Search

In today's era of global knowledge and technology, interconnected networks and global awareness, the internationalisation of higher education has taken an important place. One of the most important goals in tertiary education is to provide the most relevant education for students who will be citizens as well as scientists and entrepreneurs of the future. Yet, internationalisation is not an end in itself but a means to shape tomorrow's society, to train competences that we assume will be relevant in the future. The specific purposes and goals associated with internationalisation may vary. For some, internationalisation of universities is a way to increase visibility, revenue or student numbers and quality. For others, internationalisation is primarily about giving students the skills they need for their future working lives. Others emphasise that the goal of internationalisation must be the strengthening of intercultural competence and the development of global citizens. The focus here is thus on the formation of a critical cosmopolitanism that emphasises the connectedness of all peoples and communities. There has been a growing awareness in recent decades that internationalisation cannot only involve physical mobility and face-to-face contact. This awareness is due to a number of different personal, logistical and financial factors. Rather, higher education institutions are called upon to develop a broader and more comprehensive internationalisation strategy that not only encompasses student mobility, but also considers competences and attitudes, forms of communication and hospitality, as well as different internationalisation formats at various administrative levels. The challenge in this field grows even more when one considers that the European Union is on the path of deep integration and that it is therefore desirable that local and national borders become blurred and that the citizens of the European Union live in constant contact with each other. A vision would be for the term international to disappear in intra-European cooperation - and for all cooperation within the European Union to be understood only as domestic cooperation. Internationalisation must be a way for the university to meet the needs of all students and staff in their everyday learning and working lives. The aim of this paper is to propose a new format for just such a purpose and to outline how it can be used in university teaching.

The present study examines the effect of a technology-based assessment on the writing performance of Algerian English Foreign Language (EFL) students. Forty-two first-year EFL at the English Department at Tlemcen University (Algeria) took part in the experiment. They were divided into an experimental group (n = 21) and a control group (n = 21). A pre-test and a post-test were used as research instruments before and after the administration of the treatment, respectively. The data were analysed quantitatively using IBM SPSS (20.0). The results revealed that the Moodle-based e-assessment had a significant effect on the performance of the experimental group. We argue that the proposed type of assessment had some pedagogical, practical, and emotional attributes that explained students’ improved scores. We also believe that the e-assessment acted as pedagogical teaching support to traditional evaluation., Este trabajo examinó el efecto que una evaluación virtual a través de Moodle tiene sobre la producción escrita de estudiantes de inglés como lengua extranjera (ILE) en Argelia. Para ello, se diseñó una investigación experimental con un grupo control pre-testpost-test. Participaron 42 estudiantes de ILE del departamento de inglés de la Universidad de Tlemcen (Argelia). Se dividieron en un grupo experimental (N=21) y un grupo control (N=21). Se utilizaron un pre-test y un post-test respectivamente antes y después del experimento como herramientas de investigación. Los datos se analizaron cuantitativamente utilizando SPSS IBM (20.0). Los resultados revelaron que la evaluación a través de Moodle tuvo un efecto significativo en los resultados del grupo experimental. Los investigadores concluyeron que el tipo de evaluación propuesto tenía algunos atributos pedagógicos, prácticos y emocionales que explicaban la mejora de las puntuaciones de los estudiantes y se cree que la evaluación virtual actuó como un apoyo pedagógico a la tradicional.

Kamila Ghouali - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-2221-2939, Smail Benmoussat - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-4837-3992, Raúl Ruiz-Cecilia - University of Granada - 0000-0002-8119-549X, Recepción: 21.01.2020 | Aceptado: 25.01.2020, Correspondencia a través de ORCID: Raúl Ruiz-Cecilia - 0000-0002-8119-549X, The role that technology has played in the educational domain is undeniable. In fact, it has affected various aspects of students’ way of learning, not least their assessment. This change has been conducive to an online based-evaluation in line with the 21st century era referred to as e-assessment. The present paper is a review of the literature that first defines assessment and spotlights its types, features, and importance. Then, it moves to e-assessment by highlighting its emergence, tools, and process. It also sheds light on the differences that may exist between e-assessment and other more conventional modes of evaluation and the underlying reasons behind its use. Because the computer-based assessment is seen divergently from one scholar to another, the article discusses those disagreeing opinions in the form of pro and cons from pedagogical, social, administrative, and financial considerations. Moreover, it explores the set of challenges that can come across its implementation and provides a set of recommendations. The work intends to provide an in-depth understanding about such type of evaluation and insights for future e-designer, teachers, and researchers alike on the different parameters that have to be taken into account before designing any e-assessment task in an educational setting., Resumen: El papel que la tecnología ha desempeñado en el ámbito educativo es innegable. De hecho, ha afectado a varios aspectos de la forma de aprender de los estudiantes, sobre todo a su evaluación. Este cambio ha propiciado una evaluación en línea acorde con la era del siglo XXI, lo que se conoce como evaluación electrónica. El presente documento es una revisión de la literatura que primero define la evaluación y destaca sus tipos, características e importancia. Luego, se pasa a la evaluación electrónica destacando su surgimiento, herramientas y proceso. Asimismo, arroja luz sobre las diferencias que pueden existir entre la evaluación electrónica y otros modos de evaluación más convencionales y las razones subyacentes a su uso. Debido a que la evaluación electrónica se ve de manera divergente de un académico a otro, el artículo discute esas opiniones discrepantes en forma de pro y contra de consideraciones pedagógicas, sociales, administrativas y financieras. Además, explora el conjunto de desafíos que pueden surgir en su implementación y proporciona un conjunto de recomendaciones. El trabajo pretende proporcionar una comprensión en profundidad sobre este tipo de evaluación y una visión para futuros diseñadores, profesores e investigadores sobre los diferentes parámetros que deben tenerse en cuenta antes de diseñar cualquier tarea de evaluación electrónica en un entorno educativo.

This paper investigates the way LGTBI+ people are represented by conservative and progressive Spanish newspapers. With this purpose in mind, a corpus has been compiled with news items published regarding the ratification of the legal nature of homosexual marriage in Spain on November 6, 2012. As a method, we have analyzed transitivity and the semantic roles of processes as an instrument of the Critical Discourse Analysis methodology. The main results reveal that there is a substantial difference between conservative and progressive newspapers: the prominence given by the conservative press to LGTBI+ people represents just one third of that displayed by the progressive press; the conservative press reduces the levels of consciousness, voice, cognition, desire, emotion and perception as compared to the progressive, which strengthens them. Finally, the conservative press uses negative processes as an LGTBI+ people’s intrinsic feature; whilst the progressive uses them to reveal social injustice against them., Este artículo investiga cómo las personas LGTBI+ son representadas por la prensa conservadora y progresista españolas en un corpus de noticias, en torno a la ratificación de la constitucionalidad del matrimonio homosexual en España el 06 de noviembre de 2012. La metodología de estudio es propia del Análisis Crítico del Discurso: roles semánticos de los procesos verbales, según el sistema de transitividad de la Lingüística Funcional. Los principales resultados revelan que existe una diferencia sustancial en el modo en que la prensa conservadora representa al colectivo LGTBI+ respecto de la progresista: la conservadora da significativamente menos protagonismo a estas personas en comparación con la progresista; la conservadora les reduce los niveles de conciencia, voz, cognición, deseo, emoción y percepción frente a la progresista que los potencia sustancialmente. Por último, la negatividad de los procesos es utilizada por la prensa progresista para denunciar injusticia social, y la prensa conservadora para potenciar lo negativo de este grupo.

Borjan Grozdanoski. University American College Skopje. Skopje, Republic North Macedonia - 0000-0002-1233-1662, Raúl Ruiz Cecilia. Universidad de Granada. España – ORCID 0000-0002-8119-549X, Recepción: 16/02/2019 | Aceptado: 19/04/2019, Correspondencia a través de ORCID: Borjan Grozdanoski - 0000-0002-1233-1662, This research emerged out of the need to reflect on gender-related issues, especially regarding Queer Theory, gender inversion and gender polarisation, in The Ring of the Dove by Ibn Hazm of Cordoba. The objective of this study is to give broader perspectives in teaching Arabic, with emphasis on the importance of the cultural awareness regarding issues related to sex and gender. The methodology applied in the research consists of selective literary analysis, comparison, juxtaposition and contrasting of previous findings on the matter as opposed to the actual text in different versions. As a result of our investigation we can reaffirm some already established findings and also contribute new ones concerning sexual autonomy presented in the treatise. In conclusion, to some extent The Ring of the Dove is liberated from its medieval dogmatic shackles with respect to sexuality and gender affiliation., Resumen: Esta investigación surgió de la necesidad de reflexionar sobre temas relacionados con el género, especialmente en relación con la teoría Queer, la inversión y la polarización de género, en El Collar de la paloma de Ibn Hazm de Córdoba. El objetivo de este estudio es ofrecer perspectivas más amplias en la enseñanza del árabe, con énfasis en la importancia de la conciencia cultural con respecto a las cuestiones relacionadas con el sexo y el género. La metodología aplicada en la investigación consiste en análisis literario selectivo, comparación, yuxtaposición y contraste de hallazgos previos sobre el tema contrastando el texto principal en diferentes versiones. Como resultado de nuestra investigación, podemos reafirmar algunos hallazgos ya establecidos y también contribuir con nuevos sobre la autonomía sexual presentados en el tratado. En conclusión, hasta cierto punto, El collar de la paloma está liberado de las cadenas dogmáticas medievales con respecto a la sexualidad y la afiliación de género.

This paper presents a series of actions carried out in order to adapt one of the courses in the training curriculum of Foreign Language Teachers in the University of Granada (Spain) to the European Credit Transfer System (ECTS). The course focuses on literature teaching. The final aim of the aforementioned actions was that of promoting autonomous learning and reflective skills amongst trainees, in order to help them become responsible for their own professional development. The approach followed relies on the adoption of a competence-based curriculum and the introduction of self-assessment and metacognitive techniques. The evaluation of the experience reveals a significant improvement in the capacity of trainees to manage their own learning, in their linguistic competence, and in their handling of didactic resources and material. This research is part of a project financed by the Spanish Ministry of Science and Innovation (SEJ 2007-62329)., Este artículo presenta las acciones llevadas a cabo en la adaptación de la asignatura Didáctica de la Literatura (Inglés), perteneciente al currículum de Maestro Especialidad Lengua Extranjera (Inglés) de la Universidad de Granada, al sistema del crédito europeo (ECTS). El objetivo final de dichas acciones era promover el aprendizaje autónomo y la capacidad reflexiva del alumnado, de forma que se responsabilizaran de su propio desarrollo profesional. El enfoque seguido se basa en la adopción de un currículum basado en competencias y en la introducción de técnicas de autoevaluación y metacognición. La evaluación de la experiencia pone de relieve una mejora significativa en la capacidad del alumnado para monitorizar su propio aprendizaje, en su competencia lingüística y en su manejo de materiales y recursos didácticos. Esta investigación forma parte de un proyecto financiado por el Ministerio de Ciencia e Innovación (SEJ 2007-62329)

Resumen tomado de la publicación Se pretende dilucidar los aspectos gramaticales y semánticos más conflictivos a los que se enfrentan los estudiantes angloparlantes de Español Lengua Extranjera cuando aprenden las formas verbales del imperfecto y del pretérito. Se realiza un recorrido panorámico sobre las particularidades morfológicas, los diferentes usos contextuales, los usos literarios, el uso continuo de los mismos y las peculiaridades semánticas existentes en la forma y uso de ambos tiempos verbales tanto en español como en inglés. El fin último perseguido consiste en ofrecer de forma clara y sencilla un esquema general práctico sobre una de las áreas más problemáticas en el aprendizaje de la lengua española. This paper tries to shed light on those grammatical and semantic aspects around the 'imperfect' and 'preterit' which cause problems to Anglophones when learning Spanish as a Foreign Language. We analyse morphology, function, progressive use and semantics in the use of both tenses in English and in Spanish. We aim at offering a clear and simple practical scheme of one of the most difficult grammatical areas of Spanish grammar for English speaking students. Madrid ESP

Este artículo presenta el diario de lectura cama una herramienta innovadora dentro de contextos de inglés como lengua extranjera. Se aborda el tema, desde el punto de vista del sujeto lector (como co-creador de significado) en vez de priorizar solamente el significado textual. De este modo introducimos un diario de lectura donde las auto-percepciones e intereses fluyen directamente desde el lector. Galicia Universidad de La Rioja. Biblioteca Universitaria; Calle Piscinas s. n.; 26004 Logroño; Tel. +34941299190; Fax +34941299193; informacion.referencia@bib.unirioja.es ESP

The current thesis seeks to explore the efficacy of a task-based language teaching (TBLT) programme in influencing Spanish pre-service EFL teachers' knowledge and beliefs regarding teaching English by using tasks. Despite the sheer amount of research and empirical evidence for the adequacy of TBLT, findings demonstrate that the implementation of TBLT in classrooms is not always successful in different language classes worldwide (Adam & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015), and also show teachers' low understanding of TBLT and lack of awareness regarding using this approach in their classes. These factors are the main reasons behind undertaking this research and make it a valuable topic to advance in this research context., La tesis actual surge del interés por explorar la eficacia del programa de enseñanza basado en tareas para influir en el conocimiento y las creencias de los profesores en formación de inglés como lengua extranjera en España y sus creencias sobre la enseñanza del inglés mediante tareas. A pesar de la gran cantidad de investigación y evidencia empírica de la idoneidad de TBLT, los hallazgos demuestran que la implementación de TBLT en las aulas no siempre es exitosa en diferentes clases de idiomas de todo el mundo (Adam & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015) así como la poca comprensión de los profesores de TBLT y la falta de conciencia sobre el uso de este enfoque en sus clases. Estos factores son las principales razones para que esta investigación se ha llevado a cabo y la convierte en un tema valioso para avanzar en este contexto de investigación., Tesis Univ. Granada.

Despite being a relatively novel concept, Flipped Classroom has already gathered masses of followers from among the ranks of teachers, as well as attracted attention among the educational scientists all over the world. The effects of Flipped Classroom have been tested across the spectrum of school subjects and age groups in general, as well as for the uses for teaching the English language in particular. However, as far as I am aware a study comparing Flipped Classroom to non-flipped active-learning based teaching of the English language was missing and thus that is what I set out to investigate. Building upon the foundations of the pilot study that I conducted in 2016 at the University of Granada (Spain), I set up an experiment in which 36 undergraduate students from the University of Trnava, Slovakia, underwent intervention in the form of Flipped Classroom strategy during a compulsory course of the English language. The study had a semi-experimental pre-test/post-test design and, to closer reflect the everyday reality of a typical teacher, the pre-class materials were not created by myself but instead selected from the databases of YouTube. The results show that Flipped Classroom had a statistically significant positive effect on the participants' English language proficiency in general, as well as on their listening, grammatical, and communicative proficiency in particular. In terms of listening skills Flipped Classroom was also found to have more positive effects than the non-flipped active-learning based teaching strategy used in to control group, and the difference was statistically significant. For the other investigated language skills, as well as overall English language proficiency, Flipped Classroom was also found to have yielded more positive results than active learning strategy, however, the difference between the two was not statistically significant. The participants of the experiment mostly reported highly positive views of their experience, stressing in particular the positive effects of flipped teaching on their communicative ability. Despite the positive results of here-presented study, much remains to be investigated about the effects of Flipped Classroom strategy in comparison to activelearning strategy. A variety of different learner characteristics, different types of ELT curriculum upon which a language class may be built, the size of participant group as well as the length of the intervention period, cultural and age variables, all of those and more may present avenues for future research. Based on my study I feel confident to conclude that Flipped Classroom is beneficial for teaching and learning the English language. Seeing as, globally, we find ourselves in the midst of a pandemic that largely forced us into quick adoption of distance learning, I believe now is the high time for the adoption of this type of teaching by the wider educational community as well., Tesis Univ. Granada.

This masters’ dissertation is focused on the development of a unit of work, in this case, the unit 3 ‘Let’s Dive into Ireland’, andit belongs to a scheme of work which goes through other English-speaking countries such as Scotland or United States of America. This unit of work is proposed for students aged 15-16, from the fourth course of compulsory secondary education in Spain (i.e. 4º ESO), and the total duration of the unit of work is of eight sessions, being the two last for evaluation. In this case, this unit of work consists of two parts, first, the theoretical framework, where the following sections may be found: Contextualisation(section 2), the legal framework, objectives, key competences and contentsin section 3, methodology(section 4), attention to diversity (section 6), evaluation(section 7)and ashort conclusion(section 8); the second part, the practical section(i.e. section 5), where all the sessions are presented in templates in order to describe them. Finally, section 10 demonstrates the appendices: the appendix 1shows the students’workand the appendix 2the evaluationsheets. Now, once the unit of work has been introduced, I will justify the importance of teaching English in the stage of Compulsory Secondary Education and the importance of teaching especifically this unit in the level of 4º ESO.

This dissertation study was motivated by an interest in investigating how students acquire English vocabulary with online computer games. This study aims to explore the influence of using online computer games in learning English vocabulary, and to find whether there is any relationship between playing online computer games and acquiring vocabulary for Palestinian elementary students. Also, this study aims to examine teachers’ opinions toward using online computer games in learning English vocabulary. This is a descriptive analytical research that uses quantitative methods: an experiment with students and a questionnaire for teachers. This study was conducted with third grade Palestinian students in the Salfit district. The sample consisted of 91 students over four groups. Two experimental groups (males and females) and two control groups (males and females). In the female groups the number of students was the same (19); whereas, the number of males were different in each group. The male control group consisted of 27 students and the experimental group 26. In order to study the effects of online computer games on students’ vocabulary learning, the experimental group which consisted of two groups (males and females) learnt with online computer games that the researcher had chosen for them. This was done accurately after studying the English for Palestine curriculum from the first to the third grades and collecting the words that learners should know and will study in the third grade, and those words were classified into topics. Online computer games were collected to cover the topics (animals, clothes, fruits, vegetables, food, transportation, jobs, body parts, colors and numbers). A website was designed to store the games on as it is difficult for students to move from one game to another on different websites. This experiment lasted for three months, twice a week and 45 minutes per session for each group. Vocabulary achievement tests (pre- and post- tests) were applied to test students’ vocabulary before and after the experiment. The two groups learnt differently, the control group used the traditional way of learning in which students study English words and their Arabic meanings whereas the experimental group learnt English vocabulary with online computer games. A questionnaire for elementary teachers was also used to collect data from teachers about using online computer games in learning vocabulary. 126 Palestinian English foreign language teachers participated in answering the questionnaire which consisted of 33 items and was divided into 3 sections. The results showed that Palestinian English as a foreign language teacher do have a positive opinion toward using online computer games in learning English vocabulary even if they do not use them in their classrooms. They agreed that this tool motivates students to learn, attracts their attention, stimulates interest, fosters students’ self-learning and encourages cooperation. Moreover, most of the teachers agreed that this helps students to remember new words easily, encourages them to recall vocabulary, improves students’ ability to learn English vocabulary effectively, increases students' productivity in vocabulary, increases their ability to use and learn vocabulary, and it connects students with learning vocabulary at home. Also, online computer games help teachers to overcome some learning problems such as slow learning, shy students and weakness in vocabulary. The findings for the experimental method and the pre- and post-test that were used to investigate students’ learning showed that learners who learn with online computer games (the experimental group) learn vocabulary better than students who learn in the traditional way (the control group). Also, low and high achievers in the experimental group got better results in the post- test than their counterparts in the control group, but the significant differences were for the high achievers in general. Thus, comparison was made between the high achievers in the control and experimental groups. It was indicated that the high achievers in the experimental group were more accomplished in learning vocabulary. When learning vocabulary was compared with regards to gender, the findings showed that female students outperformed male students in learning English vocabulary overall. However, a comparison was made to investigate which female group (experimental or control groups) learn better. The results presented that girls in the experimental group had learnt more vocabulary than the other group. Finally, the last findings explore whither the same way of teaching affects students with different genders similarly or not. It was found that female and male students in the experimental group and female and male learners in the control group learn English vocabulary equally. This showed that online computer games can be a very promising tool in learning English vocabulary since it is appropriate for all students regardless of gender., Tesis Univ. Granada.

The subject of this doctoral dissertation is the sexuality and the heteronormativity reflected in the literary work of Al-Andalus. Sexuality and the question of gender play a huge role in the Medieval Andalusian Society, thus they represent a fundamental element in the creation of the sexual rights and freedoms which later on will be transferred to the modern Spanish society. Sex and gender form an integral part of the aspiration for free expression of gender identities and consequently sexual affinities. The research conveyed on the elaboration of these issues is a crucial element in establishing the “sexual liberties” on a selected literary canon from the period. In conclusion, we have composed a new didactic material which will allow students to see the processes of sexuality, sexual and gender rights and freedoms as well as the rights of a woman in Al-Andalus from a different perspective. At the same time The Ring of the Dove will allow them to acquire the knowledge that rights of people to act in a certain way in society did not happen in the 19th century, but had existed long time ago. In addition, they will familiarize themselves with the fact that in the Medieval period art, science, culture and literature flourished in Al-Andalus, differently from the rest of the European countries which were shrouded in the veil of the Dark Middle Ages., El tema de esta tesis doctoral es la sexualidad y la heteronormatividad reflejadas en la obra literaria de al-Ándalus. La sexualidad y la cuestión del género juegan un papel muy importante en la sociedad andalusí medieval, por lo que representan un elemento fundamental en la creación de los derechos y las libertades sexuales que más tarde se trasladan a la sociedad española moderna. El sexo y el género forman parte integral de la aspiración a la libre expresión de las identidades de género y consecuentemente de las afinidades sexuales. La investigación sobre la elaboración de estos temas es un elemento crucial en el establecimiento de los "libertinos sexuales" en un canon literario seleccionado de la época. En conclusión, hemos compuesto un nuevo material didáctico que permitirá a los alumnos ver desde una perspectiva diferente los procesos de los derechos y las libertades sexuales y de género, así como los derechos de una mujer en al-Ándalus. Al mismo tiempo, este libro les permitirá adquirir el conocimiento de que los derechos de las personas a actuar de cierta manera en la sociedad no ocurrieron en el siglo XIX, sino que habían existido desde hace mucho tiempo. Además, se van a familiarizar con el hecho de que en el período medieval el arte, la ciencia, la cultura y la literatura florecieron en alÁndalus, a diferencia del resto de los países europeos que estaban envueltos en el velo oscuro de la Edad Media., Tesis Univ. Granada.

Esta tesis se basa en una investigación-acción en el aula que se llevó a cabo en España en la Facultad de Ciencias de la Educación de la Universidad de Granada. Su objetivo principal es justificar la necesidad de formar y empoderar al alumnado universitario y al profesorado en activo en las identidades sexuales y en el no binarismo de género, a favor de la equidad de las personas LGBTI (Lesbianas, Gays, Bisexuales, Trans e Inersexuales) y queer., This thesis is based on action research undertaken in Spain at the Faculty of Education of the University of Granada. The main research objective was to demonstrate the need to train and empower pre-service and in-service teachers so as to enable them to take pedagogical action in favour of LGBTI (Lesbian, Gay, Bisexual, Trans and Intersexual) and queer persons’ equity in education., Tesis Univ. Granada. Programa Oficial de Doctorado en: Ciencias de la Educación

Esta tesis se basa en una investigación-acción en el aula que se llevó a cabo en España en la Facultad de Ciencias de la Educación de la Universidad de Granada. Su objetivo principal es justificar la necesidad de formar y empoderar al alumnado universitario y al profesorado en activo en las identidades sexuales y en el no binarismo de género, a favor de la equidad de las personas LGBTI (Lesbianas, Gays, Bisexuales, Trans e Inersexuales) y queer., This thesis is based on action research undertaken in Spain at the Faculty of Education of the University of Granada. The main research objective was to demonstrate the need to train and empower pre-service and in-service teachers so as to enable them to take pedagogical action in favour of LGBTI (Lesbian, Gay, Bisexual, Trans and Intersexual) and queer persons’ equity in education., Tesis Univ. Granada. Programa Oficial de Doctorado en: Ciencias de la Educación