales utilizados en esta práctica de innovación pueden consultarse en: http://diposit.ub.edu/dspace/handle/2445/128429
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Poster presented at XIV International Symposium of Psycholinguistics Previous research shows that infants and children (as well as adults) benefit from audio-visual stimuli when acquiring non-native phonological categories. Yet research... more
Poster presented at XIV International Symposium of Psycholinguistics
Previous research shows that infants and children (as well as adults) benefit from audio-visual stimuli when acquiring non-native phonological categories. Yet research on the multimodal nature of language learning has disregarded one type of potential relevant information: tactile input. The present study aims at exploring if tactile lipreading is also a relevant source of phonological information that can contribute significantly to children’s acquisition of L2 contrasts. A total of 66 L1 Catalan/Spanish 5- year-old children are currently being pre-tested on their perception (AX task) and production (imitation) abilities with respect of the /æ-ʌ/ vowel contrast (eg. ‘cat’ - ‘cut’), which is non-existing in their L1. Children will then receive 3 training sessions in 3 distinct conditions (between-subjects): Audio-Only (repeating English native speaker’s production of the target items), Audio-Visual (repeating these target items while looking at themselves in a mirror), or Audio-Visual-Tactile (repeating target items while looking at themselves in a mirror and touching their own lip movements with their fingers). Finally, their perceptive and productive abilities will be evaluated again as in a post-test. Pre-test and post-test phases consist of 24 monosyllabic non-words that are also part of the training sessions, plus 12 monosyllabic untrained non-words and 12 monosyllabic untrained real words to evaluate their generalization abilities. Results will reveal if speech information that is perceived through the tactile sense can help child learners to acquire L2 phonological contrasts and, more generally, if the cross-modal nature of speech information can also be extended to the tactile sense.
Previous research shows that infants and children (as well as adults) benefit from audio-visual stimuli when acquiring non-native phonological categories. Yet research on the multimodal nature of language learning has disregarded one type of potential relevant information: tactile input. The present study aims at exploring if tactile lipreading is also a relevant source of phonological information that can contribute significantly to children’s acquisition of L2 contrasts. A total of 66 L1 Catalan/Spanish 5- year-old children are currently being pre-tested on their perception (AX task) and production (imitation) abilities with respect of the /æ-ʌ/ vowel contrast (eg. ‘cat’ - ‘cut’), which is non-existing in their L1. Children will then receive 3 training sessions in 3 distinct conditions (between-subjects): Audio-Only (repeating English native speaker’s production of the target items), Audio-Visual (repeating these target items while looking at themselves in a mirror), or Audio-Visual-Tactile (repeating target items while looking at themselves in a mirror and touching their own lip movements with their fingers). Finally, their perceptive and productive abilities will be evaluated again as in a post-test. Pre-test and post-test phases consist of 24 monosyllabic non-words that are also part of the training sessions, plus 12 monosyllabic untrained non-words and 12 monosyllabic untrained real words to evaluate their generalization abilities. Results will reveal if speech information that is perceived through the tactile sense can help child learners to acquire L2 phonological contrasts and, more generally, if the cross-modal nature of speech information can also be extended to the tactile sense.
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A growing body of research suggests that exposure to subtitled audiovisual materials can be beneficial for different areas of SLA, namely vocabulary acquisition and content comprehension (Peters and Webb, 2018; Rodgers and Webb, 2017). It... more
A growing body of research suggests that exposure to subtitled audiovisual materials can be beneficial for different areas of SLA, namely vocabulary acquisition and content comprehension (Peters and Webb, 2018; Rodgers and Webb, 2017). It has also been shown that sound-symbol association and memory capacity are the aptitude components most closely related to vocabulary learning (Kormos and Sáfár, 2008). However, the role that aptitude plays in an experimental design to learn vocabulary using subtitled videos has been scarcely researched. This paper studies the effects of aptitude and exposure to subtitled TV series in forty Catalan/Spanish grade-six EFL beginner learners, who were randomly divided into two groups: experimental (EG) and control (CG). Both groups were pre-taught a series of target words (TWs) on a weekly basis and for one academic term. The EG was additionally exposed to eight L1-subtitled episodes of a TV series containing the TWs. In order to compute for lexical gains, all learners were tested on their knowledge of both TWs’ forms and meanings through pre- and post-tests. Language aptitude was measured using the MLAT-EC (Suárez, 2010). Results reveal that the EG learned more TWs than the CG although non-significantly. Statistical analyses also show that aptitude proves to be determinant for vocabulary learning, especially MLAT-EC Part 1 (sound-symbol association and ability for lexical growth) and MLAT-EC Part 4 (rote-memory), for both groups, even though it seems to be more decisive for those students in the EG. Results will be discussed in terms of how aptitude, and both amount and type of exposure contribute to vocabulary acquisition.
https://www.youtube.com/watch?v=F8wPUjfsgKo
https://www.youtube.com/watch?v=F8wPUjfsgKo
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This study aims at exploring the metaphorical constructions by EFL learners about their relationship with English through captioned images in a multimodal environment. The participants, 30 freshman students, were asked to express their... more
This study aims at exploring the metaphorical constructions by EFL learners about their relationship with English through captioned images in a multimodal environment. The participants, 30 freshman students, were asked to express their feelings towards English metaphorically through an image of their choice and a caption explaining the rationale behind their choice, both at the beginning and at the end of the term. These tasks are compulsory for the English subject e-portfolio. The first image and caption appear alongside an essay explaining the students’ relationship with English until the beginning of the academic term. The second image appears in the last step of the portfolio alongside an essay explaining the students’ views on the subject and their EFL learning process during the term. The data are analyzed considering the interaction between the texts, the images and their captions taking into account the types of metaphors emerging from the images and their semantic, pragmatic and intermodal semiotic relationships with the texts (Nöth 2001).
The results show that most students choose redundant or complementary images rather than with a higher degree of symbolism. The metaphors conveyed through the images, with minor changes comparing the ones used at the beginning and at the end of term, tend to coincide with the metaphors found in Ellis (2001): learner as sufferer, problem-solver, traveler, struggler or hard-worker. The students also express their relation with English as a means to communicate in real-life trips and as a tool to understand audiovisual material.
The results are discussed in terms of their implications for language teaching practice considering the students’ interest to learn EFL as well as the students’ difficulty avoiding redundancy in the choice of images.
The results show that most students choose redundant or complementary images rather than with a higher degree of symbolism. The metaphors conveyed through the images, with minor changes comparing the ones used at the beginning and at the end of term, tend to coincide with the metaphors found in Ellis (2001): learner as sufferer, problem-solver, traveler, struggler or hard-worker. The students also express their relation with English as a means to communicate in real-life trips and as a tool to understand audiovisual material.
The results are discussed in terms of their implications for language teaching practice considering the students’ interest to learn EFL as well as the students’ difficulty avoiding redundancy in the choice of images.
Research Interests:
Dealing with multimodality in websites. Also available at: http://diposit.ub.edu/dspace/handle/2445/128416
Research Interests:
Materials used in a session on booktubing and intertextuality in the Media studies degree. Also available at: http://diposit.ub.edu/dspace/handle/2445/128429
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Materials used in a session on visual metaphors in a course in the Media Studies degree. Available at: http://diposit.ub.edu/dspace/handle/2445/128444
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Materials used during a session on humor devices in 'The Good Place' TV show. Available here: http://diposit.ub.edu/dspace/handle/2445/128430
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Materials used in a session on writing for the net. Also available at http://diposit.ub.edu/dspace/handle/2445/128443
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Materials used in a session on subtitling and captioning. Also available http://diposit.ub.edu/dspace/handle/2445/128428
Tips for PowerPoint presentations. Available at: http://diposit.ub.edu/dspace/handle/2445/128417
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Teaching document in a pre-service teacher training course. Also available at: http://hdl.handle.net/2445/128192
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Teaching doc used in a teacher training course. Also available at: http://diposit.ub.edu/dspace/handle/2445/128352
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Teaching doc for a teacher training course. Also available at http://diposit.ub.edu/dspace/handle/2445/128353
Research Interests:
Teaching documents for a teacher training course. Also available at http://hdl.handle/2445/128354
Research Interests:
Teaching materials for a teacher training course.
Also available at http://hdl.handle/2445/128351
Also available at http://hdl.handle/2445/128351
Teaching materials for a teacher training course.
Available at: http://hdl.handle.net/2445/128350
Available at: http://hdl.handle.net/2445/128350
Research Interests:
The COVID-19 pandemic has catalyzed a new era in English as a Foreign Language (EFL) learning and teaching by shifting EFL education from the face-to-face learning paradigm to the online and distance learning paradigm. Teachers and... more
The COVID-19 pandemic has catalyzed a new era in English as a Foreign Language (EFL) learning and teaching by shifting EFL education from the face-to-face learning paradigm to the online and distance learning paradigm. Teachers and students have faced several challenges such as choosing appropriate web tools for presenting content either synchronously or asynchronously, motivating students to participate, and assessing students’ learning. Additionally, this shift to emergency remote online learning represents a challenge for students, particularly with managing their own learning. Taking into account that many students attend low-income schools with limited resources that lack reliable access to the internet and computers, this shift has resulted in growing equity gaps. Likewise, transitioning to emergency remote teaching has revealed a lack of digital competency and readiness amongst teachers.
English as a Foreign Language in a New-Found Post-Pandemic World presents an overview of various tools, designs, and strategies utilized to provide digital teaching and assessment of the English language, shares research on using digital technologies for supporting English language learning, and identifies promising areas and directions for future innovations, applications, and research in digital English language learning and teaching. Covering critical topics such as digital teacher education, language learning environments, and online instructional tools, this reference work is crucial for administrators, policymakers, teacher educators, special educators, educational technologists, researchers, scholars, academicians, practitioners, instructors, and students
English as a Foreign Language in a New-Found Post-Pandemic World presents an overview of various tools, designs, and strategies utilized to provide digital teaching and assessment of the English language, shares research on using digital technologies for supporting English language learning, and identifies promising areas and directions for future innovations, applications, and research in digital English language learning and teaching. Covering critical topics such as digital teacher education, language learning environments, and online instructional tools, this reference work is crucial for administrators, policymakers, teacher educators, special educators, educational technologists, researchers, scholars, academicians, practitioners, instructors, and students
Research Interests:
Experimental research, if incorporated into any regular course, can result in intrusive practice. One way to prevent this is blending research tests into the regular curricular activities and exploiting them pedagogically. This chapter... more
Experimental research, if incorporated into any regular course, can result in intrusive practice. One way to prevent this is blending research tests into the regular curricular activities and exploiting them pedagogically. This chapter aims to explain how the data collection for a research project on vocabulary learning through extensive viewing was integrated into the English language subject of the Media Studies degree. The core of the research experiment consisted of watching eight episodes of I Love Lucy (Oppenheimer \u0026 Arnaz, 1951), and then completing vocabulary-related activities. The research design required the administration of pre-and post-vocabulary tests, a set of cognitive and proficiency measures administered only at the beginning of the project, along with a survey on viewing habits. Several instances of metacognitive reflection on students' performance on questionnaires and tests were integrated into the students' e-portfolio for the subject, including a reflection on their foreign language progress, and how it could relate to their in-class viewing experience and their viewing habits at home. Results suggest that vocabulary learning took place, although watching the episodes did not result in greater vocabulary gains. The students' reflections showed that the integration of the episodes and tests in the reflective eportfolio was successful and that they were eye-openers as to their actual foreign language learning experience through extensive video viewing.