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This research aims to test a flipped classroom model to improve students' English proficiency. To achieve this goal, two research questions were posed: RQ1 "Does the suggested model of flipped classroom teaching strategy increase the learners' accuracy in the use of grammar in the target language more than the non-flipped active-learning strategy used?" and RQ2 "Does the suggested model of Flipped Classroom teaching strategy increase learners' listening skills in the target language more than the non-flipped active-learning strategy used?" The participants involved in the study were 55 students from the Faculty of Education, University of Trnava (Slovakia), comprising 45 females and 10 males. All participants were pre-service teachers of English language and literature in their first year of undergraduate studies. The research had a semi-experimental pre-test/post-test design which was given to the control and the experimental group. The results show that students in the flipped classroom had a statistically significant positive effect on the participants' listening skills. As for grammar, both the control and the research group improved, but the results were not statistically significant. These findings partially match former studies, where language accuracy was also an indicator of flipped classroom success. The implications of this research are high since listening, often referred to as the "Cinderella" of language skills, has frequently been overlooked in EFL classes, leading to students not reaching expected proficiency levels. [ABSTRACT FROM AUTHOR]

The present research aimed to determine the role of online teaching platforms in enhancing learning and teaching as perceived by bachelor students of English specialization. This study also sought to examine the association between students' engagement and their academic performance during online learning. In doing so, a quantitative approach was used to collect data, and 423 bachelor students from three Palestinian higher education institutions (Al Quds Open University, An Najah National University, and Arab American University) completed a closed-ended questionnaire. The study's outcomes demonstrated that the students' attitudes toward the role of online teaching platforms in enhancing their learning can be classified as positive and negative, and these attitudes varied among the respondents due to problems and challenges during online learning and previous experiences, skills, and learning style. Moreover, about 58.6% of students were dissatisfied with their online learning and had negative attitudes toward online teaching platforms. Therefore, more future studies relating to the design of online courses, resources that are available on the platform, and online teaching strategies that are considered fundamental components for fostering students' engagement at higher education institutions should be taken into account. Moreover, further studies involving more universities with samples from different specializations will confirm or contrast the findings of the current study. [ABSTRACT FROM AUTHOR]

This study provides a systematic literature review of research in the field of teaching and learning mathematics through Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI). The review aims to examine the most relevant literature with a focus on mathematics and CLIL, CBI, or EMI in Scopus and Web of Science per the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based on 151 sources, 52 papers were selected according to predefined selection criteria. The papers were analysed and coded according to the following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, and research design, (5) variables and measurement instruments, (6) context and sample details, and (7) main findings. The results reveal that most of the research analysed has been carried out in the Asian continent, followed by Europe. The analysis of diachronic productivity shows that the study of the application of CLIL, CBI, and EMI programs in the teaching-learning process of mathematics has notably increased in recent years, especially in the last triennium (2020–2022). Regarding the objectives of the selected corpus, the majority aimed at teaching practices and learning processes, and outcomes in mathematics and language proficiency in CLIL, CBI, and/or EMI classrooms. The corpus analysed fits within one or more of the following categories: empirical, qualitative, descriptive, correlational, and cross-sectional. The samples utilized in different studies differ significantly, both in terms of quantity –ranging from one person to 700– and in the educational level being studied, which would be primary, secondary, or tertiary education. The main variables studied in the corpus focus on mathematical competence, language proficiency, teaching practices, teacher training, science competence, and teachers' perceptions. The most widely used instruments have been objective tests, such as questionnaires, together with standardized tests to measure some aspects related to mathematical competence and language proficiency. They are followed by an analysis of documents (academic records, teaching materials, official documents...), participant or non-participant observation, interviews, and video and audio recordings. In summary, in the scientific literature analysed, a positive or neutral view predominates on the effects of the CLIL, CBI, and EMI approaches on the learning of mathematics and the L2. This can be due to methodological issues fundamentally related to the methodology, research design, sample, and measurement instruments. Thus, we must highlight that some of the results from the selected papers must be interpreted with caution. Taking this factor into consideration, further comparative studies on a wider scale are required to examine thoroughly the effects of CLIL, CBI, and EMI on the teaching and learning of mathematics in an L2. Besides, it is important to study in greater depth the different levels of language acquisition since the research analysed shows that these have not been sufficiently addressed in the mathematical field of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REiDoCrea: Revista Electrónica de Investigación y Docencia Creativa is the property of REiDoCrea: Revista Electronica de Investigacion y Docencia Creativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El artículo presenta una crítica literaria para el libro "Mr. Loveday's Little Outing" del autor londinense Evelyn Waugh. Los autores comentan sobre los elementos satíricos en la novela y describen los personajes principales de la obra. También se considera la mezcla de géneros literarios en el libro, incluyendo humor y misterio.

Copyright of Spanish Journal of Applied Linguistics / Revista Española de Lingüística Aplicada (John Benjamins Publishing Co.) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this qualitative study, we aim to gain insight into the stakeholders' perspectives around the inclusion of a mild intellectual disability (MID) student of perinatal origin in the foreign language (FL) classroom, and their perspectives on the student's working conditions, and the support needed to effectively develop this student's basic FL skills. The research hypothesis holds that the stakeholders face numerous technical, contextual, and formative challenges which hinder the MID student's learning conditions in the FL classroom. The study was carried out in a state secondary school of the metropolitan area of Granada (Spain). Different stakeholders participated in this study. As an instrument of research, we designed an in-depth interview with open questions. The data were perused, sifted, and interpreted by means of a content analysis methodology. The main results confirm the research hypothesis since stakeholders' perspectives are positive towards the theoretical bases of inclusive education. Conversely, we observe that these perspectives are negative when it comes to the real and effective practice of inclusive education in the FL classroom, which would allow them to tailor their teaching methodology to the real needs of the MID student and the rest of students with special educational needs (SEN). [ABSTRACT FROM AUTHOR]

This paper examines the current representations of gender roles and heteronormativity in a corpus of textbooks used to teach English as a Foreign Language (EFL) in Spanish high schools. Several studies have documented the importance of recognizing problems of homophobic harassment and gender bias which may result in a significant number of students feeling excluded. It is notable that textbook publishers have failed to address this issue despite its relevance to the United Nations' Sustainable Development Goals (SDGs), raising the question of why this continues to go unnoticed by textbook publishers. The corpus selected comprises two sets of textbooks printed by leading publishers in the area of EFL. In order to gain insight into this issue, we have conducted a qualitative study analyzing the role of textbooks in perpetuating heteronormativity and stereotyped gender roles by exemplifying the naturalized heterosexual and male/female identities. Data were coded under two broad variables: heteronormativity and gender, which in turn were broken down into different units of analysis. The results suggested that heteronormativity still permeates the whole curriculum and that attempts to gender-balance need to be improved by reducing the number of male protagonists. Textbooks fell into some of the same clichés with regard to gender-related stereotypes, such as almost exclusively linking women with shopping and fashion. It is evidently clear from the findings that textbooks should be revised to ensure the right to quality education for all and to make students aware of SDGs, since 7 out of 17 are related to the target topics. [ABSTRACT FROM AUTHOR]