Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This qualitative case study explores how English as a foreign language (EFL) student teachers engaged with generative artificial intelligence (GAI) in the collaborative design of digital stories within an advanced undergraduate course in 2024. During the semester, participants critically evaluated and applied various AI applications, such as text-to-image generators, automated video editors and speech synthesis tools, to support different stages of multimodal story production, including script drafting, visual design, audio narration and video editing. Drawing on a corpus of 69 reflective papers (approximately 75,000 words), the study examines how student teachers integrated visual, auditory and textual elements to achieve multimodal cohesion and narrative coherence. The analysis focuses on participants’ practices and strategies for...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: factores afectivos

Resumen:

Texto completo

La realidad del aula de E/LE requiere un enfoque transversal que integre saberes de otras disciplinas para profundizar en aspectos psicoafectivos, socioculturales y educativos que inciden en el proceso de enseñanza-aprendizaje. A continuación, comparto algunas claves que pueden enriquecer la experiencia de aprender una lengua extranjera junto con una propuesta didáctica.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: enfoque por tareas

Resumen:

Texto completo

Esta presentación surge a raíz de la experiencia propia como profesora en una escuela valenciana durante el verano, además de como estudiante en varias estancias lingüísticas en Inglaterra, y de la ponencia de Mercedes de Castro «Lengua, cultura y turismo» en las I Jornadas Internacionales de Lenguas Aplicadas al Turismo, organizadas por la Universidad Antonio de Nebrija en octubre de 2006.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pedagogía crítica

Resumen:

Texto completo

Este artículo expone un estudio de caso llevado a cabo con estudiantes universitarios del Collège Européen Franco Allemand de Sciences Po París en Nancy basado en la pedagogía crítica. El objetivo principal fue hacer tomar conciencia a los participantes (futuros miembros de empresas y organizaciones europeas e internacionales) del irrespeto de Derechos Humanos por parte de algunas corporaciones transnacionales en América Latina. Mediante este estudio también se buscó generar reflexión en los estudiantes y llevarlos a evaluar problemas precisos, tratar de encontrar soluciones y actuar a corto y mediano plazo para aportar una solución. Las conclusiones arrojadas revelan que se puede aprender español...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk....

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of...

Ver ficha completa

Tipo: artículo

Metodología: experiencia práctica

Temas: cómic/historieta

Resumen:

Texto completo

La experiencia práctica que voy a relatar pretende mostrar las posibilidades que el cómic tiene, como producto cultural, dentro de las clases de español para extranjeros. Mi relación con las clases de español como lengua extranjera (E/LE) se ciñe a estudiantes universitarios de un nivel avanzado, esto es, aquellos que han cursado las clases básicas de gramática y quieren profundizar en la lengua y la cultura hispánicas. Los estudiantes con los que he trabajado provienen, en su mayoría, de The University of Georgia en los EE. UU. y cursan un semestre en Valencia (España) para perfeccionar el idioma.

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The present study offers insights on understanding motivation to learn a second language (L2) through implementation of the Exploratory Practice principles within the context of English as a foreign language at a university in Spain, and on discovering opportunities to enhance this. The account sits within the domain of the possible selves and the theoretical framework of the L2 Motivational Self System. Student-led visualisation – a twist on teacher-led visualisation – is the key ‘Potentially Exploitable Pedagogic Activity’ (PEPA), explored as a device for inviting a near-future L2 self-guide into the here-and-now. This PEPA evolved out of stages of understanding, including student dismissal as ‘fantasies’ their possible professional L2 selves in a remoter future. Through classroom observation, template analysis of imagery scripts,...

Ver ficha completa