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The Internet has significantly affected the linguistic field since the virtual world has instigated scholars to explore users’ interaction with Cybergenres (Girón-García & Navarro i Ferrando, 2014; 2015). In Cognitive Linguistics, some authors have suggested that Idealised Cognitive Models (ICMs) already active in the users’ conceptual system may guide online navigation patterns, resulting in new forms of literacy. Accordingly, social networks and webpages tend to display words and expressions, which since the beginning of the Internet era have been used in a new sense, as they represent mental models that have been transferred from traditional domains onto digital domains. This study aims to describe and analyse how these ICMs give coherence to different types of cybergenres in English - e.g. social networks, MOOC, Cybertask, weblog, and ‘marketplace’ web pages. In particular, this paper recognises the metaphorical models that are used in the digital context (i.e. Cybergenre), and describes and classifies conceptual connections between the source domain and the target domain. With that objective in mind, certain social networks and ‘marketplace’ web pages are analysed to test the hypothesis that metaphorical models give coherence to their organization and structure. The description and classification of those conceptual projections may unveil a link between the digital world and traditional conceptual representations. Results may help us to understand the connection between the previous cultural representations and the digital environment; as well as helping virtual users to develop their Digital Literacy in this virtual context. Internet ha experimentado un gran impacto en los últimos años, afectando significativamente el campo de la Lingüística, ya que el mundo virtual ha alentado a los académicos en ese campo a explorar la interacción de los usuarios con los Cibergéneros (Girón-García y Navarro i Ferrando, 2014; 2015). En el campo de la Lingüística Cognitiva, algunos autores han sugerido que los MCIs ya activos en el sistema conceptual de los usuarios pueden guiar los patrones de navegación en línea, derivando en nuevas formas de alfabetización. En esta misma línea, las redes sociales y las páginas web tienden a mostrar palabras y expresiones que después de la era de Internet se están utilizando en un nuevo sentido, ya que representan modelos mentales que se han transferido de dominios tradicionales a dominios digitales. El objetivo de este estudio es describir y analizar cómo estos modelos cognitivos anteriores dan coherencia a diferentes tipos de cibergéneros en inglés, por ejemplo, redes sociales, MOOC, Cybertask, weblog, páginas web de "compra y venta". Concretamente, este estudio tiene como objetivo reconocer estos modelos metafóricos que se utilizan en el contexto digital debido a la descripción y clasificación de conexiones conceptuales entre el dominio de origen y el dominio de destino. Con ese objetivo, se analizan algunas redes sociales y páginas web de 'compra para probar la hipótesis de que algunos modelos metafóricos dan coherencia a su organización y estructura. La descripción y clasificación de esas proyecciones conceptuales puede revelar un vínculo entre el mundo digital y las representaciones conceptuales tradicionales. Los resultados obtenidos con este análisis pueden ayudar a comprender la conexión entre las representaciones culturales anteriores y el entorno digital; así como ayudar a los usuarios virtuales a desarrollar su alfabetización digital en este contexto virtual.

Enormous changes have taken place in second and foreign language learning over recent decades [1]. Currently, there is a growing interest in the factors that influence the learning of the four language skills. This accepted interest is especially reflected in the field of Applied Linguistics, which has shifted its emphasis towards learners and learning [2]. In order to prosper in this complex process, students need to get over some obstacles. However, the way they face these difficulties in the classroom setting seems to vary among them due to the different ways they usually perceive information [3]. Hence, this study examines the learning strategies that allow foreign language students to deal with the problems that may arise during their learning process, which may be influenced by their learning styles. In particular, it focuses on direct reading strategies and more specifically with their manifestation in the assorted sensory preferences in English as a foreign language context. Then, it aims to prove that perception varies among individuals and therefore, learners do not use the same learning strategies when they are reading. Finally, the results of a small-scaled study are shown with the intention to provide some evidences that seem to demonstrate conclusively that learning styles have an impact on the direct reading strategies that learners use. This study has been possible thanks to funding from“Pla 2014 de Foment de la Investigació de la UJI” (Ref. P1.1A2014-02) and IULMA (Institut Interuniversitari de Llengües Modernes Aplicades) at Universitat Jaume I de Castelló.

During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell et al., 2001; Stoynoff, 2013; Schwartz & Arena, 2013).The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts.In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Wilson, 2006; Spandel, 2006).The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these results could lead to the reformulation and modification of the assessment methods.

During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell et al., 2001; Schwartz & Arena, 2013; Stoynoff, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Spandel, 2006; Wilson, 2006). The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these The research conducted in this article is part of the Education and Innovation research project: Proyecto de Innovación Educativa Universitat Jaume I 2779/13 Parámetros de aproximación a la evaluación de las destrezas orales en lengua inglesa: tipología, diseño de tests y criterios de validación. 2 Universitat Jaume

In recent decades, new technologies have evolved so rapidly that the use of computers and the Internet has resulted in the appearance of a new type of genre, i.e. Cybergenre (Shepherd & Watters, 1998; Shepherd, Watters & Kennedy, 2004). The medium used by these new genres, their social role, their purpose, their audiences and kinds of skills requi red to their users differ from those of old genres, and therefore, cybergenres cannot be measured or characterized by means of the same parameters as traditional written (paper format) genres. On the other hand, some authors have described three types of “ Reading Modes ” , such as ‘Navigating’, ‘Browsing’, and ‘Reading’ (Girón - García, 2013), regarding different Internet users’ strategies. Our hypothesis is that the type of reading mode – or user strategic mode - not only has to do with types of users and their tendencies but also with the cybergenre itself, its configuration and the types of cognitive frames that it activates in users. Each particular genre activates certain metaphorical models – made apparent through metaphorical expressions – that configure the necessary paths for users to succeed in its adequate processing. In this context, our purpose here is to identify idiosyncratic metaphorical expressions that may guide the movement of the user thought texts precisely because they activate cognitive models . In turn, we provide descriptions of metaphorical models and try to explain and illustrate their coherence within particular genres. Therefore, our procedure consists firstly in selecting genres, such as on - line dictionaries and market sites, secondly ide ntifying metaphorical expressions, and finally describing the models they activate, so that we can elucidate different user strategic modes (reading modes) for each genre type. We claim that different guiding metaphors of topological character (spatial) p rompt different users’ techniques or strategies. In addition, we suggest that these metaphors provide internal coherence to the genres, as such. This study has been possible thanks to fundings from “Pla 2014 de Foment de la Investigació de la UJI” (Ref. P1.1A2014-02)

La tesis doctoral que nos planteamos realizar se enmarca dentro de la investigación que el grupo GIAPEL (Grupo de Investigación y Aplicaciones Pedagógicas en Lenguas) ha venido realizando desde su creación en 1991. El trabajo del GIAPEL está orientado al diseño de tareas de aprendizaje de las lenguas alemanas, francesas e inglesas; centradas en el desarrollo de estrategias de comprensión lectora y de aprendizaje autónomo de la gramática de las lenguas. Esta tesis parte de resultados previos obtenidos a lo largo de los diferentes proyectos llevados a cabo por el grupo. Deriva directamente de la investigación realizada en el proyecto I+D CIBERTAAAL (Cibergéneros y Tecnologías Aplicadas a la Autonomía de Aprendizaje de Lenguas. Estudio de las estrategias y de los modelos pragmático-cognitivos en la producción y en la recepción de los textos digitales) (HUM2005-05548/FILO/TIC2000-1182), en el que los principales pilares sobre los que se asentará nuestra investigación son: la autonomía de aprendizaje de lenguas, los estilos cognitivos y de aprendizaje, las Tecnologías de la Información y de la Comunicación, y los estudios de género en la era digital (cibergéneros). Nuestro principal objetivo es estudiar en profundidad la relación existente entre los estilos de aprendizaje de los estudiantes universitarios y los diferentes modos de navegación y lectura que realizan cuando se enfrentan a tareas que exigen el manejo y tratamiento de la información alojada en páginas web.

The integration of new media technologies in the English as a Foreign Language (EFL) classroom has contributed to the evolution of the 21st century educational system towards multimodal communication. This doctoral dissertation aims to provide new evidence which may contribute to the ground for improvement in: EFL teaching and learning, perceptual learning styles (i.e., auditory, kinaesthetic, and visual), and digital education and training. A total of 34 participants of the bachelor’s degree in Tourism at Universitat Jaume I (Castellón, Spain) were selected to take part in the implementation of this study. The results obtained revealed that Social Media applications are suitable to enhance communication, empower perceptual learning styles, and improve students’ confidence and motivation in the language learning process. In conclusion, this project leaves an open door to further investigations based on the possible correlation between multimodality and perceptual learning styles in the EFL field. Programa de Doctorat en Llengües Aplicades, Literatura i Traducció

Treball Final de Master en Comunicació Intercultural i d'Ensenyament de Llengües. Codi: SBC042. Curs: 2020/2021 A lo largo de los años, los métodos de Enseñanza-Aprendizaje (E-A) de lenguas han ido evolucionando, sobre todo gracias a la presencia de las Tecnologías de la Información y la Comunicación (TIC). Este trabajo se centra en investigar el uso que se hace de las TIC dentro y fuera de las aulas, y conocer los posibles beneficios que tiene el uso de las nuevas tecnologías en el ámbito educativo, particularmente en lo referente a desarrollar y potenciar la autonomía del alumnado, haciendo uso de la enseñanza basada en tareas (“Task-Based Language Teaching” - TBLT). Además, se incluye una propuesta de programación didáctica diseñada para el área de Lengua Castellana y Literatura, concretamente para un aula de cuarto curso de Educación Primaria. Dicha programación está dispuesta dentro de una Google Sites y está creada a partir de una adaptación del modelo clásico de WebQuest donde se hace uso de la gamificación, con la finalidad de fomentar la autonomía, la motivación, la participación activa y el trabajo cooperativo del alumnado. Finalmente, se exponen los resultados de la investigación, que manifiestan que el uso de las TIC, la enseñanza basada en tareas y la gamificación, tienen diversos beneficios para el alumnado, como: el aumento de la motivación, la participación y la autonomía. Over the years, language teaching and learning methods have evolved, mainly thanks to the presence of Information and Communication Technologies (ICTs). This work focuses on researching the use of ICTs in and outside the classroom and learning about the potential benefits of using new technologies in education, particularly in terms of developing and enhancing student autonomy, using Task-Based Language Teaching (TBLT). In addition, it includes a proposal for didactic programming designed for the area of Spanish Language and Literature, specifically in a classroom of fourth year of Primary Education. Such programming is arranged within a Google Sites and is created from an adaptation of the classic WebQuest model where gamification is used, to promote autonomy, motivation, active participation and the cooperative work of students. Finally, the results of the research show that the use of ICTs, task-based teaching and gamification have various benefits for students, such as: increased motivation, participation and autonomy.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2020/2021 In some articles like “ Formal Analysis and Functional Analysis of Verbal Behavior: Notes on the Debate between Chomsky and Skinner” (1976) and “The case against B. F. Skinner 45 years later: An encounter with N. Chomsky” (2006) we can appreciate that in a book in which some theories developed by a prestigious psychologist are consistently supported, the idea that the veracity of the arguments is doubted may be contradictory. In this case, in 1957 when this book was published, the way in which this author described verbal behavior was not in question. Some of the reasons could be his reputation or the detailed way of explaining concepts through examples by laboratory experiments. Skinner's “Verbal Behavior” explains the Behaviorist Theory that expresses the way language is acquired in childhood. Through this research, the most relevant aspects of each chapter are provided, showing the author's coherence. Each point is questioned by a linguist named Noam Chomsky, bringing his own arguments and deconstructing it through Innatism. For this linguist, children are biologically prepared to learn a language and the environment is a contribution. In 1959, Chomsky published his review of the book and was supported by a great part of the population. In order to know the trajectory of each one in life and their professional achievements, the biography of both is explained in detail. In addition, it includes a linguistic evolution that allows us to locate this fact and some methods, theories or important concepts in the course of linguistics.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2020/2021 It seems difficult to listen to an individual speaking paying attention just to the information he or she is providing and ignoring completely the speaker’s identity. There is general agreement that one of the main characteristics of languages is that they can disclose information about the nationality of an individual and even reveal the exact region he or she comes from (Cargile, Giles, Ryan, & Bradac, 1994). However, this characteristic may not be helpful since there are many languages and dialects and the difference between them is not clear-cut most of the time. Even though this is an area already explored, little research can be found on whether Scottish English is a dialect, or an accent. This paper tries to explain the specific characteristics that convert a language into a dialect and the ones that mark the distinction between a dialect and an accent. In the research carried out, clarification for classifying Scottish as a dialect, or an accent has been limited. In order to label Scottish detailed analysis of this variety will be carried out taking into account both aspects, dialect and accent. It is expected that the brief account on Scottish history and its linguistic features would allow us to label Scottish as a dialect.

Treball Final de Master en Comunicació Intercultural i d'Ensenyament de Llengües. Codi: SBC042. Curs: 2019/2020 Teniendo en cuenta las características de la sociedad actual y el continuo proceso de globalización en que se encuentra inmersa, las escuelas tratan de renovarse, adaptando los modelos educativos a las necesidades y características del alumnado con tal de potenciar la socialización y, así, potenciar la comunicación. Y, en este sentido, cobra especial importancia la adquisición y desarrollo del lenguaje como principal herramienta de socialización y comunicación. Como consecuencia de todo ello, son muchas las teorías que tratan de responder al proceso de adquisición de la lengua, considerando diferentes variables, como el nivel de estimulación externo recibido, el desarrollo cognitivo, el desarrollo de los órganos bucofaciales o el nivel de socialización. Estas teorías también consideran el aprendizaje de una segunda lengua y el plurilingüismo que podemos encontrar en nuestra sociedad. Es por ello por lo que el presente trabajo se centra en analizar el proceso de adquisición y desarrollo de la lengua durante la etapa de educación primaria y en contrastar el nivel de competencia lingüística adquirido en función del enfoque metodológico utilizado. Considerando los resultados obtenidos del proceso de investigación, se extrae que, por un lado, el tratamiento de las variaciones fonológicas está estrechamente relacionado con el nivel de competencia lingüística adquirido a largo plazo; por otro lado, el aprendizaje de lenguas favorece el desarrollo cognitivo y facilita el aprendizaje de las mismas, ya que las estructuras cognitivas se relacionan entre sí creando estructuras cada vez más complejas.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic 2019/2020 The use of social media has grown at giant paces during the last few years, bringing all kinds of information all over the world. Social networking plus other computer applications have paved the way to look for new strategies for language learning. As a result for the trend change in the role of the students and of the teachers: teachers have to readapt their teaching methodologies to the new technologies and students become the centre of instruction where they do not act just as listeners but they also interact with their peers. Nevertheless, the full potential of these social networks has not been exploited yet. Thus, this study investigates the possibilities of implementing a teaching proposal throughout the use of Instagram relying on the fact that the use of a familiarised social network for the students may end up showing better results when it comes to language learning. In order to organize and create this teaching proposal, an extensive research of useful papers regarding CLT, ICT and the use of Instagram in classroom settings was made. After that, the activities were carefully designed. It is hoped this study will help language teachers to introduce themselves to new horizons of language teaching.

Treball Final de Màster Universitari en Comunicació Intercultural i Ensenyament de Llengües. Codi: SBC042. Curs: 2018/2019 El present Treball de Fi de Màster es realitza per veure quina relació hi ha entre els diferents Estils d’Aprenentatge i l’avaluació en l’estudi d’una segona llengua. Keefe (1988) i Esguerra i Guerrero (2009) assenyalen que el concepte d’Estils o Perfils d’Aprenentatge ha suposat un factor de gran rellevància en la comprensió i enteniment de l’aprenentatge. Manzano (2007) considera que les característiques biològiques, emocionals, sociològiques, psicològiques i fisiològiques ens permeten d’una manera peculiar captar, comprendre, processar, emmagatzemar, recordar, interpretar, usar informació, etc, (2007: 102). Hi ha diverses classificacions d’Estils d’Aprenentatge, però nosaltres ens centrem en la categorització de Honey i Mumford1 (1986), que parteix de la teoria de Kolb (1984). Així classifiquem els Estils com teòrics, reflexius, actius i pragmàtics. L’objectiu principal d’aquest treball és analitzar i comprovar si existeix una relació entre un determinat Estil d’Aprenentatge i un mètode d’avaluació preferit de l’alumne. Per tant, elaborem els instruments necessaris per a poder recollir tota la informació, així poder identificar els estils preferents dels alumnes enquestats, i a més a més, les preferències que tenen en l’avaluació. També estudiem quins mètodes i instruments d’avaluació són els més emprats pels professors que imparteixen espanyol. Així, finalment, analitzem la relació que hi pot haver entre els mètodes d’avaluació i els Estils d’Aprenentatge dels alumnes. Aquest estudi s’ha realitzat a 28 estudiants de Batxillerat, que cursen l’assignatura de Llengua Espanyola, entre 17 i 18 anys, d’un institut de Londres. La recerca s’ha fet mitjançant dos qüestionaris: un dirigit als alumnes per veure quin Estil d’Aprenentatge tenen com a preferent2 i quina preferència tenen a l’hora de ser avaluats, i l’altre, dirigit als professors per veure quins mètodes i instruments d’avaluació utilitzen.

Treball final de Màster Universitari en en Comunicació Intercultural i d'Ensenyament de Llengües. Codi: SBC042. Curs acadèmic 2018/2019 El siguiente Trabajo de Final de Máster trata de analizar la enseñanza del inglés en Educación Infantil desde el enfoque del Aprendizaje Integrado de Lengua y ContenidosAICLE- y a través de la propuesta de un proyecto que tiene como objetivo incrementar el uso de las Tecnologías de la Información y la Comunicación de una manera significativa dentro de las aulas de Infantil. Este trabajo se encuentra dividido en tres grandes bloques. El primero de ellos es una reflexión teórica sobre el aprendizaje de lenguas en Educación Infantil, el por qué de su puesta en práctica ya desde estas edades tan tempranas y la que nos parece la mejor forma de hacerlo, mediante el Tratamiento Integrado de Lengua y Contenidos. La segunda parte del trabajo es un análisis de la importancia de las Nuevas Tecnologías en Educación -y en Educación Infantil-, de su correcta puesta en práctica y de todo aquello que nos pueden aportar las TIC al proceso de aprendizaje de las lenguas extranjeras a través del Aprendizaje Basado en Proyectos (ABP). En tercer lugar, se presenta una propuesta didáctica para niños de Educación Infantil de cinco años, en la que se realiza un Proyecto de Trabajo que aborda el aprendizaje de las Nuevas Tecnologías y el inglés de una forma natural, integrada, contextualizada y significativa. The following Master's Final Project tries to analyze the teaching of English in Early Childhood Education from the approach of Integrated Language and Content LearningCLIL- and through the proposal of a project that aims to increase the use of Information and Communication Technologies (ICTs) in a meaningful way within the Children's classrooms. This work is divided into three large blocks. The first of these is a theoretical reflection on language learning in Early Childhood Education, the reason for its implementation since these early ages and the one that seems the best way to do it, through the Integrated Treatment of Language and Contents . The second part of the work is an analysis of the importance of the New Technologies in Education -and in Infant Education-, of its correct implementation and of everything that ICTs can contribute to the process of learning foreign languages through of Project Based Learning (PBL). Thirdly, a didactic proposal for five-year-old Infant Education children is presented. In this proposal a Work Project is carried out and addresses the learning of New Technologies and English in a natural, integrated, contextualized and meaningful way.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2018/2019 The past thirty years have seen increasingly rapid advances in the field of language learning, and the necessity to learn a foreign language with a limited amount of time or specific lifestyle, the appearance of the internet and technology has evoked a rich variety of online sources, for those who want to learn autonomously. Additionally, in the digital era, communication and new literacies, enable people to learn languages with different methods, applications, and materials Luzón & Ruiz-Madrid (2008). However, according to certain linguistics, such as Girón-García (2013), there are different learning styles and strategies that determine the ability of students to learn a second foreign language. moreover, another main factor that can discourage students to use these online resources is the inequality of language abilities; speaking reading listening and writing. Because of these reasons, it has been considered relevant to the aim of the present study. Hence, in this paper, six online platforms have been selected to be analysed with the main aim of organizing a table to reflect the skills that each resource may develop. these resources have been analysed thoroughly, taking into account; the student autonomy, their activities, the content, and the online tools or material offered in the platform. By so doing, it is intended to show which skills students are expected to improve depending on the online resource they use and whether these online resources are designed to develop one particular skill or different skills at the same time. Finally, it can be stated that the analysis of the collected data reveals that the majority of the platforms are designed to teach vocabulary and all of them make a significant contribution to the reading ability.

Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2017/2018. At present, new technologies are very popular especially among young people and tools such as mobile phones and computers are a big influence in their everyday lives. Therefore, language teachers have begun to use Information and Communication Technologies (ICTs) during their lessons in order to motivate students and get them involved actively in the classroom. The aim of this project is to find out if ITCs boost secondary school students’ motivation in the English as a Foreign Language (EFL) classroom. With that purpose, (1) learners will use their mobile phones, laptops, and/or tablets in order to complete two online tasks (i.e. ‘WebQuest’ and ‘Kahoot’); and (2) students will also complete a ‘Self-Assessment Questionnaire’. Expected results show that students involve actively during the sessions and learn faster with the use of these online resources. Finally, these expected results may make evident that the students who participated in this study might become more motivated because they enjoy working in a digital context with the aim of learning English.

Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2017/2018. The study of Language Learning (LL) has been increasing during the last decades and, as consequence, a great number of approaches emerged to teach languages such as English. For instance, the Task-Based Approach (TBA) which employs real-life activities in order to develop language competence. Furthermore, a trend called Educational Innovation (EI) appeared in the late 1990s. This trend promoted a change in the way of teaching languages by introducing new methodologies and resources like Information and Communication Technologies (ICTs). ICTs could improve learner‟s features like autonomy. Autonomy in LL could be defined as the degree of independence a student has when learning a language. Thus, autonomous learners would not need the help of their instructor to a great extent. In addition, few factors could affect the learner in LL. For example, motivation and attitudes, which have been linked to LL success (Gardner, 1985). Hence, taking into account those aspects already mentioned, the focus of this dissertation is the preparation of a didactic proposal for the English subject in a 4th ESO class. This proposal combines ICTs, motivation, and autonomy by asking the students to prepare a biography and to expose it in front of their colleagues. In order to motivate the students, they would be free to choose the topic of the biography and the colleagues they want to work with. After the presentations, students will play a brief game in order to retain the knowledge acquired from their colleagues‟ expositions. As a conclusion, it has to be taken into account that this proposal has not been introduced yet. Nonetheless, it appears that this proposal could be a great opportunity to improve learners‟ digital and linguistic competence and autonomy while they are motivated towards LL.

Treball Final de Màster Universitari en Comunicació Intercultural i Ensenyament de Llengües. Codi: SBC042. Curs: 2017/2018 Aquest treball final del màster universitari en Comunicació Intercultural i Ensenyament de Llengües és una proposta didàctica per a millorar l’educació ortogràfica dels alumnes de 3r d’ESO de l’institut públic Llombai. L'objectiu principal d'aquesta recerca és avaluar si la implementació de noves activitats tecnològiques proporciona un millor aprenentatge per als estudiants d'ortografia catalana. Amb aquestes activitats es pretén ajudar als estudiants a millorar aquest aspecte del llenguatge a través d'un procés d'ensenyament-aprenentatge molt innovador i pedagògicament més complet. La metodologia de recerca utilitzada aquí és la recerca d'acció. Els resultats mostren un reforç de l'ortografia mitjançant l'ús de les TIC com a eines motivadores i complementàries, però també com una eina principal per a l'assoliment dels nostres objectius, com es pot observar en les dades recopilades (observació participant, escriptura d'estudiants i enquestes). Les conclusions són que les activitats previstes són en realitat una eina d'ensenyament requerit i són apropiades per abordar les deficiències en l'ortografia en aquest context i en altres contextos educatius diferents.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2017/2018 New technologies, also known as ICTs, are an increasing phenomenon in the current society. ICTs are being applied in many fields increasingly, so it is also possible to integrate them in language learning. So, the goal of this study is to show how ICTs can be integrated in the field of language learning, more specifically in a TBLT approach. This study uses background information about language learning, ICTs and TBLT to apply it in a teaching proposal using a WebQuest templete. To achieve this background knowledge several authors have been taken into account, and several concepts such as learning autonomy or cybergenres have been studied in depth. So, the aim of this proposal is to integrate new technologies as much as possible in a TBLT approach. As a result, other online applications have been used (Quizlet, Kahoot, etc) and information sources have been provided. With this proposal the intended results are to achieve language learning autonomy with use of new technologies and motivation with this new interactive way of teaching. Along this line, this paper discusses implications for a change in the teacher’s role in a language lesson in which ICTs are used , the response of the students to this sort of proposals, the suitability of using ICTs in an English lesson and suggest some avenues for further research.

Treball Final de Màster Universitari en Comunicació Intercultural i Ensenyament de Llengües. Codi: SBC042. Curs: 2016/2017 With the boost of human psychology, the relation between teaching and learning has characterised the students’ motivation of a second language and its affection in behaviourism within the educational system. However, there is no much research done on teaching “speaking” in the language classroom, which reveals students’ poor abilities in this skill (Goh and Burns, 2012). The purpose of this study is twofold: a) designate the impact time pressure has on speech production in relation to time allowance; and b) analyse the commonness of some facilitation strategies found in various conversations. In order to obtain relevant results, a group of participants made up of 10 pairs created natural discussions from a particular topic given. Then, descriptive results were studied from two main perspectives, distinguishing two groups: planned and spontaneous speeches. The overall results, however, focused on a brief contrastive analysis between the two different groups. In addition, findings demonstrated that a) time pressure appeared as a performance constraint in all pairs; and b) the whole group of participants used purposefully all features reviewed to facilitate speech production, but representing an inconsistent frequency. These findings demonstrate conclusively that time pressure has more influence on pairs producing spontaneous speeches.

Treball Final de Màster Universitari en Comunicació Intercultural i Ensenyament de Llengües. Codi: SBC042. Curs: 2016/2017 The present work carries out a study about language learning, as well as the methodologies used throughout history to later put into practice a learning proposal based on constructivism, project-based learning, the focus on the student, the communicative method, cooperative learning and critical thinking. This project for the English as a Foreign Language class addresses the issue of human rights in relation to refugees using the story as a tool to understand, know and analyze if they are being respected everywhere equally. El presente trabajo lleva a cabo un estudio acerca del aprendizaje de lenguas, así como de las metodologías utilizadas a lo largo de la historia para más tarde llevar a la práctica una propuesta didáctica basada en constructivismo, el aprendizaje basado en proyectos, el enfoque centrado en el alumno, el método comunicativo, el aprendizaje cooperativo y el pensamiento crítico. Este proyecto para la clase de Inglés como Lengua Extranjera aborda la temática de los derechos humanos en relación con los refugiados utilizando el cuento como herramienta para entender, conocerlos y analizar si se respetan en todos los sitios por igual. El present treball duu a terme un estudi sobre l'aprenentatge de llengües, així com de les metodologies utilitzades al llarg de la història per a més tard portar a la pràctica una proposta didàctica basada en el constructivisme, l'aprenentatge basat en projectes, l'enfocament centrat en l'alumne, el mètode comunicatiu, l'aprenentatge cooperatiu i el pensament crític. Aquest projecte per a la classe d'Inglés com a Llengua Estrangera aborda la temàtica dels drets humans en relació amb els refugiats utilitzant el conte com a eina per a entendre, conèixer-los i analitzar si es respecten en tots els llocs per igual.

Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2016/2017 The role that ICTs take in the Language Learning field it is increasingly noticeable, as they are becoming essential resources both inside and outside the classroom environment. The use of this technologies and devices combined with learning programs and applications offer a large number of possibilities that can be applied to teaching and learning. By following a communicative approach, the development of Learner Autonomy stands as one of the most remarkable concepts in the Language Learning field. As a result of this, learners are placed in situation where they take responsibilities and make decisions dealing with their own learning. Previous research from experts such as Little and Benson is significant in the concept of Learner Autonomy. The aim of this paper is to analyse the impact that digital resources and ICTs have on the Foreign Language Learning process and the effect that these have on learner's autonomy. In the first place, a general overview on Language Learning and digital contexts is given. Then, there will be an in depth analysis of three ICTs: Podcasts, Kahoot and WebQuest. The analysis will explain how these applications work, its application to learning and its benefits and limitations. Finally, this paper will conclude with a discussion and some final comments.