Suchergebnisse

The internationalisation of the Portuguese language has become a priority for academic institutions of different Portuguese-speaking countries which are trying to adapt to the current context of globalisation and ubiquitous communications through digital media. In order to achieve it, several challenges should be faced, namely providing international students with resources aimed at helping them improve their Portuguese while fostering its use in academic and scientific contexts. This can be done by identifying, creating and editing high-quality teaching materials which bear in mind the sociocultural, political, economic and linguistic contexts; using the Information and Communication Technologies effectively in both face-to-face and online learning environments (International Institute of the Portuguese Language, 2010); and promoting the online learning of Portuguese as a Foreign Language in higher education settings through virtual learning environments. This paper explores the challenges brought about by the internationalisation of Portuguese and how computer assisted language learning - and, more specifically, the development of a virtual learning environment aiming at catering for the linguistic needs of international students in different institutions in Brazil, Portugal and elsewhere - could help face these challenges

The internationalisation of the Portuguese language has become a priority for academic institutions of different Portuguese-speaking countries which are trying to adapt to the current context of globalisation and ubiquitous communications through digital media. In order to achieve it, several challenges should be faced, namely providing international students with resources aimed at helping them improve their Portuguese while fostering its use in academic and scientific contexts. This can be done by identifying, creating and editing high-quality teaching materials which bear in mind the sociocultural, political, economic and linguistic contexts; using the Information and Communication Technologies effectively in both face-to-face and online learning environments (International Institute of the Portuguese Language, 2010); and promoting the online learning of Portuguese as a Foreign Language in higher education settings through virtual learning environments. This paper explores the challenges brought about by the internationalisation of Portuguese and how computer assisted language learning - and, more specifically, the development of a virtual learning environment aiming at catering for the linguistic needs of international students in different institutions in Brazil, Portugal and elsewhere - could help face these challenges.

This article reflects on the experiences lived by language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic are. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality mostly because of lack of institutional support and training. The analysis of the focus group interviews suggests that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers have a negative attitude towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with during will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.

Tras el anuncio por parte del Gobierno de la inclusión de una sección oral en el examen de lengua extranjera de la Prueba de Acceso a la Universidad, que estaba prevista para 2012, diferentes posibilidades en cuanto a la informatización de dicha sección se analizaron en un esfuerzo por encontrar una propuesta viable para la evaluación de las destrezas orales y un estudio cualitativo se llevó a cabo con 286 participantes. Los resultados arrojaron luz en cuanto a la recepción inicial de las soluciones tecnológicas desarrolladas dentro de un sistema de gestión del aprendizaje y en cuanto a la viabilidad de la informatización de la sección oral de la prueba, mostrando que es posible implantar un examen de lengua extranjera asistido por ordenador y adaptado a las características y requisitos anunciados en relación al contenido, la facilidad de uso y la seguridad ; Following a Governmental decree announcing the inclusion of oral assessment in the foreign language exam within the Spanish University Entrance Examination to become effective in 2012, the authors set forth to analyse the possibilities of computerizing this exam and design a viable proposal to assess oral skills. To this end, a qualitative study with 286 participants was conducted. The results shed light on the initial acceptance of the technological solutions developed within a dedicated learning management system and on the feasibility of incorporating computerised oral assessment. Evidence that it is indeed possible to implement a computer-assisted foreign language exam adapted to the characteristics and requirements announced with regard to content, usability and security is also provided

[ES] Tras el anuncio por parte del Gobierno de la inclusión de una sección oral en el examen de lengua extranjera de la Prueba de Acceso a la Universidad, que estaba prevista para 2012, diferentes posibilidades en cuanto a la informatización de dicha sección se analizaron en un esfuerzo por encontrar una propuesta viable para la evaluación de las destrezas orales y un estudio cualitativo se llevó a cabo con 286 participantes. Los resultados arrojaron luz en cuanto a la recepción inicial de las soluciones tecnológicas desarrolladas dentro de un sistema de gestión del aprendizaje y en cuanto a la viabilidad de la informatización de la sección oral de la prueba, mostrando que es posible implantar un examen de lengua extranjera asistido por ordenador y adaptado a las características y requisitos anunciados en relación al contenido, la facilidad de uso y la seguridad. ; [EN] Following a Governmental decree announcing the inclusion of oral assessment in the foreign language exam within the Spanish University Entrance Examination to become effective in 2012, the authors set forth to analyse the possibilities of computerizing this exam and design a viable proposal to assess oral skills. To this end, a qualitative study with 286 participants was conducted. The results shed light on the initial acceptance of the technological solutions developed within a dedicated learning management system and on the feasibility of incorporating computerised oral assessment. Evidence that it is indeed possible to implement a computer-assisted foreign language exam adapted to the characteristics and requirements announced with regard to content, usability and security is also provided ; Agradecemos al Ministerio de Ciencia e Innovación del Gobierno de España la concesión y financiación del Proyecto PAULEX (HUM2007-66479-C02-01/FILO), a partir del cual se ha generado este estudio. ; Sevilla Pavón, AM.; Gimeno Sanz, A.; Martínez Sáez, A. (2016). Viabilidad de la informatización del examen lengua extranjera de las Pruebas de Acceso a la ...

Nowadays, finding, choosing and developing or adapting materials is a very important component of education as well as a key element for the success of the whole learning process. A language teacher is also a materials developer and the materials development process should aim at ensuring that local needs and wants do not dictate decisions and that important learning principles are not forgotten. In the case of materials for Computer-Assisted Language Learning (CALL), a very thorough and pedagogically-sound set of guidelines should be followed prior to the design of the materials. Following that, a careful evaluation should take place so as to guarantee that those guidelines have been followed and that the materials are therefore valid, efficient and effective. This is especially important in the case of in-house CALL materials development. This paper describes the basis for the evaluation and validation of the InGenio FCE Online Course and Tester. These are two language learning in-house CALL materials for students of English, developed by the CAMILLE Research Group at the Universidad Politécnica de Valencia (UPV) in Spain. A large part of the focus of this paper will be on the aspects concerning the evaluation of the two previously mentioned materials according to well-established frameworks and guidelines from the most relevant literature.[EN] ; This work was supported in part by the Valencian Regional Government in Spain (Generalitat Valenciana) under Grant FPI (Formación del Personal Investigador) ; Sevilla Pavón, AM.; Martínez Sáez, A.; Gimeno Sanz, A. (2011). Designing and Evaluating Online Language Learning Materials for Higher Education. International Journal of Social Science and Humanity. 1(4):269-273. doi:10.7763/IJSSH.2011.V1.49 ; S ; 269 ; 273 ; 1 ; 4

El Ministerio de Educación ha publicado recientemente un nuevo Real Decreto que regula la Prueba de Acceso a la Universidad y contempla la incorporación de cambios en el examen de lengua extranjera, cuyo objetivo es valorar la comprensión oral y lectora, además de la expresión oral y escrita. Debido a que el hecho de examinar la comprensión y expresión oral del estudiante es un componente nuevo en este examen, los docentes de la enseñanza secundaria han mostrado sus dudas e inquietudes y han empezado a plantearse cómo tendrán que adaptar su metodología docente. Varios proyectos y estudios en la Comunidad Valenciana demuestran que es posible introducir la evaluación de las destrezas orales en la Prueba de Acceso a la Universidad. Este trabajo también presenta una serie de posibilidades para la puesta en práctica real de la evaluación de tales destrezas, considerada especialmente factible mediante sistemas informáticos. La comunicación concluye que los puntos favorables exceden a los negativos, y que los profesores cambian su forma de pensar y muestran actitudes positivas tras experimentar con las interfaces de exámenes orales asistidos por ordenador. ; Le Ministère de l'Éducation espagnol a récemment publié un nouvel arrêté royal qui régit l'examen d'entrée à l'université et intègre les changements dans le test de langue étrangère, qui vise à évaluer l'écoute et la lecture en plus de l'expression orale et écrite. En raison du fait que la compréhension orale et l'expression de l'étudiant est un nouvel élément dans cet examen, les enseignants des écoles secondaires ont des doutes et des inquiétudes et ont commencé à réfléchir à la façon dont ils vont devoir adapter leurs méthodes d'enseignement. Plusieurs projets et études dans la Communauté de Valence montrent qu'il est possible d'introduire l'évaluation orale dans l'examen d'entrée à l'université. Ce document présente également un certain nombre de possibilités pour la mise en pratique réelle de l'évaluation de ces compétences, notamment considérée comme possible par des systèmes informatiques. La communication conclut l'idée que les points positifs prennent le dessus sur les points négatifs et que les enseignants changent leur façon de penser et montrent des attitudes positives après avoir expérimenté des interfaces d'examens oraux assistés par ordinateur. ; The Spanish Ministry of Education has recently passed the new legislation that regulates the university entry exam and the introduction of a foreign language test which would include the evaluation of oral and written comprehension and production skills. The evaluation of oral skills is a new component in the foreign language university entry exam. Therefore, the education professionals are expressing their doubts and worries and are already thinking about the way in which these changes would affect or change their current educational methodology. Several projects and studies developed in the Region of Valencia confirm that the introduction of the evaluation of oral skills in the university entry examination (PAU) is possible. This paper presents a series of possibilities which would permit the evaluation of these skills, which is especially feasible through computer assisted systems. This article concludes by mentioning that the positive aspects exceed the negative ones and that teachers change their point of view and show a positive attitude after working with computer assisted exam interfaces.

[ES] El Ministerio de Educación ha publicado recientemente un nuevo Real Decreto que regula la Prueba de Acceso a la Universidad y contempla la incorporación de cambios en el examen de lengua extranjera, cuyo objetivo es valorar la comprensión oral y lectora, además de la expresión oral y escrita. Debido a que el hecho de examinar la comprensión y expresión oral del estudiante es un componente nuevo en este examen, los docentes de la enseñanza secundaria han mostrado sus dudas e inquietudes y han empezado a plantearse cómo tendrán que adaptar su metodología docente. Varios proyectos y estudios en la Comunidad Valenciana demuestran que es posible introducir la evaluación de las destrezas orales en la Prueba de Acceso a la Universidad. Este trabajo también presenta una serie de posibilidades para la puesta en práctica real de la evaluación de tales destrezas, considerada especialmente factible mediante sistemas informáticos. La comunicación concluye que los puntos favorables exceden a los negativos, y que los profesores cambian su forma de pensar y muestran actitudes positivas tras experimentar con las interfaces de exámenes orales asistidos por ordenador. ; [EN] The Spanish Ministry of Education has recently passed the new legislation that regulates the university entry exam and the introduction of a foreign language test which would include the evaluation of oral and written comprehension and production skills. The evaluation of oral skills is a new component in the foreign language university entry exam. Therefore, the education professionals are expressing their doubts and worries and are already thinking about the way in which these changes would affect or change their current educational methodology. Several projects and studies developed in the Region of Valencia confirm that the introduction of the evaluation of oral skills in the university entry examination (PAU) is possible. This paper presents a series of possibilities which would permit the evaluation of these skills, which is especially feasible ...