Actas y comunicaciones de congresos

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Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional
(Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Sánchez-Elvira Paniagua, Ángeles; Santamaría Lancho, Miguel
Analysing student participation in Foreign Language MOOCs: a case study
(P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
This article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.
Automatic Assessment of Non-Native Prosody by Measuring Distances on Prosodic Label Sequences
(International Speech Communication Association, 2017-08-20) Estebas Vilaplana, Eva
The aim of this paper is to investigate how automatic prosodic labeling systems contribute to the evaluation of non-native pronunciation. In particular, it examines the efficiency of a group of metrics to evaluate the prosodic competence of non-native speakers, based on the information provided by sequences of labels in the analysis of both native and non-native speech. A group of Sp ToBI labels were obtained by means of an automatic labeling system for the speech of native and non-native speakers who read the same texts. The metrics assessed the differences in the prosodic labels for both speech samples. The results showed the efficiency of the metrics to set apart both groups of speakers. Furthermore, they exhibited how nonnative speakers (American and Japanese speakers) improved their Spanish productions after doing a set of listening and repeating activities. Finally, this study also shows that the results provided by the metrics are correlated with the scores given by human evaluators on the productions of the different speakers. Index Terms: Prosody and second language, computer assisted pronuntiation trainning, Prosodic ToBI labeling
Does Bilingual Education Benefit the Social and Cognitive Development of Monolingually-Raised Children? Evidence from a Longitudinal Study
(Cascadilla Press, 2021) Chamorro Galán, María Gloria; Janke, Vikki; https://orcid.org/0000-0003-1149-6999
The Effect of Recent L1 Exposure on Spanish Attrition: An Eye-Tracking Study
(Cascadilla Press, 2014) Chamorro Galán, María Gloria
Evolución del perfil sociodemográfico del participante en MOOC (2013-2016): estudio de un caso en lenguas extranjeras
(CEUR-WS, 2017) Castrillo de Larreta-Azelain, María Dolores; Mañana Rodríguez, Jorge
En este artículo se presentan los resultados preliminares de un estudio evolutivo (2013-2016) sobre el perfil sociodemográfico de los participantes en un MOOC de lenguas extranjeras de éxito de la Universidad Nacional de Educación a Distancia (UNED, en el que han participado hasta la fecha más de 70.000 estudiantes. En la investigación se han comparado las variables de los 18.199 cuestionarios iniciales cumplimentados voluntariamente por participantes de las diferentes ediciones del curso, excluyéndose la utilización de técnicas estadísticas inferenciales al existir la posibilidad de un sesgo de autoselección. Algunos de los resultados preliminares constatan el aumento de los partipantes pertenecientes a tramos de edad superiores, así como un descenso de participantes con estudios universitarios. Sin perder de vista las limitaciones de la investigación, parecen confirmarse con este estudio de caso, algunas de las expectativas iniciales en torno a los MOOC relacionadas con un probable aumento progresivo de participantes con perfiles más desfavorecidos desde el punto de vista social y educativo.
Exploring Engagement in Online Videos for Language Learning through YouTube’s Learning Analytics
(European Distance and E-Learning Network (EDEN), 2021) Castrillo de Larreta-Azelain, María Dolores; Mañana Rodríguez, Jorge
Until a few years ago, video analytics were not accessible to learning stakeholders,mainly because online video platforms did not share the users’ interactions on the systemwith stakeholders. However, this scenario has changed, and currently YouTube, the world's largest media sharing site,offers these data.YouTube is also the main tool for transmitting audio-visual content in Language MOOCs (massive open online courses), and its video engagement data can be monitored through the YouTube Studio channel, which provides free and open access to video analytics.In this paper we present our research based on the analysis of viewers’ engagement with 35 videos of the Language MOOC entitled ‘Alemán para hispanohablantes: basic principles’(German for Spanish-speakers). The data provided by the YouTube Studio Learning Analytics platform has enabled new insights related to participants’ watching of these videos in Language MOOCs (LMOOCs).The results of our study provide pedagogical implications for Foreign Language instructors concerning the use of videos in language learning.
Improving quality of teaching in MOOCs: A practical analysis of the new instructor role in the sMOOC model proposed by the European ECO project
(IATED, 2015-07-06) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María
The disruptive emergence of Massive Open Online Courses (MOOCs) in 2011 has led to a redefinition of the educational landscape in online instruction. MOOCs constitute a natural evolution of former learning models –based on social networks-, and premises put forward by the OER (Open Educational Resources) movement. Consequently, the need has arisen to investigate the role and competences of the educator in these new virtual environments. Such is the interest in the field, that it has become an emerging area of enquiry, putting it in relation with the two original types of MOOCs: cMOOCs (connectivist, network based MOOCs), and xMOOCs (content based MOOCs, much closer to formal models of Higher Education) (Beaven 2014, Castrillo 2014, Sokolik 2014). It is in this context that the ECO Project* has been devised. It proposes an innovative MOOC model that aims to improve quality, access and equity in education: the sMOOC, a social and seamless MOOC typology. It is ‘social’ because it is based on network learning practices and ‘seamless’ because it intends to transcend both real-life and conceptual boundaries, enabling a wide spectrum of approaches and contexts related to the different languages, cultures, settings, pedagogies and technologies. Thus, this paper will provide a practical analysis of the new instructor role and competences in this innovative sMOOC model, which combines the content based typology with the participation and debate through social networks.
L’allegoria della casalinga in Nascita e morte della massaia di Paola Masino
(AdI (Asociación de Italianistas), 2023) Moreno Celeghin, María Gracia
Se Elsa Morante è l’unica narratrice inclusa nei canoni letterari della prima metà del Novecento, sono necessari degli studi che difendano la necessità di riscattare dall’oblio l’opera di scrittrici come Paola Masino, un’intellettuale avida di raccontarsi, di esprimersi nei più svariati campi: poesia, narrativa (romanzi e racconti), libretti d’opera e articoli su riviste e giornali, nonché trasmissioni radiofoniche. Nata in una famiglia che la educò nella passione per la musica e la letteratura, autodidatta, coltivò fin dall’adolescenza le inquietudini che la agitavano e le impedivano di vivere una vita prestabilita come moglie, casalinga e madre. Compagna di Massimo Bontempelli, ebbe l’opportunità di allargare i suoi orizzonti grazie ai frequenti viaggi per l’Europa, la collaborazione in riviste da lui dirette e la frequentazione di artisti e intellettuali come Marinetti, Pirandello o De Chirico, nonché la corrispondenza con scrittrici come Ada Negri, Anna Maria Ortese, Sibilla Aleramo o Natalia Ginzburg. Sorvegliata da vicino dal regime fascista, i suoi scritti denunciano la situazione della donna soggiogata dall’uomo. Della sua produzione narrativa, il romanzo Nascita e morte della massaia (1945) spicca per la profonda denuncia delle condizioni della donna del suo tempo, attraverso la fuga della protagonista dalla realtà scialba in cui si trova costretta a vivere lungo un percorso vitale che diventa pura allegoria letteraria.
El proyecto RECORDS: uso de la audiodescripción con fines didácticos en las clases de inglés como segunda lengua
(Universidad Nacional de Educación a Distancia (UNED), 2014) Talaván Zanón, Noa; Pareja Lora, Antonio; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Jordano de la Torre, María; Domingo Navas, María Rosario; Cerrada Somolinos, Carlos; López González, María Ángeles; https://orcid.org/0000-0001-5804-4119; https://orcid.org/0000-0001-7779-9584
A redefinition of the teacher and student roles in Language MOOCs: The example of 'How to succeed in the English-B1 Level Exam
(2016-01-22) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
• Introduction • Teacher & student roles in Language MOOCs • Method: Participants & procedures • Research questions & data analysis • Discussion & conclusions • References
State of the art of language learning design using mobile technology: sample apps and some critical reflection
(Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes
In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on
Structural convergence in spoken English discourse
(ExLing Society, 2021) Kim, Christina S,; Chamorro Galán, María Gloria; https://orcid.org/0000-0003-0537-8347
This study extends the logic of prior studies showing phonetic convergence between interlocutors to the structural domain. We ask whether listeners’ adaptation of the syntactic forms they produce depends on how they perceive their interlocutor on measures of interpersonal similarity. Structural priming was used to assess the extent in which interlocutor characteristics influence structural convergence in dialogues between native speakers of different varieties of British English (Lancashire and South-East). Our findings suggest that structural priming is mediated by a speaker’s perception of their similarity to their interlocutor, as assessed based on sociolinguistic cues.
Subtítulos para sordos como herramienta para mejorar las destrezas orales y escritas en el aprendizaje de lenguas extranjeras
(Universidad Nacional Educación a Distancia (UNED), 2017) Jordano de la Torre, María; Costal Criado, Tomás; Lertola, Jennifer; González Vera, Pilar; Hornero Corisco, Ana María; Sokoli, Stavroula; Sánchez Requena, Alicia; Calduch, Carme; Alonso Pérez, Rosa; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Rodríguez Arancón, Pilar; Martín Cuadrado, Ana María; Juan Oliva, Esther; Carriedo, Nuria; https://orcid.org/0000-0001-7779-9584; http://orcid.org/0000-0002-1925-6968; https://orcid.org/0000-0002-4991-8555; https://orcid.org/0000-0002-4919-8113; https://orcid.org/0000-0002-0000-2714; https://orcid.org/0000-0002-2970-8729; https://orcid.org/0000-0003-0961-700X
Con esta publicación, el Vicerrectorado de Ordenación Académica y Calidad, a través del Instituto Universitario de Educación a Distancia (IUED) de la UNED, da a conocer los resultados de un centenar de experiencias en innovación educativa puestas en marcha en sus materias y asignaturas por equipos docentes, profesores tutores y estudiantes de la UNED, así como de otros equipos docentes de universidades nacionales e internacionales. Se ofrece una rica variedad de posibilidades de actuación para mejorar la actividad docente y potenciar el aprendizaje del estudiante: diversidad de temáticas, agentes y modelos de acción educativa en el aula. Los Trabajos Fin de Título recogieron un amplio número de experiencias que dibujan una panorámica amplia sobre algunos aspectos nucleares de estas materias. Además, y en torno a seis líneas temáticas, se encuentra un número importante de proyectos de innovación educativa que aportan datos contrastados sobre cursos masivos en abierto (MOOC)
Teaching Administrative Law through its Textual Genres: Compilation, Annotation and Corpus Analysis
(CEUR Workshop Proceedings, 2022-11) Pistola Grille, Sara
Public administration communicates with citizens through a series of textual genres with specific linguistic characteristics that can be difficult to write. In this context, this PhD thesis proposes to create, annotate and analyse a corpus of textual genres in the field of public administration in order to obtain a model structure with information on the prototypical sections, titles and contents of each textual genre. It will also integrate representative phraseology that can be used to express these contents adapted to plain language. These model structures will be integrated into the arText system, an assisted editor based on Natural Language Processing (NLP) strategies that helps to write administrative texts in plain language. Finally, the automatic system will be used in a didactic proposal that integrates the teaching of Administrative Law, academic writing and the use of Information and Communication Technologies (ICT) in the university context.

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Examinando Actas y comunicaciones de congresos por Departamento "Filologías Extranjeras y sus Lingüísticas"

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