Introduction: Mobile learning strategies are related to remote learning because they motivate learners to use technological devices such as computers, tablets or smartphones for academic purposes. As ...a result, greater indexes of compromise, learning, and development of communicative competencies in a foreign language are generated. Objective: This study explores how to boost the level of English proficiency among professors by implementing m-learning strategies as a response to the university’s foreign language policy. Methodology: The study was based on action research with data collection instruments such as an entry test, forums, perception surveys, and students’ learning products. Results and discussion: m-learning strategies were used to foster the attainment of academic goals by participants and to enrich their professional growth as teachers and students. Furthermore, they were prompted to update and incorporate technological resources while the didactic teaching process. Conclusions: participants developed a metacognitive process when using m-learning strategies so that they could make autonomous learning decisions and enhance their pedagogical practice.
Introducción: Las estrategias de aprendizaje móvil se relacionan con el aprendizaje remoto porque propician el uso de dispositivos tecnológicos como computadores, tabletas o teléfonos inteligentes con fines académicos. Como resultado, se generan mayores índices de compromiso, aprendizaje y desarrollo de competencias comunicativas en una lengua extranjera. Objetivo: Este estudio explora cómo impulsar el nivel de dominio del inglés en los profesores a través de la implementación de estrategias de aprendizaje móvil como respuesta a la política universitaria de lenguas extranjeras. Metodología: El estudio se basó en los parámetros de la investigación acción, y usó como instrumentos de recolección de datos una prueba de ingreso, foros, encuestas de percepción y productos de los estudiantes. Resultados y discusión: Se utilizaron estrategias de aprendizaje móvil para fomentar el logro de metas académicas de los participantes y enriquecer su propio crecimiento profesional como docentes y estudiantes. Además, se les motivó a actualizarse e incorporar recursos tecnológicos durante el proceso didáctico de enseñar. Conclusiones: Los participantes desarrollaron un proceso metacognitivo al utilizar estrategias de aprendizaje móvil para tomar decisiones de aprendizaje autónomo y potenciar su práctica pedagógica.
The purpose of this study is to analyse the development of grammatical competence in Spanish secondary students of English as a Foreign Language (EFL) through English-Spanish audiovisual translation ...(AVT). To this end, a quasi-experimental methodology has been implemented. An AVT task using fragments of the international series Game of Thrones, created by David BenioffyD. B. Weiss and produced by HBO in 2011, was used with a group of 43 students of secondary education aged between 15 and 16 years old. G rammatical competence level tests were carried out before and after the viewing and completion of the task. Results show a moderate decrease in the number of students failing the post-test after the intervention, as well as a noteworthy increase in the number of students attaining C and A grades, demonstrating the potential of AVT as a resource to enhance the acquisition of linguistic and grammatical competence in the EFL classroom.
El objetivo principal de esta investigación es analizar el desarrollo de la competencia gramatical en estudiantes de inglés como lengua extranjera en un contexto educativo español de educación secundaria a través de la traducción audiovisual (TAV) en la combinación lingüística inglés-español. Para ello, siguiendo una metodología cuasi-experimental, se realizó una prueba de nivel de competencia gramatical antes y después de la visualización y posterior tarea de TAV, empleando fragmentos de la serie internacional Juego de Tronos, creada por David Benioff y D.B Weiss y producida por HBO en 2011 con un grupo de 43 alumnos y alumnas de educación secundaria de edades comprendidas entre los 15 y los 16 años. Los resultados muestran un descenso moderado del número de estudiantes suspensos en la prueba final tras la intervención, así como un incremento notable en el número de estudiantes con calificación de bien y sobresaliente, lo que demuestra el potencial de la TAV como recurso para fomentar la adquisición de la competencia lingüística y gramatical en el aula de inglés como lengua extranjera.
This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level ...in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the perspectives of teacher educators as well. The decision to include teacher educators in this study has proven useful to generate ample data that suggest the inseparable relationships between primary EFL teachers' profiles, their needs and the specific typicality of their professional environment. The study proposes a model of needs-based PD for primary EFL teachers that exemplifies these aspects. The discussion in the study brings implications for future research into the PD needs of primary EFL teachers. It will also inform teacher educators and educational policy-makers to develop a framework of reference for the design of PD programmes that well attend to primary EFL teachers' needs.
This study compares the official discourse of the National English Program (PRONI) on assessment and what actually happens in practice. To do this, the perceptions of nine PRONI teachers from primary ...schools in Xalapa, Veracruz, Mexico, about their own teaching contexts, are studied. A qualitative approach was chosen where semi-structured interviews were used for data collection. The results revealed that there is a lack of correspondence between the official discourse of PRONI on the evaluation of learning and the practice in the classroom. Participants revealed that some contextual conditions in the classroom, such as lack of time and large groups, as well as multiple levels of English proficiency within the same group, make it difficult to assess learning. These contextual conditions sometimes generate negative attitudes of the students towards the evaluation.
El presente estudio compara el discurso oficial del Programa Nacional de Inglés (PRONI) sobre la evaluación y lo que realmente sucede en la práctica. Para ello se estudian las percepciones de nueve docentes del PRONI de escuelas primarias de Xalapa, Veracruz, México, acerca de sus propios contextos de enseñanza. Se optó por un enfoque cualitativo donde se utilizaron las entrevistas semiestructuradas para la recolección de los datos. Los resultados revelaron que hay una falta de correspondencia entre el discurso oficial del PRONI sobre la evaluación del aprendizaje y la práctica en las aulas. Los participantes dieron a conocer que algunas condiciones contextuales en el aula, tales como la falta de tiempo y los grupos muy numerosos, así como los multiniveles de competencia de inglés dentro de un mismo grupo, dificultan la evaluación del aprendizaje. Estas condiciones contextuales a veces generan actitudes negativas de los estudiantes hacia la evaluación.
Choosing a major is one of the most important decisions in one’s life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of ...English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.
Escoger una carrera universitaria es una de las decisiones más importante en la vida de una persona. El comprender los aspectos que intervienen en esta decisión contribuye a un mejor entendimiento de las motivaciones de los maestros de inglés en formación. Este estudio cualitativo-descriptivo examinó las motivaciones y experiencias personales, profesionales y sociales de maestros en formación de inglés como lengua extranjera en México que afectaron su decisión de ser maestros de inglés. Los participantes escribieron sus historias utilizando como instrumento una narrativa escrita abierta (Historia de Aprendizaje de Lengua) en donde describieron las principales razones por las cuáles decidieron estudiar la carrera de Enseñanza del Inglés. Los resultados mostraron que los aspectos personales y profesionales incluyendo las experiencias biográficas, la percepción de tener una habilidad para aprender y enseñar inglés, así como las experiencias en su programa de preparación docente fueron las más significativas en conjunto con motivos altruistas e intrínsecos.
In traditional English as a foreign language (EFL)-speaking classes, students have insufficient time and opportunities to practice 1. In addition, they lack cultural and communicative contexts 2 to ...improve their speaking skills. Furthermore, a large number of students, especially in Asian countries, have low self-efficacy with regard to their English speaking competence and try to avoid any activities that require speaking in public 3. In this study, we designed social language learning (SLL) activities to bridge the abovementioned gaps and developed a mobile-assisted social language learning system to support students' participation in SLL activities. We explored how our SLL activities affect language learners' speaking performance and self-efficacy and investigated their social language learning networks and perceived acceptance of the mobile-assisted SLL system. Fifty-eight graduate students were recruited for the study and randomly divided into two groups: a control group in which students completed assigned tasks using the traditional method and an experimental group in which students completed assigned tasks using the mobile SLL system. Our results showed that while the speaking skills of students in the two groups improved after the study, the learning gains of the experimental students in EFL fluency, lexis, pronunciation, and content were significantly better than those of the control students. The experimental students significantly outperformed their counterparts on the dimension of culturality, authenticity, and abundance of created verbal content. The self-efficacy of the experimental students was much better than that of the control students. The results also showed that the interaction degree of the experimental students improved, and they positively perceived applications of the mobile-assisted SLL system to EFL learning. Based on the results, several suggestions and precautions were proposed for educators and researchers in the field to consider.
Se presentan los resultados de un estudio de disponibilidad léxica en el cual se encuestó a 350 estudiantes de pedagogía en inglés (1-4 año) en 4 centros de interés de tipo especializado: ...planificación de clases, métodos y enfoques de enseñanza de inglés, evaluación y reflectividad. A pesar de la riqueza de los estudios existentes en el área de disponibilidad léxica, el léxico de las comunidades científicas y/o profesionales ha pasado casi inadvertido para los investigadores. El objetivo de esta investigación es conocer el léxico especializado de estos estudiantes en distintas etapas de su formación inicial docente. Los resultados evidencian que a medida que los estudiantes avanzan en sus estudios el léxico aumenta y se hace más cohesionado. Esto aumenta su nivel de comunicación, lo que se evidencia a través de un incremento sostenido del índice de disponibilidad léxica individual. Este aumento podría explicarse a partir de los conocimientos adquiridos y las experiencias de aprendizaje vividas durante su proceso de formación inicial docente.
How to develop good teaching practices and get the most out of feedback and reflection
Building on existing practice-based TESOL experience, knowledge and research, Practice in TESOL covers a range ...of topics that will comprehensively inform and enhance preparation for classroom practice. The book adopts three underlying principles to offer an accessible and highly practical resource for beginning and novice teachers.
Firstly, it is strongly evidence-based, and mediates the relevant international research so that it becomes useful for beginner teachers. Secondly, it remains true to strong pedagogic foundations, while considering how technology can be appropriately integrated to enhance language teaching and learning. Thirdly, it takes a broader perspective on practice to include detailed discussions about teaching practice and feedback, reflective practice, and professional development and research.
Drawing on the author's own experiences and research as a teacher and educator, incorporating international case studies and examples, and including guided tasks and activities that can be carried out in-class, as well as independently outside the classroom,Practice in TESOLis an invaluable practical resource for TESOL student teachers and practising teachers.
How to develop good teaching practices and get the most out of feedback and reflectionDraws on the author's own experiences and research as a teacher and educatorA practical resource for TESOL student teachers and practising teachers
Sundqvist, Sandlund, Källkvist, and Gyllstad have edited a timely reprint that will help to guide the future of English language teaching and learning. This comprehensive and lucidly written volume ...brings together research on English classroom practices from all levels across the globe with the aim of enhancing our understanding of current developments. All chapters are theoretically informed, as the reprint is both practical in its style and orientation, and pedagogically astute in the recommendations offered. This volume is a welcome resource for teachers, student teachers, teacher educators and researchers around the world.
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