The EuroCALL Review - Vol 21, No 1 (2013)
https://riunet.upv.es:443/handle/10251/137991
2024-03-28T20:34:54ZLearning verb inflection using Cilenis conjugators
https://riunet.upv.es:443/handle/10251/138315
Learning verb inflection using Cilenis conjugators
Gamallo, Pablo; García, Marcos; González, Isaac; Muñoz, Marta; del Río, Iria
[EN] In this article, we describe a linguistic tool, named Cilenis Verb Conjugator, consisting of
three related modules: Cilenis Conjuga, which is a verb conjugator for Spanish, Cilenis
Conjugador, a verb conjugator for Portuguese, and Cilenis Conxugador, a verb
conjugator for Galician language. These three modules allow us to conjugate Spanish,
Portuguese, and Galician verb infinitives, respectively. They are ideal for L2 learners as
well as for those students completing high school and college class assignments.
2020-03-04T07:33:04ZTraining language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
https://riunet.upv.es:443/handle/10251/138300
Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine
[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration.
2020-03-03T13:54:39ZUsing Blogs: authentic material and ranking quality for SLA
https://riunet.upv.es:443/handle/10251/138299
Using Blogs: authentic material and ranking quality for SLA
Coppens, Xulian; Rico, Mercedes; Agudo, J. Enrique
[EN] Exposure real life language experiences forms an integral part of the acquisition
process. Authentic materials – those derived from the culture of the target language
rather than specially produced for language learners – increase the relevance of the
learning experience by reusing texts taken directly from the target culture. Web 2.0
technologies increase opportunities for bringing authentic materials into formal
language learning environments by allowing material to be collected, reused and shared
amongst language teachers and learners. This paper aims to look at the role of blogs in
facilitating the use of authentic material by English language teachers and learners and
the impact of the most authoritative blogs in the wider Web and in Social Media.
To reach this objective, the blog ranking site Technorati was used to select the most
popular blogs for English language learners and teachers and each blog was analysed
according to the authenticity of the cultural material used for language learning. The
analysis reveals that 100% of the material on 56.25% of the blogs selected was
authentic material and over 70% of the material on a further 35.3% of blogs was
authentic.
Secondly, the impact of these blogs in the wider Web and Social Media was measured in
order to draw some conclusions regarding the role of language learning blogs outside
the world of blogging and the communities they serve and provide an image of the
relationship between blogs and bloggers, the Web and Social Media.
The results show an inherent bias within Web 2.0 technologies towards providing
contemporary authentic material for language learning – the technology itself
encourages its use – and that sometimes blogs can have an impact beyond their
communities through the Web and Social Media.
2020-03-03T13:40:30ZEl Camino de Santiago. Localización y movimiento, causa y finalidad, características y estados
https://riunet.upv.es:443/handle/10251/138298
El Camino de Santiago. Localización y movimiento, causa y finalidad, características y estados
Asensio, Matilde
[EN] No abstract
2020-03-03T13:26:41ZThe INTENT Project: Integrating Telecollaborative Networks into Foreign Language Higher Education
https://riunet.upv.es:443/handle/10251/138297
The INTENT Project: Integrating Telecollaborative Networks into Foreign Language Higher Education
O'Dowd, Robert
[EN] No abstract
2020-03-03T13:22:08Z