Persona: Díez-Arcón, Paz
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Publicación Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators(Cambridge University Press, 2024-05-10) Díez-Arcón, Paz; Agonács, NikolettaLanguage MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.Publicación Perfiles del participante en LMOOC: análisis bibliográfico y estudio de caso(Universitat Autònoma de Barcelona, 2022-03-01) Díez-Arcón, PazLa enseñanza de lenguas a través de cursos masivos (LMOOC) tiene características distintivas del resto de propuestas formativas en línea. Los cursos que funcionan en la actualidad tienen criterios evaluativos más cercanos a métodos tradicionales que suponen la asociación de éxito con la compleción del curso, lo que desemboca en una preocupación por el propio formato masivo al no reflejar altos niveles de compleción. También ofrecen tareas evaluativas que no promueven la práctica real del idioma. Mediante el estudio de perfiles socio-económicos y de comportamiento en línea se comprueba que los participantes no se involucran en el curso, pero son activos durante el tiempo que permanecen en él. Los resultados implican que es necesaria la adquisición de un conocimiento más amplio del participante que muestre si consigue sus propósitos de aprendizaje y así permitir una posible disociación entre el binomio compleción-éxito. Por otra parte, se sugieren alternativas para un diseño del contenido que prime la práctica de la lengua meta.Publicación Dual second language learning for the inclusion of migrant children in rural schools: the case of Calanda (Teruel)(Bilingual Publishing Group, 2025-09-25) Díez-Arcón, Paz; Pomposo Yanes , Mª Lourdes; Sanz-Gil, Mercedes; Agencia Estatal de Investigación. EspañaRural areas in Spain receive constant flows of migrants due to the need for labor in the primary sector, especially from North Africa. Local schools have very specific educational needs since migrant children normally experience difficulties in the acquisition of the Spanish language which affects and conditions their social inclusion and continuity in the educational system. RaCoDIL project (Shared roots in linguistic diversity and inclusion) derives from the AGORA matrix project which aims to bring technological and methodological innovation for language teaching in rural areas. RaCoDIL proposed an intervention in the primary school of Calanda (Teruel, Spain) for the improvement of Spanish and French languages in migrant and local students based on linguistic and cultural interchange and collaboration. To this end, an interactive glossary based on the local natural environment was created in Spanish, French, and Arabic, which served as a base for the creation of collaborative linguistic activities fostering cultural interchange. The aims were the improvement of students’ linguistic competence in their respective target languages, and the development of the Intercultural Communicative Competence (ICC). Students’ progress was quantitatively analyzed by the distribution of pre- and post- tests on linguistic and ICC development, and results were compared in search for significant improvements on both competences considering demographic profiles from students. The proposal has been demonstrated to influence the development of children’s positive attitudes towards learning, to dinamise the second language acquisition process, and to develop awareness, knowledge, and respect towards the foreign culture.Publicación Fostering Social Language Learning in Massive Online Courses: The Role of Discussion Forums and Social Media(IGI Global, 2022-06-01) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study delves into the fostering of social language learning in massive online open courses (MOOCs). These have become hugely popular during the pandemic, and it has been deemed relevant to investigate how the MOOC format can be customised, so that it addresses the specificities of foreign languages. To this end, a MOOC on EFL (English as a Foreign Language) strengthened its communication tools through the use of social media (Facebook and Instagram) and reinforced support in forums, with dedicated facilitators. The research methodology adopted was DBR (Design-Based Research) and data were collected through quantitative and qualitative techniques. The use of these communication tools (social media and reinforced forums) was generally low, but these enhanced features were positively received, and course designers are advised to persevere in this trend and consolidate the educational use of social media to promote online social language learning.Publicación Massive open online courses for foreign language learning: A plural perspective(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Filología: estudios lingüísticos y literarios, 2023) Díez-Arcón, Paz; Díez-Arcón, Paz; Martín Monje, Elena MaríaPublicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, PazPublicación Language Teacher Development in Computer-Mediated Collaborative Work and Digital Peer Assessment: An Innovative Proposal(Shahid Chamran University of Ahvaz, 2023) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis research paper explores the integration of digital technologies in language teacher development, focusing on computer-mediated collaborative learning (CMCL) and peer assessment in digital environments. The research was carried out at the National University of Distance Education (UNED) in Spain, in a TEFL course, with 518 student-teachers. The research methodology included both quantitative and qualitative techniques, and the results indicated positive satisfaction levels, especially in these dimensions: clear goals and objectives, appropriate assessment, and appropriate workload, with both learning in digital environments and the quality of teaching particularly highlighted. Additionally, statistically significant differences in the final grades were observed between the MS Teams users and the ones not following CMCL. Finally, the influence of digital learning was demonstrated across a large portion of the other variables according to the students’ perception of it.Publicación Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups(Athabasca University, 2021) Vázquez Cano, Esteban; Díez-Arcón, PazThis article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.Publicación Analysis of digital sustainability factors in the adoption of learning apps in primary education(Edutec. Asociación para el Desarrollo de la Tecnología Educativa, 2023-03) Vázquez Cano, Esteban; Quero Gervilla, María Mercedes; Díez-Arcón, Paz; Pascual Moscoso, Carolina; https://orcid.org/0000-0002-4095-7881; https://orcid.org/0000-0003-1850-4170This article presents a study to measure the importance for teachers of the digital sustainability factors that facilitate or inhibit adoption of learning apps as a support to the teaching-learning process in primary education. A structural equations model methodology was used to conduct the importance-performance analysis (IPA). IPA aims to identify the value alloted by users in terms of the importance and performance of a series of quality criteria to obtain an indirect measure of the elements of digital sustainability that encourage or discourage the adoption of educational apps. The sample was formed by 212 teachers with experience using apps in teaching-learning process. The results indicated four areas of digital sustainability to be improved in order to guarantee good educational and sustainable use of apps inside and outside the classroom: safe and transparent use of data and algorithms, the apps compliance with the functional diversity of all students, the promotion of safe collaborative environments and the need for awareness regarding energy efficiency.Publicación Perfiles del participante en MOOC de lenguas extranjeras: análisis bibliográfico y estudio del caso específico: How to succeed in the English B1 Level exam(Universidad Nacional de Educación a Distancia. Facultad de Filología, 2020-07-06) Díez-Arcón, Paz; Díez-Arcón, Paz; Martín Monje, Elena María