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This study delves into the field of developing autonomy in the process of learning foreign languages, with a specific focus on leveraging mobile learning (m-learning) through the Tandem mobile application. The research raises the impact of using Tandem as a tool to improve student autonomy in the language acquisition process. The study employs a mixed-method approach, combining quantitative data from user interactions within the Tandem application with qualitative information collected through surveys. Through this analysis, the research aims to elucidate the role of m-learning in promoting autonomy, exploring the ways in which students take control of language learning through the Tandem platform and the study method with the same name. The findings contribute to understanding the potential benefits and challenges associated with integrating mobile applications such as Tandem into language education. The information obtained from this research can inform educators, application developers and language students about effective strategies to promote autonomy in the changing landscape of language learning, with special emphasis on the mobile learning environment., Este estudio profundiza en el ámbito del desarrollo de la autonomía en el proceso de aprendizaje de lenguas extranjeras, con un enfoque específico en aprovechar el aprendizaje móvil (m-learning) a través de la aplicación móvil Tandem. La investigación plantea el impacto del uso de Tandem como una herramienta para mejorar la autonomía de los estudiantes en el proceso de adquisición de idiomas. El estudio emplea un enfoque de métodos mixtos, que combina datos cuantitativos de las interacciones de los usuarios dentro de la aplicación Tandem con información cualitativa recopilada a través de encuestas. A través de este análisis, la investigación pretende dilucidar el papel del m-learning en el fomento de la autonomía, explorando las formas en que los estudiantes toman el control del aprendizaje de idiomas a través de la plataforma Tandem y el método de estudio con el mismo nombre. Los hallazgos contribuyen a la comprensión de los beneficios y desafíos potenciales asociados con la integración de aplicaciones móviles como Tandem en la educación lingüística. La información obtenida de esta investigación puede informar a los educadores, desarrolladores de aplicaciones y estudiantes de idiomas sobre estrategias eficaces para promover la autonomía en el cambiante panorama del aprendizaje de idiomas, con especial énfasis en el entorno de aprendizaje móvil.

This article presents the results of a research that analyzed the methodologies used for teaching English, at a transition level, in an educational institution, located in a rural area of ​​the municipality of San Bernardo del Viento, Córdoba, Colombia. The methodology used in this research was qualitative, with the action research design type. The data were collected through two instruments: Observation and the semi-structured journal. This research aims to analyze the methodologies used by teachers to teach English to preschool children at the Isla de Los Milagros Educational Institution. The population that will be used will be the Isla de los Milagros educational institution and the sample is 10 children aged 4 to 6 years and 1 teacher who meets the requirements of belonging to the preschool level. These methodologies were analyzed and produced some results, the teaching methodology in teaching English at the Isla de los Miracles educational institution was not adequate, for this reason different teaching theories were analyzed and these allowed it to be put into practice to teach children. English, El presente articulo expone los resultados de una investigación que analizo las metodologías utilizadas para la enseñanza del inglés, en grado transición, de una institución educativa, ubicada en zona rural del municipio de San Bernardo del Viento, Córdoba, Colombia. La metodología utilizada en esta investigación fue de tipo cualitativa, con el tipo de diseño investigación acción. Los datos se recolectaron a través de dos instrumentos: La observación y la revista semi – estructurada. Esta investigación tiene como Objetivo analizar las metodologías usadas por los docentes para la enseñanza de las ingles en los niños de preescolar de la Institución Educativa Isla de Los Milagros. La población que se utilizara será la institución educativa isla de los milagros y la muestra son10 niños con edades de 4 a 6 años de edad y 1 docente que cumpliera con los requisitos de pertenecer al nivel preescolar. Estas metodologías fueron analizadas y arrojaron unos resultados, la metodología docente en la enseñanza del inglés en la institución educativa isla de los milagros no fueron las adecuadas, por tal razón se analizaron diferentes teorías de enseñanza y estas permitieron colocar en práctica para enseñarle a los niños inglés

Este trabajo analiza el papel crucial de la tecnología y la innovación en la educación contemporánea centrándose en la enseñanza de idiomas extranjeros. Se aborda la necesidad apremiante de incorporar herramientas tecnológicas en entornos educativos para adaptarse a una sociedad globalizada y tecnológicamente avanzada. Se discuten los desafíos que enfrentan los educadores en la era actual, destacando la importancia de un enfoque pedagógico adaptativo y personalizado. Se analiza cómo la innovación en la educación; incluida la tecnología digital y la gamificación, puede mejorar sustancialmente los procesos de enseñanza y aprendizaje. Se enfatiza la relevancia de la personalización del aprendizaje, el uso estratégico de herramientas digitales y la creación de entornos educativos colaborativos y flexibles. Además, se examina el impacto positivo de la gamificación en la motivación y el compromiso de los estudiantes, así como en el desarrollo de habilidades lingüísticas y sociales. Se subraya el papel del arte en la enseñanza de idiomas extranjeros, destacando su capacidad para enriquecer la experiencia educativa y promover un aprendizaje más profundo y significativo; describiendo varias formas en que el arte puede integrarse en el aula para estimular la creatividad, la expresión personal y la comprensión cultural. Por último, se reflexiona sobre el futuro de la enseñanza, explorando el potencial de la inteligencia artificial (IA) para mejorar la personalización del aprendizaje y brindar apoyo inteligente a estudiantes y educadores. Se plantea la posibilidad de una integración total de la tecnología en la enseñanza, aunque se reconoce que su impacto completo aún está por determinarse., This work analyzes the crucial role of technology and innovation in contemporary education, focusing on foreign language teaching. It addresses the pressing need to incorporate technological tools in educational environments to adapt to a globalized and technologically advanced society. The challenges facing educators in the current era are discussed, highlighting the importance of an adaptive and personalized pedagogical approach. Furthermore, it examines how innovation in education, including digital technology and gamification, can substantially enhance teaching and learning processes. The relevance of personalized learning, the strategic use of digital tools, and the creation of collaborative and flexible educational environments are emphasized. Additionally, the positive impact of gamification on student motivation and engagement, as well as on the development of linguistic and social skills, is underscored. The role of art in foreign language teaching is also emphasized, highlighting its ability to enrich the educational experience and promote deeper and more meaningful learning. Various ways in which art can be integrated into the classroom to stimulate creativity, personal expression, and cultural understanding are described. Finally, the future of teaching is reflected upon, exploring the potential of artificial intelligence (AI) to enhance personalized learning and provide intelligent support to students and educators. The possibility of full integration of technology in teaching is raised, although it is acknowledged that its complete impact is yet to be determined., Este documento analisa o papel crucial da tecnologia e da inovação na educação contemporânea, com foco no ensino de línguas estrangeiras. Aborda-se a necessidade premente de incorporar ferramentas tecnológicas em ambientes educacionais para se adaptar a uma sociedade globalizada e tecnologicamente avançada. Discutem-se os desafios enfrentados pelos educadores na era atual, destacando a importância de uma abordagem pedagógica adaptativa e personalizada. Além disso, analisa-se como a inovação na educação, incluindo a tecnologia digital e a gamificação, pode melhorar substancialmente os processos de ensino e aprendizagem. Enfatiza-se a relevância da personalização da aprendizagem, o uso estratégico de ferramentas digitais e a criação de ambientes educacionais colaborativos e flexíveis. Também se examina o impacto positivo da gamificação na motivação e no engajamento dos estudantes, bem como no desenvolvimento de habilidades linguísticas e sociais. Destaca-se também o papel da arte no ensino de línguas estrangeiras, enfatizando sua capacidade de enriquecer a experiência educacional e promover uma aprendizagem mais profunda e significativa. Descrevem-se diversas formas pelas quais a arte pode ser integrada à sala de aula para estimular a criatividade, a expressão pessoal e a compreensão cultural. Por fim, reflete-se sobre o futuro do ensino, explorando o potencial da inteligência artificial (IA) para aprimorar a personalização da aprendizagem e fornecer suporte inteligente a estudantes e educadores. Levanta-se a possibilidade de uma integração total da tecnologia no ensino, embora se reconheça que seu impacto completo ainda esteja por determinar., Ce travail examine le rôle crucial de la technologie et de l'innovation dans l'éducation contemporaine, en se concentrant sur l'enseignement des langues étrangères. Il aborde le besoin urgent d'incorporer des outils technologiques dans les environnements éducatifs pour s'adapter à une société globalisée et technologiquement avancée. Les défis auxquels les éducateurs sont confrontés à l'ère actuelle sont discutés, en mettant en évidence l'importance d'une approche pédagogique adaptative et personnalisée. En outre, il analyse comment l'innovation dans l'éducation, y compris la technologie numérique et la gamification, peut améliorer considérablement les processus d'enseignement et d'apprentissage. L'accent est mis sur la pertinence de la personnalisation de l'apprentissage, l'utilisation stratégique des outils numériques et la création d'environnements éducatifs collaboratifs et flexibles. De plus, l'impact positif de la gamification sur la motivation et l'engagement des étudiants, ainsi que sur le développement des compétences linguistiques et sociales, est examiné. Le rôle de l'art dans l'enseignement des langues étrangères est également souligné, mettant en avant sa capacité à enrichir l'expérience éducative et à promouvoir un apprentissage plus profond et significatif. Plusieurs façons d'intégrer l'art en classe pour stimuler la créativité, l'expression personnelle et la compréhension culturelle sont décrites. Enfin, une réflexion sur l'avenir de l'enseignement est proposée, explorant le potentiel de l'intelligence artificielle (IA) pour améliorer la personnalisation de l'apprentissage et fournir un soutien intelligent aux étudiants et aux éducateurs. La possibilité d'une intégration totale de la technologie dans l'enseignement est envisagée, bien que l'impact complet reste à déterminer. &nbsp

Este trabajo analiza el papel crucial de la tecnología y la innovación en la educación contemporánea centrándose en la enseñanza de idiomas extranjeros. Se aborda la necesidad apremiante de incorporar herramientas tecnológicas en entornos educativos para adaptarse a una sociedad globalizada y tecnológicamente avanzada. Se discuten los desafíos que enfrentan los educadores en la era actual, destacando la importancia de un enfoque pedagógico adaptativo y personalizado. Se analiza cómo la innovación en la educación; incluida la tecnología digital y la gamificación, puede mejorar sustancialmente los procesos de enseñanza y aprendizaje. Se enfatiza la relevancia de la personalización del aprendizaje, el uso estratégico de herramientas digitales y la creación de entornos educativos colaborativos y flexibles. Además, se examina el impacto positivo de la gamificación en la motivación y el compromiso de los estudiantes, así como en el desarrollo de habilidades lingüísticas y sociales. Se subraya el papel del arte en la enseñanza de idiomas extranjeros, destacando su capacidad para enriquecer la experiencia educativa y promover un aprendizaje más profundo y significativo; describiendo varias formas en que el arte puede integrarse en el aula para estimular la creatividad, la expresión personal y la comprensión cultural. Por último, se reflexiona sobre el futuro de la enseñanza, explorando el potencial de la inteligencia artificial (IA) para mejorar la personalización del aprendizaje y brindar apoyo inteligente a estudiantes y educadores. Se plantea la posibilidad de una integración total de la tecnología en la enseñanza, aunque se reconoce que su impacto completo aún está por determinarse., This work analyzes the crucial role of technology and innovation in contemporary education, focusing on foreign language teaching. It addresses the pressing need to incorporate technological tools in educational environments to adapt to a globalized and technologically advanced society. The challenges facing educators in the current era are discussed, highlighting the importance of an adaptive and personalized pedagogical approach. Furthermore, it examines how innovation in education, including digital technology and gamification, can substantially enhance teaching and learning processes. The relevance of personalized learning, the strategic use of digital tools, and the creation of collaborative and flexible educational environments are emphasized. Additionally, the positive impact of gamification on student motivation and engagement, as well as on the development of linguistic and social skills, is underscored. The role of art in foreign language teaching is also emphasized, highlighting its ability to enrich the educational experience and promote deeper and more meaningful learning. Various ways in which art can be integrated into the classroom to stimulate creativity, personal expression, and cultural understanding are described. Finally, the future of teaching is reflected upon, exploring the potential of artificial intelligence (AI) to enhance personalized learning and provide intelligent support to students and educators. The possibility of full integration of technology in teaching is raised, although it is acknowledged that its complete impact is yet to be determined., Este documento analisa o papel crucial da tecnologia e da inovação na educação contemporânea, com foco no ensino de línguas estrangeiras. Aborda-se a necessidade premente de incorporar ferramentas tecnológicas em ambientes educacionais para se adaptar a uma sociedade globalizada e tecnologicamente avançada. Discutem-se os desafios enfrentados pelos educadores na era atual, destacando a importância de uma abordagem pedagógica adaptativa e personalizada. Além disso, analisa-se como a inovação na educação, incluindo a tecnologia digital e a gamificação, pode melhorar substancialmente os processos de ensino e aprendizagem. Enfatiza-se a relevância da personalização da aprendizagem, o uso estratégico de ferramentas digitais e a criação de ambientes educacionais colaborativos e flexíveis. Também se examina o impacto positivo da gamificação na motivação e no engajamento dos estudantes, bem como no desenvolvimento de habilidades linguísticas e sociais. Destaca-se também o papel da arte no ensino de línguas estrangeiras, enfatizando sua capacidade de enriquecer a experiência educacional e promover uma aprendizagem mais profunda e significativa. Descrevem-se diversas formas pelas quais a arte pode ser integrada à sala de aula para estimular a criatividade, a expressão pessoal e a compreensão cultural. Por fim, reflete-se sobre o futuro do ensino, explorando o potencial da inteligência artificial (IA) para aprimorar a personalização da aprendizagem e fornecer suporte inteligente a estudantes e educadores. Levanta-se a possibilidade de uma integração total da tecnologia no ensino, embora se reconheça que seu impacto completo ainda esteja por determinar., Ce travail examine le rôle crucial de la technologie et de l'innovation dans l'éducation contemporaine, en se concentrant sur l'enseignement des langues étrangères. Il aborde le besoin urgent d'incorporer des outils technologiques dans les environnements éducatifs pour s'adapter à une société globalisée et technologiquement avancée. Les défis auxquels les éducateurs sont confrontés à l'ère actuelle sont discutés, en mettant en évidence l'importance d'une approche pédagogique adaptative et personnalisée. En outre, il analyse comment l'innovation dans l'éducation, y compris la technologie numérique et la gamification, peut améliorer considérablement les processus d'enseignement et d'apprentissage. L'accent est mis sur la pertinence de la personnalisation de l'apprentissage, l'utilisation stratégique des outils numériques et la création d'environnements éducatifs collaboratifs et flexibles. De plus, l'impact positif de la gamification sur la motivation et l'engagement des étudiants, ainsi que sur le développement des compétences linguistiques et sociales, est examiné. Le rôle de l'art dans l'enseignement des langues étrangères est également souligné, mettant en avant sa capacité à enrichir l'expérience éducative et à promouvoir un apprentissage plus profond et significatif. Plusieurs façons d'intégrer l'art en classe pour stimuler la créativité, l'expression personnelle et la compréhension culturelle sont décrites. Enfin, une réflexion sur l'avenir de l'enseignement est proposée, explorant le potentiel de l'intelligence artificielle (IA) pour améliorer la personnalisation de l'apprentissage et fournir un soutien intelligent aux étudiants et aux éducateurs. La possibilité d'une intégration totale de la technologie dans l'enseignement est envisagée, bien que l'impact complet reste à déterminer. &nbsp

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

This study aims to explore how the application of Business English as a Lingua Franca (BELF) is perceived among the employees at a chosen company, exploring to what extent BELF is used, and identifying opportunities and challenges of BELF. Using a qualitative research methodology conducted through semi-structured interviews, consisting of six participants, the study delves into the usage of BELF in a bigger Swedish company, how the employees experience it, and what factors matter for its outcome. The results show overwhelmingly positive experiences of BELF among respondents, primarily due to its necessity and appreciated utility in facilitating communication with customers and colleagues who do not share the same mother tongue, emphasizing the significant role of English in diverse business contexts. However, despite the generally positive outlook, challenges such as multilingual meetings, code shifting, misunderstandings in different contexts, and a restricted vocabulary, are identified.

This study aims to explore how the application of Business English as a Lingua Franca (BELF) is perceived among the employees at a chosen company, exploring to what extent BELF is used, and identifying opportunities and challenges of BELF. Using a qualitative research methodology conducted through semi-structured interviews, consisting of six participants, the study delves into the usage of BELF in a bigger Swedish company, how the employees experience it, and what factors matter for its outcome. The results show overwhelmingly positive experiences of BELF among respondents, primarily due to its necessity and appreciated utility in facilitating communication with customers and colleagues who do not share the same mother tongue, emphasizing the significant role of English in diverse business contexts. However, despite the generally positive outlook, challenges such as multilingual meetings, code shifting, misunderstandings in different contexts, and a restricted vocabulary, are identified.

Artykuł dotyczy zrównoważonego rozwoju. Po wstępnym zarysie historycznym i przedstawieniu założeń organizacji międzynarodowych, takich jak UNESCO czy ONZ, w zakresie pracy na rzecz ochrony środowiska autorka podaje defini-cję zrównoważonego rozwoju oraz omawia kwestię kształcenia ustawicznego. Szczególną uwagę poświęca szkolnictwu szwedzkiemu. Omawia pokrótce sytuację panującą w szkołach podstawowych i średnich, aby następnie skupić się na przykładach ze sfery szkolnictwa wyższego, przede wszystkim na kierunkach filologicznych na Uniwersytecie Uppsalskim. Podaje przykłady przedmiotów kursowych oferowanych w ramach germanistyki, polonistyki oraz języka francuskiego, których tematyka związana jest ze współczesnymi wyzwaniami społecznymi, globalizacją i ochroną środowiska. Istotną rolę odgrywa tutaj kształcenie ustawiczne, rozwijanie umiejętności ogólnych oraz zdobywanie kompetencji kluczowych. Autorka dodatkowo prezentuje inne kursy oraz jedno z centrów naukowych w Uppsali, które oferuje studia interdyscypli-narne nad zrównoważonym rozwojem., This article is about sustainable development. After an introductory historical outline and a presentation of the as-sumptions of international organizations, such as UNESCO and the UN, in the field of environmental work, Magdalena Slyk defines the concept of sustainable development and discusses the issue of lifelong learning. She pays particular attention to Swedish education. She briefly discusses the situation in primary and secondary schools in Sweden and goes on to focus on examples from higher education, especially philology at Uppsala University. She looks at examples of course subjects offered within the framework of German, Polish and French philology the subject of which is related to contemporary social challenges, globalization, and environmental protection. Lifelong learning, the development of general skills and the acquisition of key competences play an important role in this system. Slyk also examines other courses and the example of a research center in Uppsala which offers interdisciplinary studies on sustainable development.

Introduction: Language influences the way of thinking, living and the relationships of speakers because its role for reflecting the realities of each human group and the transmission of knowledge. This means that the communication and learning of English as foreign language includes elements present in the language culture. Objective: To design a system of activities to build the intercultural competence in medical students of the Facultad de Ciencias Médicas Enrique Cabrera, La Habana, Cuba. Method: A system of activities is proposed supported by test agenda, documentary study, collection and information gathered through whole research process. Several research methods were used in the study, for instance, the empirical methods (comprising the observational, survey, and interview methods), the theoretical methods (historical-logical analysis, the systemic approach and modeling), also were used the logical thinking procedures and mathematical-statistical methods. Results: Learning English as international language and the corresponding intercultural knowledge has a great value in the English subject. This learning process was supported by the application of a system of activities for training of future doctors, who must learn to communicate in this language, which implies mastering the intercultural contents that allow them to interact efficiently with people, authorities, organizations and works in the countries where they perform their functions. Conclusions: Learning English as international language and the corresponding intercultural knowledge, using a system of activities, is essential for training of medical students at the Facultad de Ciencias Médicas Enrique Cabrera., Introdução: A língua influencia a forma de pensar, viver e se relacionar de cada um de seus falantes devido ao seu papel de refletir as práticas de cada grupo humano e a transmissão de conhecimentos. Isso significa que a comunicação e o aprendizado do inglês como língua estrangeira incluem os elementos da cultura refletidos nesse idioma. Objetivo: Realizar um sistema de atividades para desenvolver a competência intercultural em estudantes de Medicina da Facultad de Ciencias Médicas "Enrique Cabrera", Havana, Cuba. Método: Propõe-se um sistema de atividades por meio de agenda de teste, estudo documental, compilação e informação durante toda a etapa do processo investigativo. Foram utilizados vários métodos de investigação, nos métodos empíricos, a observação, o inquérito e a entrevista. Nos métodos teóricos, a análise histórico-lógica, a abordagem sistémica e a modelação, bem como os procedimentos de pensamento lógico e os métodos matemático-estatísticos. Resultados: Aprender inglês como língua internacional e o correspondente conhecimento intercultural é especialmente válido na disciplina de inglês, baseada em um sistema de atividades, para a formação de futuros médicos, que devem aprender a se comunicar nessa língua, o que implica o domínio intercultural conteúdo que permite uma interação eficiente com pessoas, autoridades, organizações e obras nos países onde desempenham suas funções. Conclusões: A aprendizagem do inglês como língua internacional e o conhecimento intercultural correspondente, através de um sistema de atividades, é essencial na formação dos estudantes de medicina da Faculdade de Medicina "Enrique Cabrera Cossío"., Introducción: La lengua influye en el modo de pensar, vivir y relacionarse de cada uno de sus hablantes debido a su papel en el reflejo de las prácticas de cada colectivo humano y la transmisión de conocimientos. Esto significa que la comunicación y el aprendizaje de inglés como lengua extranjera incluyen los elementos de la cultura reflejados en esta lengua. Objetivo: Realizar un sistema de actividades para desarrollar la competencia intercultural en estudiantes de Medicina de la Facultad de Ciencias Médicas “Enrique Cabrera”, La Habana, Cuba. Método: Se propone un sistema de actividades mediante un temario de prueba, estudio documental, recopilación e información durante toda la etapa del proceso investigativo. Fueron empleados varios métodos de investigación, en los métodos empíricos, la observación la encuesta y la entrevista. En los métodos teóricos el análisis histórico-lógico, el enfoque sistémico y la modelación, así como los procedimientos lógicos del pensamiento y los métodos matemáticos-estadísticos. Resultados: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes es especialmente válido en la asignatura de inglés, basado en un sistema de actividades, para la formación de los futuros galenos, quienes deben aprender a comunicarse en esa lengua, lo que implica dominar los contenidos interculturales que permiten una interacción eficiente con personas, autoridades, organizaciones y obras de los países donde realizan sus funciones. Conclusiones: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes, a través de un sistema de actividades, resulta primordial en la formación de estudiantes de Medicina de la Facultad de Ciencias Médicas “Enrique Cabrera”.

La enseñanza de las formas verbales canónicas cantaría y habría cantado cuenta con multitud de denominaciones y de valores o usos contextuales, que divergen entre gramáticas y manuales para la enseñanza del español como lengua extranjera (ELE). La elección de una denominación u otra por parte del diseñador del material didáctico refleja cierta conceptualización de la forma verbal, ya sea modal (condicional), formal (simple), temporal (antepospretérito), etc. Lo mismo sucede cuando se explican sus usos, que incluyen los valores de atenuación, de sugerencia, de hipótesis, etc. Dada la disparidad de denominaciones que rotulan los usos en los materiales didácticos, consideramos que existen implicaciones didácticas relevantes en el discurso especializado que puede emplearse en la práctica docente. Esta investigación aborda la explicación de las formas verbales cantaría y habría cantado en un corpus de 30 gramáticas y 25 manuales de ELE. Nuestro objetivo general es arrojar luz sobre la brecha entre conocimiento teórico y aplicación práctica en el diseño de materiales de ELE mediante la identificación de discrepancias en el uso del metalenguaje en la explicación de las mencionadas formas verbales. Los objetivos específicos son diseñar un instrumento de análisis de los valores o usos contextuales de las formas verbales organizado en categorías, y contrastar la frecuencia de aparición de la terminología empleada y los valores contextuales prototípicos y no prototípicos para explicar las formas cantaría y habría cantado en gramáticas y manuales de ELE. Los resultados permiten destacar similitudes y divergencias notables entre los dos tipos de materiales didácticos, puesto que los manuales resultan menos variados en etiquetas y explicaciones de los valores de las formas en -ría. Las explicaciones de los usos de estas formas verbales parten de usos no prototípicos principalmente, especialmente de valores semánticos modales y virtuales., The teaching of the canonical verb forms cantaría and habría cantado has a multitude of denominations and contextual values or uses, which diverge between grammars and manuals for teaching Spanish as a foreign language (SFL). The choice of one or another denomination by the designer of the teaching material reflects a certain conceptualisation of the verb form, whether modal (conditional), formal (simple), temporal (antepospreterite), etc. The same applies when explaining their uses, which include the values of attenuation, suggestion, hypothesis, etc. Given the disparity of denominations that label the uses in teaching materials, we consider that there are relevant didactic implications in the specialised discourse that can be used in teaching practice. This research addresses the explanation of the verb forms cantaría and habría cantado in a corpus of 30 SFL grammars and 25 SFL textbooks. Our general aim is to shed light on the gap between theoretical knowledge and practical application in the design of ELE materials by identifying discrepancies in the use of metalanguage in the explanation of the aforementioned verb forms. The specific objectives are to design an instrument for analysing the contextual values or uses of verb forms organised into categories, and to contrast the frequency of appearance of the terminology used and the prototypical and non-prototypical contextual values to explain the forms cantaría and habría cantado in SFL grammars and textbooks. The results suggest remarkable similarities and divergences between the two types of teaching materials, since the manuals are less varied in terms of labels and explanations of the values of the forms in -ría. The explanations of the uses of these verb forms are mainly based on non-prototypical uses, especially on modal and virtual semantic values.

The aim of the article is a practical study of the effectiveness of digital technologies in the development of listening comprehension strategies in future philologists in higher educational institutions (HEIs). In Methodology, the research involved the questionnaire survey and the delphi technique. Anderson-Darling, Cramér-von Mises, Kolmogorov–Smirnov and Shapiro–Francia tests, as well as Student’s t-test were used to process mathematical data. It can be noted that the level of students’ listening comprehension skills in the control (CG) and experimental (EG) groups is approximately the same (52% and 56%). The prevailing level of learning the material in CG and EG is threshold, which indicates insufficient training of students in this direction. In conclusion, the study revealed the high efficiency of digital technologies in the development of listening comprehension strategies of future philologists. The relationship between a high ability to perceive a foreign language aurally and the use of digital multimedia educational tools was experimentally proven., El objetivo del artículo es un estudio práctico de la efectividad de las tecnologías digitales en el desarrollo de estrategias de comprensión auditiva en futuros filólogos pertenecientes a instituciones de educación superior (IES). En la metodología. la investigación involucró la encuesta por cuestionario y la técnica delphi. Para el procesamiento de datos matemáticos se utilizaron las pruebas de Anderson-Darling, Cramér-von Mises, Kolmogorov-Smirnov y Shapiro-Francia, así como la prueba t de Student. Los resultados notan que el nivel de habilidades de comprensión auditiva de los estudiantes en los grupos de control (GC) y experimental (GE) es aproximadamente el mismo (52% y 56%). El nivel predominante de aprendizaje de la materia en GC y GE es umbral, lo que indica una insuficiente formación de los alumnos en esta dirección. En conclusion, el estudio reveló la alta eficiencia de las tecnologías digitales en el desarrollo de estrategias de comprensión auditiva de los futuros filólogos. Se comprobó experimentalmente la relación entre una alta capacidad para percibir auditivamente una lengua extranjera y el uso de herramientas educativas multimedia digitales.

The Language Centre of Pinar del Río University arises within the policy of improving English in Cuban universities framework and its mission is to offer specialised academic services to the intra- and extra-university community to facilitate communicative competences development in foreign languages, mainly English. The aim of this paper is to present various elements that show how this management is carried out for the institutional development and therefore for the territory. To this end, methods from the theoretical level, such as historical-logical, analysis-synthesis and modelling, were used, as well as from the empirical level,document analysis, observation and group interview. As a result, the model of foreign languages knowledge management is obtained for the professionalcomprehensive training of non-philology students. It is concluded that management of language knowledge is carried out based on professional development needs and it is stated in the model for this purpose, which is based on various relationships established with the context in order to achieve the university social relevance., El Centro de Idiomas de la Universidad de Pinar del Río surge en el marco de la política de perfeccionamiento del inglés en las universidades cubanas y tiene la misión de ofrecer servicios académicos especializados a la comunidad intra y extra universitaria para facilitar el desarrollo de competencias comunicativas en lenguas extranjeras, fundamentalmente el inglés. El objetivo del presente trabajo es exponer di versos elementos que muestran cómo se desarrolla esta gestión en función del desarrollo institucional y, por tanto, del territorio. Para ello, se utilizaron métodos del nivel teórico, como el histórico-lógico, el análisis-síntesis y la modelación, así como del nivel empírico, el análisis de documentos, la observación y la entrevista grupal. Se obtiene como resultado el modelo de gestión del conocimiento en lenguas extranjeras en estudiantes no filólogos para la formación integral del profesional. Se concluye que la gestión del conocimiento de los idiomas se realiza a partir de las necesidades de superación de los profesionales y se concreta en el modelo para este fin que se sustenta en diversas relaciones que establece con el contexto para el logro de la pertinencia social de la universidad.

This writing presents an investigation on the relationship between gender and motivational levels in learning Italian as a foreign language in Ecuadorian students. The objective of the research was to establish the relationship between gender and motivation in the study participants. The research was developed at the "Giuseppe Garibaldi" Educational Unit, in the Guayaquil canton, Guayas province, Republic of Ecuador. The sample consisted of 120 students of the Basic General Education level, coming from both the Sub-level 3 of Basic Middle, which corresponds to 5th, 6th, and 7th grades with ages ranging from 9 to 12 years of age, as well as students attending Sub-level 4 of Upper Basic which corresponds to 8th, 9th and 10th grades with ages between 12 and 15 years of age. The instrument applied is a version of the Attitude/ Motivation Test Battery (AMTB), designed by Gardner to assess the learning of English as a foreign language. The variables considered were: level of motivation, gender, and educational level of the students. The results show that in both cases, both male and female students are highly motivated to learn Italian as a foreign language., Este artigo apresenta uma pesquisa sobre a relação entre gênero e níveis motivacionais na aprendizagem do italiano como língua estrangeira em estudantes equatorianos. O objetivo da pesquisa foi estabelecer a relação entre gênero e motivação nos participantes do estudo. O estudo foi desenvolvido em uma instituição educacional privada no cantão de Guayaquil, província de Guayas, República do Equador. A amostra foi constituída por 120 alunos ativos do nível do Ensino Básico Geral. Em uma primeira instância, uma versão do Attitude Test, elaborada por Gardner, foi aplicada para avaliar o aprendizado de inglês como língua estrangeira. As variáveis consideradas foram: nível de motivação, gênero e escolaridade dos alunos. Os resultados mostram que, em ambos os casos, tanto os alunos quanto as alunas estão altamente motivados para aprender o italiano como língua estrangeira., Este artículo presenta una investigación sobre la relación entre el género y los niveles motivacionales en el aprendizaje de italiano como lengua extranjera en estudiantes ecuatorianos. El objetivo de la investigación fue establecer la relación entre el género y motivación en los participantes en el estudio. El estudio se desarrolló en una institución de enseñanza privada del cantón Guayaquil, provincia de Guayas, República del Ecuador. La muestra estuvo conformada por 120 estudiantes activos en el nivel de Educación General Básica. En primera instancia se aplicó una versión del Test de Actitud/ diseñado por Gardner para evaluar el aprendizaje de inglés como una lengua extranjera. Las variables consideradas fueron: nivel de motivación, género, y nivel educativo de los estudiantes. Los resultados demuestran que en ambos casos, tanto los estudiantes hombres como las estudiantes mujeres se encuentran altamente motivados al aprendizaje de italiano como lengua extranjera.

The sociocultural competence is a feasible topic due to its importance in the development of the communicative competence. The research was characterized for being a pedagogical professional approach. The objective of this article was to determine the causes of the insufficient development of the sociocultural competence in Foreign Language teacher trainees limiting the pedagogical performance, so as the establishment of the solution throughout an interventive strategy. In this study, the main categories taken into account are the sociocultural competence and the didactic-sociocultural competence. The research methods used were the following: participant observation, interviews, surveys, pedagogical test and study of the activity products. These methods correspond to the participatory action research methodology of the qualitative paradigm. As a fundamental result of the investigation, the following causes were determined that allowed the origins of the difficulties of the teacher trainees related to the topic that is researched are shown and the corresponding actions for the interventive strategy, which main theoretical base is the didactic-sociocultural competence. In the same way, it is concluded the feasible truth of the previously established theoretical limitation., A competência sociocultural é um tema viável devido à sua importância no desenvolvimento da competência comunicativa. A investigação foi caracterizada por uma abordagem pedagógica profissional. O objectivo deste artigo era determinar as razões pelas quais os professores em formação inicial de línguas estrangeiras apresentam um desenvolvimento insuficiente da competência sociocultural em inglês que limita o desempenho da sua profissão, bem como o estabelecimento da solução a partir de uma estratégia. Neste estudo, foram tidas em conta as categorias de competência sociocultural e competência didáctico-sociocultural. Foram utilizados os seguintes métodos de investigação: observação dos participantes, entrevistas, pesquisa, testes pedagógicos e estudo dos produtos da actividade. Estes métodos correspondem à metodologia de investigação da acção participativa do paradigma qualitativo. Como resultado fundamental da investigação, foram determinadas as causas que originaram as dificuldades dos professores na formação inicial relacionada com o tema em investigação e as acções correspondentes à estratégia de intervenção, cuja base teórica fundamental é a competência didáctico-socio-cultural. Do mesmo modo, conclui-se a veracidade da deficiência teórica anteriormente estabelecida., La competencia sociocultural es una temática factible debido a su importancia en el desarrollo de la competencia comunicativa. La investigación se caracterizó por tener un enfoque profesional pedagógico. El objetivo de este artículo consistió en determinar las causas por las que los docentes en formación inicial de Lenguas Extranjeras presentan un insuficiente desarrollo en la competencia sociocultural en inglés que limita el desempeño de su profesión, así como el establecimiento de la solución desde una estrategia. En este estudio se tuvieron en cuenta, fundamentalmente, las categorías competencia sociocultural y competencia didáctico-sociocultural. Los métodos de investigación empleados fueron los siguientes: observación participante, entrevistas, encuestas, prueba pedagógica y estudio de los productos de la actividad. Estos métodos se corresponden con la metodología investigación-acción participativa propia del paradigma cualitativo. Como resultado fundamental de la investigación se determinaron las causas que originaron las dificultades de los docentes en formación inicial relacionadas con la temática que se investiga y las acciones correspondientes a la estrategia, cuyo basamento teórico fundamental es la competencia didáctico-sociocultural. Asimismo, se concluye la veracidad de la carencia teórica previamente establecida.

The inclusion of information and communication technologies in the foreign languages teaching-learning process is a challenge due to the possibilities it offers to modern life and the profession. Health professionals who attended to the English post graduated course at the Sancti Spíritus Medical University showed limitations in writing. The objective of this article is to expose the didactic benefits of creating a WhatsApp group as a tool for the writing fluency improvement in the English as a foreign language intensive postgraduate course for health professionals. A systematization of experiences was carried out with a group of health professionals attending to the English postgraduate course at the Medical University during the 2020-2021 academic year. To get information, the following methods were used: documentary analysis, qualitative interview, in-depth session and participant observation, during the application of the actions and triangulation for the qualitative interpretation of the information. The results show advances in motivation, group work and the authentic negotiation of meaning through instant messaging. The WhatsApp group was conceived as an effective way to improve writing fluency in the English language, as a foreign language, in health professionals who attend to postgraduate studies., A inclusão das Tecnologias de Informação e Comunicação no processo de ensino-aprendizagem de línguas estrangeiras é um desafio pelas possibilidades que oferece à vida moderna e ao exercício da profissão. Os profissionais de saúde que frequentam o curso de pós-graduação em inglês como língua estrangeira da Universidade de Ciências Médicas de Sancti Spíritus apresentam dificuldades com a fluência na escrita. O objetivo deste artigo é expor os benefícios didáticos da criação de um grupo de WhatsApp como ferramenta para fortalecer a fluência na escrita da língua inglesa, no curso intensivo de pós-graduação para profissionais da saúde. Foi realizada uma sistematização de experiências num grupo de profissionais de saúde que frequentaram o curso de pós-graduação em língua inglesa durante o ano letivo 2020-2021. Para obtenção das informações, foram utilizados os seguintes métodos: análise documental, entrevista qualitativa, sessão em profundidade, observação participante durante a aplicação das ações e triangulação para interpretação qualitativa das informações. Os resultados mostram avanços na motivação, trabalho em grupo e negociação autêntica de significado por meio de mensagens instantâneas. A criação de um grupo de WhatsApp foi concebida como uma forma eficaz de fortalecer a fluência da escrita nos profissionais de saúde., La inclusión de las tecnologías de la información y la comunicación en el proceso de enseñanza aprendizaje de las lenguas extranjeras es un desafío por las posibilidades que le ofrece a la vida moderna y al ejercicio de la profesión. Los profesionales de la salud que asisten al posgrado de inglés como lengua extranjera en la Universidad de Ciencias Médicas de Sancti Spíritus presentan dificultades en la fluidez en la escritura. El presente artículo tiene como objetivo exponer los beneficios didácticos de la creación de un grupo de WhatsApp como herramienta para el fortalecimiento de la fluidez en la escritura del idioma inglés, en el curso intensivo de posgrado para profesionales de la salud. Se realizó una sistematización de experiencias en un grupo de profesionales de la salud, que cursaron el posgrado de idioma inglés, durante el curso 2020-2021. Para el obtener información se utilizaron los siguientes métodos: análisis documental, entrevista cualitativa, sesión en profundidad, observación participante durante la aplicación de las acciones y la triangulación para la interpretación cualitativa de la información. Los resultados muestran avances en la motivación, trabajo grupal y negociación auténtica del significado mediante la mensajería instantánea. La creación de un grupo de WhatsApp, se concibió como una vía efectiva para el fortalecimiento de la fluidez en la escritura, en los profesionales de la salud.

This review paper focuses its attention on the conceptual proposals that have been established in academic publications in Latin America against initial training, language didactics, and pedago- gical practices in the area of foreign languages, aiming to identify the possible convergences in the texts against these three conceptual categories. Therefore, a qualitative bibliographic review and a comprehensive descriptive hermeneutical analysis were carried out. The corpus was conso- lidated from research report publications from 2016 to 2020 in Eric, Science Direct, and Scopus. The systematization and analysis of the corpus was carried out through a previously validated matrix. Identified convergences were located in tensions between theory and practice, as a result of initial and ongoing research interests that point to the subjectivities of the participants and their practices in the classroom., Este artículo de revisión centra su atención en las apuestas conceptuales que se han venido instaurando en las publicaciones académicas en Latinoamérica respecto a la formación inicial, la didáctica de la lengua y las practicas pedagógicas en el área de las lenguas extranjeras, apuntando a la identificación de las posibles convergencias materializadas entre los textos frente a estas tres categorías conceptuales. Para ello, se realizó una revisión bibliográfica cualitativa y un análisis hermenéutico comprensivo, de tipo descriptivo. El corpus se consolido con publicaciones tipo de informe de investigación entre 2016 y 2020 en Eric, Science Direct y Scopus. La sistematización y el análisis del corpus se realizó? a través de una matriz previamente validada. La convergencia identificada se localizó en tensiones entre la teoría y la práctica, como resultado de intereses investigativos iniciales y en construcción que apuntan a las subjetividades de los participantes y sus prácticas en el aula.

The article is devoted to considering historical and pedagogical aspects of the development of foreign language education in Ukraine, starting from ancient times and up to our time. The definition and analysis of “foreign language education” as a multifaceted phenomenon, which includes several processes: cognition, development, education and training, is provided. Foreign language education is linguistic and cultural education, the result of which should be a plurilingual personality. It is noted that foreign languages were studied in our country even before the adoption of Christianity. For centuries, education and all other socio-political processes were taken care of by the church; therefore, Church Slavonic and Greek languages were studied in schools due to their confessional status. Various educational institutions (“fraternal schools”, “multilingual”, “German”, and “Latin” schools) were opened, in which teaching in foreign languages was widespread. Latin has always held a high status not only as a foreign language but also as a language of instruction in many disciplines. It turns out that domestic foreign language education has been implemented for many years depending on the language policy of the ruling power structures in one or another territory of our country. This affected the main trends and challenges that made it necessary to focus on preserving one’s language and culture. The development of new economic and social processes influenced the departure from “dead languages” to studying “living” ones, which had specific practical significance. It was revealed that the opening of three universities, Kharkiv, Kyiv and Novorossiysk, which taught both classical languages (Latin and ancient Greek) and new ones (French, German, Italian, Polish and English), was a breakthrough in the development of foreign language teaching in higher education. It has been established that after the declaration of independence of Ukraine in 1991, foreign language education deve

The article is devoted to considering historical and pedagogical aspects of the development of foreign language education in Ukraine, starting from ancient times and up to our time. The definition and analysis of “foreign language education” as a multifaceted phenomenon, which includes several processes: cognition, development, education and training, is provided. Foreign language education is linguistic and cultural education, the result of which should be a plurilingual personality. It is noted that foreign languages were studied in our country even before the adoption of Christianity. For centuries, education and all other socio-political processes were taken care of by the church; therefore, Church Slavonic and Greek languages were studied in schools due to their confessional status. Various educational institutions (“fraternal schools”, “multilingual”, “German”, and “Latin” schools) were opened, in which teaching in foreign languages was widespread. Latin has always held a high status not only as a foreign language but also as a language of instruction in many disciplines. It turns out that domestic foreign language education has been implemented for many years depending on the language policy of the ruling power structures in one or another territory of our country. This affected the main trends and challenges that made it necessary to focus on preserving one’s language and culture. The development of new economic and social processes influenced the departure from “dead languages” to studying “living” ones, which had specific practical significance. It was revealed that the opening of three universities, Kharkiv, Kyiv and Novorossiysk, which taught both classical languages (Latin and ancient Greek) and new ones (French, German, Italian, Polish and English), was a breakthrough in the development of foreign language teaching in higher education. It has been established that after the declaration of independence of Ukraine in 1991, foreign language education deve

Despite linguistic diversity being a unique and enriching characteristic of Peru, the situation of native languages and dialectal varieties remains in a state of neglect within the country. Thus, this study aims to identify patterns and trends in the search for information on indigenous, foreign, and dialectal languages in Peru, in order to contribute to the understanding of the perception and appreciation of linguistic diversity in Peruvian society. To this end, a mixed-methods and non-experimental phenomenological design is employed, using Google Trends to analyze and compare search volumes longitudinally. Results reveal that interest in linguistic diversity in Peru varies by region and language, with Quechua being the most searched indigenous language. Additionally, bilingual education is the most popular concept, followed by linguistic discrimination. However, attraction to languages through search queries does not necessarily correspond with an interest in learning them. Therefore, further research is recommended to explore underlying motivations for language interest, as well as possible correlations with socio-economic contexts and international events., A pesar de que la diversidad lingüística es una característica única y enriquecedora del Perú, las lenguas originarias y las variedades dialectales están en una situación de desinterés en el país. De este modo, se tiene por objetivo identificar patrones y tendencias en la búsqueda de información sobre lenguas indígenas, extranjeras y dialectales en Perú, a fin de contribuir a la comprensión de la percepción y valoración de la diversidad lingüística en la sociedad peruana. Con ese fin, se emplea una metodología mixta y diseño no experimental y fenomenológico, utilizando a Google Trends para analizar y comparar los volúmenes de búsqueda de forma longitudinal. Los resultados revelan que el interés en Perú sobre la diversidad lingüística varía según la región y el idioma, siendo el quechua la lengua indígena con mayor interés. También, se observa que la educación bilingüe es el concepto más popular, seguido de la discriminación lingüística. Sin embargo, la atracción por los idiomas mediante las búsquedas no necesariamente corresponde con un interés por aprenderlos. Por lo tanto, se recomienda realizar una investigación más detallada sobre las motivaciones que subyacen en el interés por los idiomas, así como posibles correlaciones con el contexto socioeconómico y los acontecimientos internacionales.

The Language Centre of Pinar del Río University arises within the policy of improving English in Cuban universities framework and its mission is to offer specialised academic services to the intra- and extra-university community to facilitate communicative competences development in foreign languages, mainly English. The aim of this paper is to present various elements that show how this management is carried out for the institutional development and therefore for the territory. To this end, methods from the theoretical level, such as historical-logical, analysis-synthesis and modelling, were used, as well as from the empirical level,document analysis, observation and group interview. As a result, the model of foreign languages knowledge management is obtained for the professionalcomprehensive training of non-philology students. It is concluded that management of language knowledge is carried out based on professional development needs and it is stated in the model for this purpose, which is based on various relationships established with the context in order to achieve the university social relevance., El Centro de Idiomas de la Universidad de Pinar del Río surge en el marco de la política de perfeccionamiento del inglés en las universidades cubanas y tiene la misión de ofrecer servicios académicos especializados a la comunidad intra y extra universitaria para facilitar el desarrollo de competencias comunicativas en lenguas extranjeras, fundamentalmente el inglés. El objetivo del presente trabajo es exponer di versos elementos que muestran cómo se desarrolla esta gestión en función del desarrollo institucional y, por tanto, del territorio. Para ello, se utilizaron métodos del nivel teórico, como el histórico-lógico, el análisis-síntesis y la modelación, así como del nivel empírico, el análisis de documentos, la observación y la entrevista grupal. Se obtiene como resultado el modelo de gestión del conocimiento en lenguas extranjeras en estudiantes no filólogos para la formación integral del profesional. Se concluye que la gestión del conocimiento de los idiomas se realiza a partir de las necesidades de superación de los profesionales y se concreta en el modelo para este fin que se sustenta en diversas relaciones que establece con el contexto para el logro de la pertinencia social de la universidad.

The Language Centre of Pinar del Río University arises within the policy of improving English in Cuban universities framework and its mission is to offer specialised academic services to the intra- and extra-university community to facilitate communicative competences development in foreign languages, mainly English. The aim of this paper is to present various elements that show how this management is carried out for the institutional development and therefore for the territory. To this end, methods from the theoretical level, such as historical-logical, analysis-synthesis and modelling, were used, as well as from the empirical level,document analysis, observation and group interview. As a result, the model of foreign languages knowledge management is obtained for the professionalcomprehensive training of non-philology students. It is concluded that management of language knowledge is carried out based on professional development needs and it is stated in the model for this purpose, which is based on various relationships established with the context in order to achieve the university social relevance., El Centro de Idiomas de la Universidad de Pinar del Río surge en el marco de la política de perfeccionamiento del inglés en las universidades cubanas y tiene la misión de ofrecer servicios académicos especializados a la comunidad intra y extra universitaria para facilitar el desarrollo de competencias comunicativas en lenguas extranjeras, fundamentalmente el inglés. El objetivo del presente trabajo es exponer di versos elementos que muestran cómo se desarrolla esta gestión en función del desarrollo institucional y, por tanto, del territorio. Para ello, se utilizaron métodos del nivel teórico, como el histórico-lógico, el análisis-síntesis y la modelación, así como del nivel empírico, el análisis de documentos, la observación y la entrevista grupal. Se obtiene como resultado el modelo de gestión del conocimiento en lenguas extranjeras en estudiantes no filólogos para la formación integral del profesional. Se concluye que la gestión del conocimiento de los idiomas se realiza a partir de las necesidades de superación de los profesionales y se concreta en el modelo para este fin que se sustenta en diversas relaciones que establece con el contexto para el logro de la pertinencia social de la universidad.

The Language Centre of Pinar del Río University arises within the policy of improving English in Cuban universities framework and its mission is to offer specialised academic services to the intra- and extra-university community to facilitate communicative competences development in foreign languages, mainly English. The aim of this paper is to present various elements that show how this management is carried out for the institutional development and therefore for the territory. To this end, methods from the theoretical level, such as historical-logical, analysis-synthesis and modelling, were used, as well as from the empirical level,document analysis, observation and group interview. As a result, the model of foreign languages knowledge management is obtained for the professionalcomprehensive training of non-philology students. It is concluded that management of language knowledge is carried out based on professional development needs and it is stated in the model for this purpose, which is based on various relationships established with the context in order to achieve the university social relevance., El Centro de Idiomas de la Universidad de Pinar del Río surge en el marco de la política de perfeccionamiento del inglés en las universidades cubanas y tiene la misión de ofrecer servicios académicos especializados a la comunidad intra y extra universitaria para facilitar el desarrollo de competencias comunicativas en lenguas extranjeras, fundamentalmente el inglés. El objetivo del presente trabajo es exponer di versos elementos que muestran cómo se desarrolla esta gestión en función del desarrollo institucional y, por tanto, del territorio. Para ello, se utilizaron métodos del nivel teórico, como el histórico-lógico, el análisis-síntesis y la modelación, así como del nivel empírico, el análisis de documentos, la observación y la entrevista grupal. Se obtiene como resultado el modelo de gestión del conocimiento en lenguas extranjeras en estudiantes no filólogos para la formación integral del profesional. Se concluye que la gestión del conocimiento de los idiomas se realiza a partir de las necesidades de superación de los profesionales y se concreta en el modelo para este fin que se sustenta en diversas relaciones que establece con el contexto para el logro de la pertinencia social de la universidad.

The unprecedented situation of covid-19 compelled many universities and colleges worldwide to reconsider both the management and delivery of classes, forcing faculty to use innovative online and mobile means. The transition also caused faculty to reevaluate their professional development (pd). This qualitative exploratory study focused on the pd experienced by a group of foreign language university instructors in Colombia during this crisis. Specifically it identified the challenges encountered and how these were tackled. Data were collected through an open-ended survey and analyzed using content analysis. Results show ten main challenges, which were then categorized into three themes: (a)adaptation to emergency remote teaching, (b)promotion of student engagement, and (c)han-dling of emotions. Conclusions reveal that professors embraced the crisis with a positive attitude, engaging in different pd opportunities, displaying agency, re-sponsibility, and flexibility. Therefore, the challenges and their reaction to them fostered their pd and learning. These findings suggest that institutions should al-low instructors to give input into the types of pd programs that they need for specific situations., La situation sans précédent posée par la covid-19 a contraint de nombreuses universités et établissements d’enseignement supérieur du monde entier à revoir à la fois la planification et la prestation de leurs cours, incitant les enseignants à utiliser des médias en ligne et mobiles. La transition a amené les enseignants à réévaluer leur développement professionnel (dp). Cette étude exploratoire s’est concentrée sur le dp vécu par un groupe d›enseignants de langues étrangères dans une université en Colombie pendant cette crise. Concretement, l'étude identifie les défis qu’ils ont rencontrés et comment ils les ont relevés. Les don-nées ont été recueillies au moyen d’une enquête à questions ouvertes et analysées à l’aide d’une analyse de contenu. Les résultats font apparaître dix principaux défis, qui ont ensuite été classés en trois catégories thématiques : a) s’adapter à l’enseignement à distance d’urgence, b)encourager la participation des étudiants et c)gérer les émotions. Les conclusions révèlent que les enseignants ont assumé la crise avec une attitude positive, initiant différentes opportunités de perfection-nement professionnel, faisant preuve d’agence, de responsabilité et de flexibilité. Par conséquent, les défis et leurs réactions ont stimulé le dp et l’apprentissage de ce groupe. Ces résultats suggèrent que les établissements devraient permettre aux enseignants de participer du feedback sur les types de programmes de dp dont ils ont besoin pour des situations spécifiques., A situação sem precedentes imposta pela covid-19 forçou muitas universidades e instituições de ensino superior em todo o mundo a revisar o planejamento e a entrega de suas aulas, levando os professores a usar mídias online e móveis. A transição também levou os professores a reavaliar seu desenvolvimento profissional (dp). Este estudo exploratório enfocou o dp vivenciado por um grupo de professores de línguas estrangeiras de uma universidade na Colômbia durante esta crise. Especificamente o estudo identifica os desafios que eles encontraram e como os enfrentaram. Os dados foram coletados por meio de uma pesquisa de perguntas abertas e analisados por meio da análise de conteúdo. Os resultados mostram dez desafios principais, que foram classificados em três categorias temáticas: a)adaptação ao ensino remoto emergencial, b)incentivo à participação dos alunos e c)gerenciamento de emoções. As conclusões revelam que os professores assumiram a crise com uma atitude positiva, engajando-se diferentes oportunidades de dp, exibindo agência, responsabilidade e flexibilidade. Consequentemente, os desafios e a reação a eles estimularam o dp e a aprendissagem desse grupo. Essas descobertas sugerem que as instituições deveriam permitir o feedback dos professores sobre os tipos de programas de dp de que precisam para situações específicas.

There are two version, in English and Spanish, [EN] The current affordances of ICT have – in the past decade – dramatically increased the exposure of students to the number of various digital texts they use or are exposed to when acquiring an additional language. The print media has been supplemented or even sometimes substituted by the digital media at all levels of education, including higher education and university curricula. Various research has recently been conducted into the role of digital media in L2 acquisition and this paper attempts to systematically summarize the results of this research, with a specific focus on reading comprehension. This systematic review follows the PRISMA guidelines (Page et al., 2021). The 2010-2021 studies from Scopus and the Web of Science dealing with the topic have been collected and analysed. Only experimental studies in peer-reviewed research journal papers have been included in the search. By applying this protocol review, 15 papers were selected for a synthesis. The results were classified as: (a) effect of media on reading comprehension, (b) pedagogical implications, (c) future research directions. The study concludes with some discussion and implications for researchers and practitioners from two perspectives: basic or fundamental Second Language Acquisition (FSLA) and instructed Second Language acquisition (ISLA)., [ES] En la última década, las posibilidades que ofrecen hoy las TIC han aumentado drásticamente la exposición de los estudiantes a diversos textos digitales que utilizan o a los que están expuestos cuando adquieren una lengua extranjera. Los medios impresos se han visto complementados o incluso a veces sustituidos por los medios digitales en todos los niveles de la enseñanza, incluidos los planes de estudio de la enseñanza superior y universitaria. En los últimos tiempos se han llevado a cabo diversas investigacionessobre el papel de los medios digitales en la adquisición de L2 y este artículo pretende resumir sistemáticamente los resultados de dichas investigaciones, centrándose específicamente en la comprensión lectora. Esta revisión sistemática sigue las directrices PRISMA (Page et al., 2021). Se han recopilado y analizado los estudios de 2010-2021 de Scopus y de Web of Science que tratan el tema. Sólo se han incluido en la búsqueda estudios experimentales en artículos de revistas de investigación revisados por pares. Aplicando este protocolo de revisión, se seleccionaron 15 trabajos para realizar una síntesis. Los resultados se clasificaron en: (a) efecto de los medios en la comprensión lectora, (b) implicaciones pedagógicas, (c) futuras direcciones de investigación. El estudio concluye con algunas discusiones e implicaciones para investigadores y profesionales desde dos perspectivas: la adquisición básica o fundamental de segundas lenguas (FSLA, en sus siglas en inglés) y la adquisición instruida de segundas lenguas (ISLA, en sus siglas inglés).

This paper deals with the inclusion of the Italian language in the Argentine educational system between 1863 and 1941. The measures taken in relation to the inclusion of foreign languages in educational systems are political-linguistic facts and, although they seem to have less weight in the curriculum as a whole, they refer to social relationships. In this paper, political-linguistic determinations will be analyzed within the framework of educational policies, thus articulating educational policies and linguistic policies. We will investigate the arguments used to determine the motivations that led to the insertion of Italian in the educational system (as part of the teaching of foreign languages in general) and to establish connections between the rationale for the inclusion of Italian and the functions attributed to it. The selected period begins in 1863. In this year the national colleges are created, secondary education institutions where foreign languages in general, and Italian in particular, are developed. The analysis ends in 1941, the year in which the study plans are modified and it is decided that, since the simultaneous learning of foreign languages was one of the greatest criticisms, only two languages would be studied successively. The modification in the study plans increases the presence of English in the system, since the study of this language was compulsory in one of the two proposed cycles and definitively installs Italian, alternating with French, in the last two years of the medium level., Este trabalho aborda a inclusão da língua italiana no sistema educacional argentino entre os anos 1863 e 1941. As medidas que são tomadas com relação à inclusão das línguas estrangeiras nos sistemas educativos são fatos político-linguísticos e, embora semelhe ter um menor peso no conjunto curricular, tal e como todos os fatos relacionados com o uso das línguas, sempre são sinais de certas relações sociais. Neste artigo, as determinações político-linguísticas serão analisadas no âmbito das políticas educativas, articulando, assim, as políticas educativas e as políticas linguísticas. Para isso, é necessário investigar os argumentos apresentados para determinar as motivações que levaram à inserção do italiano no sistema educacional -como parte do ensino de línguas estrangeiras em geral- e estabelecer conexões entre as justificativas para a inclusão do italiano e as funções que lhe são atribuídas. O período selecionado começa em 1863. Neste ano são criados os colégios nacionais, instituições de ensino médio onde se desenvolvem as línguas estrangeiras em geral e o italiano em particular. Dita analise acaba em 1941, ano em que os planos de estudos são modificados e fica decidido que, sendo que o aprendizado simultâneo de línguas estrangeiras recebe uma das maiores críticas, apenas duas línguas seriam estudadas de maneira sucessiva. A modificação nos planos de estudo aumenta a presença do inglês no sistema, uma vez que o estudo desse idioma era obrigatório em um dos ciclos propostos e instala definitivamente o italiano, em alternância com o francês, nos dois últimos anos do nível médio., Este trabajo aborda la inclusión de la lengua italiana en el sistema educativo argentino entre 1863 y 1941. Las medidas que se toman con relación a la inclusión de las lenguas extranjeras en los sistemas educativos son hechos político-lingüísticos y, aunque parezcan tener un peso menor en el conjunto curricular, como todo hecho relacionado con el uso de las lenguas son siempre signos de determinadas relaciones sociales. En este artículo, las determinaciones político-lingüísticas serán analizadas en el marco de las políticas educativas articulando, de este modo, políticas educativas y políticas lingüísticas. Para ello, es necesario indagar las argumentaciones esgrimidas para determinar las motivaciones que llevaron a la inserción del italiano en el sistema educativo (como parte de la enseñanza de las lenguas extranjeras en general) y establecer conexiones entre la fundamentación de la inclusión del italiano y las funciones que se le atribuyen. El período seleccionado inicia en 1863. En este año se crean los colegios nacionales, instituciones de enseñanza media donde las lenguas extranjeras en general, y el italiano en particular, se desarrollan. El análisis finaliza en 1941, año en el que se modifican los planes de estudio y se decide que, dado que el aprendizaje simultáneo de las lenguas extranjeras era una de las mayores críticas, se estudiarían sólo dos lenguas en forma sucesiva. La modificación en los planes de estudio incrementa la presencia del inglés en el sistema, ya que era obligatorio el estudio de esta lengua en uno de los dos ciclos propuestos e instala definitivamente el italiano, en alternancia con el francés, en los dos últimos años del nivel medio.

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum. It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum. It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum. It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.

With continuous globalization, the relationship between language and culture has undergone new changes. English has become an international lingua franca and a means for communicators to express local culture in cross-cultural communication. Today, as different cultures are increasingly intertwined, China now needs to present itself and tell its story to the world, which is the call of The Times for mutual learning and common development among civilizations around the world. It is also a realistic call for building confidence in Chinese culture and educating people through political and moral education under the great changes that have never been seen in a century. Facing the new requirements of educational development in this era, English teaching in middle schools must undertake the mission of cultivating socialist successors who have an international vision and a sense of community of human destiny.

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum. It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.

During the practicum period, pre-service English teachers are assigned to different schools in groups. Peers provide various ways to help pre-service English teachers in the process of practicum and promote pre-service English teachers’ professional development and reflection level. This study aimed to explore the pre-service English teachers’ reflective ability after the practicum and how peer assistance affects pre-service English teachers’ reflective competence during the practicum. It is found that pre-service English teachers’ reflective ability is generally in the middle and low level, with a higher level in meta-cognitive and practical, and lower in cognitive, emotional and critical levels. After the internship, pre-service English teachers have improved in practice, cognitive, meta-cognitive and emotional levels.

With the development of society, the influence of emotional intelligence and emotion on foreign language learning is receiving increasing attention from scholars. At the same time, with the development of positive psychology in the field of second language acquisition, the research on academic emotion is changing from negative emotion to positive emotion. A thorough understanding of the current research on emotional intelligence and foreign language learning emotion can enrich the relevant research theoretically and promote students’ positive emotions in practice. This paper reviews the development of the field and summarises the relevant theories, research content and research methods. Through an in-depth interpretation of the relationship between emotional intelligence, academic emotions and English language achievement, the paper proposes a vision of research that is complex in terms of research variables, diverse in terms of research methods, and diverse in terms of research themes, laying the foundation for further research.

With the development of society, the influence of emotional intelligence and emotion on foreign language learning is receiving increasing attention from scholars. At the same time, with the development of positive psychology in the field of second language acquisition, the research on academic emotion is changing from negative emotion to positive emotion. A thorough understanding of the current research on emotional intelligence and foreign language learning emotion can enrich the relevant research theoretically and promote students’ positive emotions in practice. This paper reviews the development of the field and summarises the relevant theories, research content and research methods. Through an in-depth interpretation of the relationship between emotional intelligence, academic emotions and English language achievement, the paper proposes a vision of research that is complex in terms of research variables, diverse in terms of research methods, and diverse in terms of research themes, laying the foundation for further research.

[ES] En la Comunidad Autónoma del País Vasco el alumnado inmigrante obtiene resultados inferiores en inglés en comparación con el autóctono. Esto indica que su inclusión no se está llevando a cabo correctamente. En este trabajo se ha analizado la respuesta educativa que recibe el alumnado inmigrante. Para ello, se han realizado encuestas y entrevistas al profesorado de inglés de Educación Primaria de Bizkaia. El profesorado ha demostrado conocer las actuaciones de éxito a realizar con el alumnado inmigrante, aunque no las lleven a cabo. Finalmente, se ha implementado y reflexionado acerca de una propuesta didáctica en la que se han aplicado adaptaciones metodológicas para favorecer la inclusión del alumnado inmigrante., [EUS] Euskal Autonomia Erkidegoan ikasle etorkinek emaitza baxuagoak lortzen dituzte ingelesez bertakoekin alderatuta. Honek adierazten du inklusioa ez dela egiten egin behar bezala. Lan honetan ikasle etorkinek jasotzen duten hezkuntza-erantzuna aztertu da. Horretarako, inkestak eta elkarrizketak egin zaizkie Bizkaiko Lehen Hezkuntzako ingeleseko irakasleei. Irakasleek erakutsi dute ezagutzen dituztela ikasle etorkinekin egin beharreko jarduera arrakastatsuak, nahiz eta ez gauzatu. Azkenik, proposamen didaktiko bat inplementatu eta hausnartu da, ikasle etorkinen inklusioa errazteko egokitzapen metodologikoak aplikatu dituena., [EN] In the Basque Autonomous Country immigrant students get lower results in English compared to the native students.This indicates that their inclusion is not being carried out properly. In this paper, the educational response received by immigrant students has been analyzed. For that, surveys and interviews have been conducted with Primary Education English teachers in Bizkaia. Teachers have shown that they are aware of the successful actions to be carried out with immigrant students, even if they do not carry them out. Finally, a didactic proposal has been implemented and discussed in which methodological adaptations were applied to promote the inclusion of immigrant students.

This article provides information on the forms and methods of teaching foreign languages in educational institutions. There are also modern requirements for distance learning in foreign languages in the field of education and recommendations for conducting lessons.

This article provides information on the forms and methods of teaching foreign languages in educational institutions. There are also modern requirements for distance learning in foreign languages in the field of education and recommendations for conducting lessons.

[ES] En la Comunidad Autónoma del País Vasco el alumnado inmigrante obtiene resultados inferiores en inglés en comparación con el autóctono. Esto indica que su inclusión no se está llevando a cabo correctamente. En este trabajo se ha analizado la respuesta educativa que recibe el alumnado inmigrante. Para ello, se han realizado encuestas y entrevistas al profesorado de inglés de Educación Primaria de Bizkaia. El profesorado ha demostrado conocer las actuaciones de éxito a realizar con el alumnado inmigrante, aunque no las lleven a cabo. Finalmente, se ha implementado y reflexionado acerca de una propuesta didáctica en la que se han aplicado adaptaciones metodológicas para favorecer la inclusión del alumnado inmigrante., [EUS] Euskal Autonomia Erkidegoan ikasle etorkinek emaitza baxuagoak lortzen dituzte ingelesez bertakoekin alderatuta. Honek adierazten du inklusioa ez dela egiten egin behar bezala. Lan honetan ikasle etorkinek jasotzen duten hezkuntza-erantzuna aztertu da. Horretarako, inkestak eta elkarrizketak egin zaizkie Bizkaiko Lehen Hezkuntzako ingeleseko irakasleei. Irakasleek erakutsi dute ezagutzen dituztela ikasle etorkinekin egin beharreko jarduera arrakastatsuak, nahiz eta ez gauzatu. Azkenik, proposamen didaktiko bat inplementatu eta hausnartu da, ikasle etorkinen inklusioa errazteko egokitzapen metodologikoak aplikatu dituena., [EN] In the Basque Autonomous Country immigrant students get lower results in English compared to the native students.This indicates that their inclusion is not being carried out properly. In this paper, the educational response received by immigrant students has been analyzed. For that, surveys and interviews have been conducted with Primary Education English teachers in Bizkaia. Teachers have shown that they are aware of the successful actions to be carried out with immigrant students, even if they do not carry them out. Finally, a didactic proposal has been implemented and discussed in which methodological adaptations were applied to promote the inclusion of immigrant students.

This paper aims to propose tools to promote a greater presence of crea-tivity and digital media in the teaching of foreign languages. It focuses on the genre of digital poetry, a genre halfway between literature and digital technologies, whose didactic potentialities for the Spanish as a foreign language classroom are multifold since it is a genre that draws on the poetic avant-garde movements of the 20th cen-tury and employs tools of great utility for any user of digital environments. Based on this definition, the article offers a review of the most representative works of digital poetry of the Spanish-speaking scene and it identifies the resources used by these au-thors to produce said creations. Finally, it presents a series of digital tools and their affordances for the Spanish as a foreign lan-guage classroom, among which we highlight the possibility of developing three compe-tencies that rarely go hand in hand: literary competence, communicative competence and digital literacies., El objetivo de este artículo es el de proponer herramientas para promover una mayor presencia de la creatividad y de los medios digitales en la didáctica de ELE. En concreto, se introduce el género de la poesía digital, un género a caballo entre la literatura y las tecnologías digitales, cuyas potencialidades didácticas para el aula de ELE son enormes, pues es un género que bebe de las vanguardias poéticas del s. XX y se vale de herramientas digitales de gran utilidad para cualquier usuario presente en entornos digitales. Tras definir el género, en el artículo se ofrece un repaso de las obras de poesía digital más representativas del panorama hispanohablante y se identifican los recursos utilizados por los autores para producir dichas creaciones. Por último, se ofrecen una serie de herramientas digitales y se discuten sus potencialidades a la hora de llevarlas al aula de ELE, entre las cuales destacamos la posibilidad de desarrollar tres competencias que no suelen ir de la mano: la competencia literaria, las alfabetizaciones digitales y la competencia comunicativa

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

This article provides information on the forms and methods of teaching foreign languages in educational institutions. There are also modern requirements for distance learning in foreign languages in the field of education and recommendations for conducting lessons.

This article provides information on the forms and methods of teaching foreign languages in educational institutions. There are also modern requirements for distance learning in foreign languages in the field of education and recommendations for conducting lessons.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

This research presents a non-experimental cross-sectional study on educational gamification as a strategy for teaching foreign languages ​​in virtual learning environments. The sample consisted of 100 active Ecuadorian teachers who teach foreign languages ​​at the Bachillerato General Unificado level. To collect the information, a version of the Al-Issa (2009) test was used, containing 17 items presented on a Likert scale. The data were processed with the statistical program IBM SPSS. The results show how gamification positively influences the learning of foreign languages, since it has increased the level of student participation in solving training and evaluative activities associated with the content taught., Esta investigación presenta un estudio no experimental con un diseño transversal, sobre la gamificación educativa como estrategia para la enseñanza de lenguas extranjeras en entonos virtuales de aprendizaje. La muestra estuvo compuesta por 100 docentes ecuatorianos activos quienes enseñan lenguas extranjeras a nivel de Bachillerato General Unificado. Para recolectar la información se empleó una versión del test del Al-Issa (2009), contentivo de 17 ítems presentados en una escala Likert. Los datos fueron procesados con el programa estadístico IBM SPSS. Los resultados demuestran como la gamificación influye de manera positiva en el aprendizaje de lenguas extranjeras, ya que ha incrementado el nivel de participación de los estudiantes en la resolución de actividades formativas y evaluativas asociadas a los contenidos enseñados.

The aim of the study was to identify and compare the level of students’ basic competences. An objective assessment of the ways of development and trends in the development of basic competencies through interactive methods was carried out. The methods and techniques of acquiring the required basic competencies that have been used effectively in the educational process were developed as part of professional and personal development of future specialists. Methods: analytico-synthetic, testing, survey; method of situational modelling; qualitative and quantitative analysis; empirical statistical and mathematical interpretation; functional analysis of research results. Results. On the basis of a theoretical analysis of a scientific problem, an objective and subjective model for diagnosing the level of formation of basic competencies of students was developed. The importance of the author’s analytical considerations and generalizations on the application of objective diagnostic methods is confirmed. The first group of respondents had a sufficient level of basic competences (364.1 points), which is 73.8%. The intellectual and creative segment showed the highest rate in the structure of competencies — 75.1%. The second group of non-linguistic respondents showed a somewhat similar level of Basic Competences (369.9 points = 75.8%), however, showed a relative weakness of the socio-emotional segment (53.5%). Prospects. Further research can be directed towards identifying and developing research methods for many competencies, taking into account the age characteristics of students., O objetivo do estudo foi identificar e comparar o nível de competências básicas dos alunos. Foi realizada uma avaliação objetiva das formas de desenvolvimento e tendências no desenvolvimento de competências básicas por meio de métodos interativos. Os métodos e técnicas de aquisição das competências básicas exigidas e que têm sido utilizadas de forma eficaz no processo educacional foram desenvolvidos como parte do desenvolvimento profissional e pessoal dos futuros especialistas. Métodos: analítico-sintético,teste, levantamento; método de modelagem situacional; análise qualitativa e quantitativa; interpretação estatística e matemática empírica; análise funcional dos resultados da pesquisa. Resultados. A partir de uma análise teórica de um problema científico,foi desenvolvido um modelo objetivo e subjetivo para diagnosticar o nível de formação de competências básicas dos alunos. Confirma-se a importância das considerações analíticas e generalizações do autor sobre a aplicação de métodos diagnósticos objetivos.O primeiro grupo de respondentes apresentou um nível suficiente de competências básicas (364,1 pontos), ou seja, 73,8%. O segmento intelectual e criativo apresentou o maior índice na estrutura de competências —75,1%. O segundo grupo de respondentes não linguísticos apresentou um nível de Competências Básicas algo semelhante (369,9 pontos = 75,8%), porém, apresentou uma relativa fragilidade do segmento socioemocional (53,5%). Perspectivas. Mais pesquisas podem ser direcionadas para identificar e desenvolver métodos de pesquisa para muitas competências, levando em consideração as características da idade dos alunos., El objetivo del estudio fue identificar y comparar el nivel de competencias básicas de los estudiantes. Se realizó una evaluación objetiva de las formas de desarrollo y tendencias en el desarrollo de competenciasbásicas a través de métodos interactivos. Los métodos y técnicas de adquisición de las competencias básicas requeridas que se han utilizado eficazmente en el proceso educativo se desarrollaron como parte del desarrollo profesional y personal de los futuros especialistas. Métodos: analítico-sintético, ensayo, encuesta; método de modelado situacional; análisis cualitativo y cuantitativo; interpretación empírica estadística y matemática; análisis funcional de los resultados de la investigación. Resultados. A partir de un análisis teórico de un problema científico, se desarrolló un modelo objetivo y subjetivo para diagnosticar el nivel de formación de competencias básicas de los estudiantes. Se confirma la importancia de las consideraciones analíticas y generalizaciones del autor sobre la aplicación de métodos de diagnóstico objetivos. El primer grupo de encuestados tenía un nivel suficiente de competencias básicas (364,1 puntos), que es del 73,8%. El segmento intelectual y creativo mostró la tasa más alta en laestructura de competencias -75,1%. El segundo grupo de encuestados no lingüísticos mostró un nivel algo similar de Competencias Básicas (369,9 puntos = 75,8%), sin embargo, mostró una debilidad relativa del segmento socioemocional (53,5%). Perspectivas. Se pueden realizar más investigaciones para identificar y desarrollar métodos de investigación para muchas competencias, teniendo en cuenta las características de edad de los estudiantes.

This paper aims to propose tools to promote a greater presence of crea-tivity and digital media in the teaching of foreign languages. It focuses on the genre of digital poetry, a genre halfway between literature and digital technologies, whose didactic potentialities for the Spanish as a foreign language classroom are multifold since it is a genre that draws on the poetic avant-garde movements of the 20th cen-tury and employs tools of great utility for any user of digital environments. Based on this definition, the article offers a review of the most representative works of digital poetry of the Spanish-speaking scene and it identifies the resources used by these au-thors to produce said creations. Finally, it presents a series of digital tools and their affordances for the Spanish as a foreign lan-guage classroom, among which we highlight the possibility of developing three compe-tencies that rarely go hand in hand: literary competence, communicative competence and digital literacies., El objetivo de este artículo es el de proponer herramientas para promover una mayor presencia de la creatividad y de los medios digitales en la didáctica de ELE. En concreto, se introduce el género de la poesía digital, un género a caballo entre la literatura y las tecnologías digitales, cuyas potencialidades didácticas para el aula de ELE son enormes, pues es un género que bebe de las vanguardias poéticas del s. XX y se vale de herramientas digitales de gran utilidad para cualquier usuario presente en entornos digitales. Tras definir el género, en el artículo se ofrece un repaso de las obras de poesía digital más representativas del panorama hispanohablante y se identifican los recursos utilizados por los autores para producir dichas creaciones. Por último, se ofrecen una serie de herramientas digitales y se discuten sus potencialidades a la hora de llevarlas al aula de ELE, entre las cuales destacamos la posibilidad de desarrollar tres competencias que no suelen ir de la mano: la competencia literaria, las alfabetizaciones digitales y la competencia comunicativa

Preface. Special Issue ‘Researching foreign languages at Pre-primary Education’, Introducción. Número especial "Investigando las lenguas extranjeras en Educación Infantil"