Comunicacions a congressos / Jornades (Educació Lingüística, Científica i Matemàtica)

URI permanent per a aquesta col·leccióhttps://diposit.ub.edu/handle/2445/43528

Estadístiques

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Pràctica reflexiva en interacció
(Congrés Internacional de Docència Universitària i Innovació (CIDUI), 2023) Batlle Rodríguez, Jaume; Cuesta García, Azahara; Espejel Nonell, Olivia; González Argüello, Ma. Vicenta (María Vicenta); Novillo Navarro, Paula; Pujolà, Joan-Tomàs
A les pràctiques formatives, la retroacció dels tutors és fonamental per a que els professors en formació coneguin una valoració específica de les seves primeres accions com a docents, en una pràctica reflexiva en interacció cabdal per al seu desenvolupament professional. En aquest estudi, es determinen quines estratègies discursives utilitzen els tutors per a donar retroacció, així com els aspectes de la retroacció que són recollits pels tutoritzats enles seves pràctiques posteriors.
Grau d’implementació dels Objectius de Desenvolupament Sostenibles en l'educació superior: Un estudi en graus i màsters en Psicologia i Educació
(Congrés Internacional de Docència Universitària i Innovació (CIDUI), 2023) Yepes i Baldó, Montserrat; Romeo Delgado, Marina; Burset, Sílvia; González Argüello, Ma. Vicenta (María Vicenta); Gustems Carnicer, Josep; Calderón Garrido, Caterina; Martín Piñol, Carolina; Besolí, Andreu
Aquesta recerca té com objectiu analitzar el grau d’implementació dels Objectius de Desenvolupament Sostenible (ODS) en una mostra d’11 plans docents de graus i màsters en Psicologia i Educació de la Universitat de Barcelona. Els resultats indiquen que, en general, els plans docents inclouen poques referències als ODS, i que quan ho fan apareixen de forma implícita o bé no estan operacionalitzats en forma d’activitats d’aprenentatge o d’avaluació.
L’estudiantat de Ciències de la Salut i de Ciències Socials: tenen preferències diferents envers les analítiques d’aprenentatge?
(2025-07) Suárez, Maria del Mar; Cano García, Elena; Halbaut, Lyda
Presentació de resultats de comparació entre estudiants de l’àmbit de les Ciències de la Salut i de Ciències Socials de la Universitat de Barcelona respecte de les seves preferències sobre les analítiques d’aprenentatge.
Design and implementation of a protocol for the analysis of higher education students' feedback internalization process
(2025-07) Fernández Ferrer, Maite; Cano García, Elena; Suárez, Maria del Mar
Presentació del congrés CIDUI 2025 on s’explica el procés de disseny de la seqüència seguida al projecte COFE-I per a la recollida de dades i posterior anàlisi d’aquestes dades del projecte "Comprensión de los procesos de feedback internalizado del estudiantado universitario" - Proyectos de Generación del Conocimiento (PID2022-138430NB-I00)
Getting Your Research Published
(2025-05-02) Suárez, Maria del Mar
Workshop realitzada per encàrrec de l’associació ITAP dirigida a estudiants de doctorat per tal de triar revistes on publicar els seus articles.
Feedback provision through WhatsApp: The effects of feedback type on EFL grammar learning
(Asociación Española de Lingüística Aplicada (AESLA), 2025) Suárez, Maria del Mar; Gesa Vidal, Ferran; Frigolé, Neus
Mobile-assisted language learning (MALL) tools like WhatsApp have opened new avenues for delivering timely personalized feedback in language education (Murphy et al., 2023). On a different note, feedback type is a critical factor in language acquisition, influencing both implicit and explicit knowledge development (Ellis, 2009; Nassaji, 2020). While different types of feedback have shown potential in traditional settings, their impact within MALL contexts remains underexplored. Therefore, this study examines the effects of different almost immediate feedback types on English as a foreign language (EFL) grammar learning via extramural practice on WhatsApp. Four intact groups (N=91) of first-year pre-intermediate EFL learners from the Early Years and Primary Education degrees at a Spanish university participated in the study (M age = 19.55 years). For an academic semester, they were taught three grammar structures following the Presentation-Practice-Production approach (Larsen-Freeman, 2014) and received extra exposure through WhatsApp. Participants from three of the groups completed six WhatsApp tasks (two per structure), plus an icebreaker, and received almost immediate feedback from their teacher through this platform. One group was exposed to metalinguistic explanations (n=25), another to reformulations (n=26), and the last one to repetition prompts (n=15) (Ellis, 2009). Additionally, a control group (CG; n=25), which underwent grammar teaching but was not provided feedback through WhatsApp, was also included in the design. One week before and after the intervention, the four groups completed two grammaticality judgement tests (GJT): a timed, aimed at measuring implicit knowledge, and an untimed version, measuring explicit knowledge (Nassaji, 2020). In both tests, participants had to decide whether 72 sentences (48 items with the target structures plus 24 distractors) were grammatically accurate or not. Descriptive statistics revealed that all groups scored higher in the post-tests than in the pre-tests, obtaining higher scores in the explicit test. Paired samples t-tests and Wilcoxon signed-ranked tests also revealed that those exposed to metalinguistic explanations and the CG made significant progress from pre- to post-test in both timed and untimed GJTs. One-way ANCOVAs further yielded significant differences (p=.037) between groups in the untimed GJT, with the metalinguistic explanations group scoring significantly higher than the CG (p=.045). However, the group factor did not yield significant differences in the timed GJT (p=.226). Thus, the study not only highlights the need for more explicit, continuous, and almost immediate feedback at the pre-intermediate level, but also offers valuable pedagogical implications for the integration of MALL into the EFL classroom.
Optimiser la diversité linguistique pour lutter contre les fausses nouvelles et la désinformation dans le cadre d’une alphabétisation numérique européenne
(Observatoire Européen du Plurilinguisme, 2024) Carrasco Perea, Encarnación; Costache, Andrea
[fr] De plus en plus d’études de journalistes européens, d’organisations de médias indépendants, voire de la Commission européenne, visent à briser la chaîne des fausses nouvelles et de la désinformation dans l’espace numérique européen. La pandémie de COVID-19 a accentué l’urgence de trouver des solutions d’éducation aux médias. Dans cet article, en analysant des données publiées représentatives d’études récentes, nous démêlons le rôle négligé des profils et des répertoires linguistiques des Européens et proposons des moyens pratiques d’atténuer la diffusion de la désinformation. La compétence informationnelle numérique plurilingue que nous mettons ici en perspective repose sur les capacités linguistiques innées du lecteur à trouver et analyser une grande variété de sources et d’opinions, dans plus d’une langue. Nous proposons un décalogue spécifique pour la nouvelle alphabétisation numérique et expliquons comment les compétences linguistiques numériques, parallèlement aux techniques journalistiques établies, pourraient contribuer à accroître les capacités numériques des étudiants et des citoyens à faire la distinction entre le matériel produit professionnellement et la désinformation.
Feedback provision through WhatsApp for L2 grammar learning: Participants’ views
(Universitat d'Alacant, 2024-12-12) Frigolé, Neus; Gesa Vidal, Ferran; Suárez, Maria del Mar
Attaining an advanced level of a foreign language can be an arduous task for many learners, being grammar one of the most challenging aspects to master (Jean & Simard, 2011). Nevertheless, with the rising popularity of Mobile-Assisted Language Learning (MALL), new approaches to language teaching have emerged, such as the use of instant messaging applications (Tragant et al., 2022), which have been shown to promote grammar development (Murphy et al., 2023). Moreover, feedback plays a crucial role when learning grammar (Valezy & Spada, 2006), but learners’ perceptions of such learning process tend to be overlooked. The present study tries to fill this gap by inspecting learners’ views on using WhatsApp, a worldwide famous instant messaging application, as a means of receiving feedback for grammar learning.
Evaluating multimodal comprehension: Effects of question types in documentary viewing
(2024-11-15) Kaderoğlu, Kadir; Gilabert, Roger; Suárez, Maria del Mar
Successful listeners utilize both top-down and bottom-up strategies. Besides decoding phonemes, they rely on background information, gestures, and images to understand messages. However, the role of images in viewing comprehension has been largely overlooked. Only Durbahn et al. (2020) and Fievez (2020) have examined comprehension questions that require processing of visual messages alone or in combination with verbal messages, and their findings were mixed, indicating a need for further research. Operationalizing visual-only questions as those that required attention to images, audio-only questions as those that depended solely on aural input, and audiovisual questions as those that could be answered using either visual or aural information, the following research question was formulated: Is there a significant difference in participants’ comprehension scores based on question types (visual-only, audio-only, audiovisual) across two documentary genres (wildlife, science and technology)? Based on Mayer’s (2005) statement that “people can learn more deeply from words and pictures than from words alone” (p. 1), it was expected that participants would perform better on audiovisual questions compared to visual-only and audio-only questions. This exploratory study used a Latin square design to control for the potential order effects in documentary viewing and test administration. Nineteen participants were divided into three groups. Each group watched the two documentaries and a third documentary that was not included in the analysis in a counterbalanced order over three consecutive days. Participants completed comprehension tests for each documentary each day. While the wildlife documentary included 8 image-based, 12 audio-based, and 19 audiovisual questions, the science and technology documentary had 7 image-based, 18 audio-based, and 15 audiovisual questions. A two-way repeated measures ANOVA examined the effects of question type and documentary genre on comprehension scores. Results revealed a significant main effect of question type, F(2, 36) = 12.59, p < .001, partial η² = .411, indicating that comprehension scores differed significantly across the three question types. Post-hoc pairwise comparisons using Bonferroni correction indicated significantly higher scores for audiovisual questions (EMM = 62.09, SE = 2.64) compared to both audio-only (EMM = 54.53, SE = 2.84), p = .004, and visual-only questions (EMM = 48.73, SE = 2.91), p < .001. However, there was no significant difference between audio-only and visual-only questions, p = .199. The main effect of documentary type and the interaction effect between question type and documentary type were not statistically significant. These findings emphasize the importance of using questions that leverage the multimodality of audiovisual input, moving beyond traditional audio-only comprehension assessments.
Learner dashboards: a precious yet underused self-regulation tool
(2024-11-15) Cano García, Elena; Suárez, Maria del Mar
Currently, feedback is seen as the process by which students make sense of the information they receive and transform it into knowledge to guide future tasks (Carless & Boud, 2018). This information can come from multiple sources, including learning analytics (LA), which involve measuring, collecting, analyzing, and reporting data on students and their contexts to optimize learning (Siemens & Gasevic, 2012). LA can be displayed in learner dashboards, but it remains unclear how useful they are or whether students use them effectively. Additionally, more research is needed on how these tools support self-regulated learning and student agency (Matcha et al., 2020). Therefore, it is important to ask students which dashboard information they consider most critical so institutions can offer it to enhance self-regulation.
Publish or perish: A PhD’s guide to navigating academic journals
(2024-11-11) Suárez, Maria del Mar
English grammar learning through WhatsApp and feedback type: Learners’ perceptions
(2024-11-02) Gesa Vidal, Ferran; Suárez, Maria del Mar; Frigolé, Neus
Mastering English grammar can be a challenging task for many foreign language learners (Jean & Simard, 2011). However, with the increasing popularity of mobile instant messaging (MIM) applications like WhatsApp, new opportunities have emerged for more engaging language learning practices (Cremades et al., 2021; Tragant et al., 2022) and, more specifically, grammar development (Murphy et al., 2023). Besides, some studies have also evinced the potential different types of feedback have for grammar acquisition (Ellis et al., 2006). Yet, learners’ views tend to be left aside. This study fills this gap by analysing learners’ opinions about receiving feedback through WhatsApp as a platform for English grammar learning. Three intact classes (N=95) of pre-intermediate English as a foreign language learners enrolled in the Primary Education degree were recruited. For an academic semester, they were taught three grammar structures following a traditional approach (Larsen-Freeman, 2003) and received extra exposure through WhatsApp. Participants completed six WhatsApp tasks (two per structure), plus an icebreaker, and received feedback from their teacher. One group received metalinguistic explanations, another reformulations, and the last one repetition prompts (Ellis, 2009). One week before and after the intervention, participants completed two grammaticality judgement tests –timed and untimed–, which tapped into the target grammar structures, to measure their grammatical ability. Together with the post-test, they answered a questionnaire enquiring about their views on how useful receiving feedback through WhatsApp had been to foster English grammar skills. For this presentation, the results of the questionnaire will be analysed, focusing on participants’ perceived value of the feedback received, feedback preferences, error identification and correction, and self-perceived improvement in grammar. Results will yield insights into the potential of a very popular MIM tool through which to receive feedback for fostering English grammar learning and for bridging the gap between classroom practices and extramural exposure.
Humor scene writing: profficiency matters, but not that much
(Universitat de Barcelona. Universitat d'Alacant, 2024-10) Suárez, Maria del Mar
Humor, among other variables such as creative writing and the talent for film and cinema are considered part of the individual’s creativity, among many other features (Carson et al., 2005). On the other hand, humor develops with human language development (see GRIALE’s work), and so does its complexity and variety of devices in one’s discourse. This also means that one’s display of humorous devices might also depend on one’s foreign language proficiency level (Chen & Dewaele, 2018).
EFL proficiency and self-reported creativity in the production of comedy screenplays
(Universitat de Barcelona. Universitat d'Alacant, 2024-10) Suárez, Maria del Mar
Humor, among other variables such as creative writing and the talent for film and cinema are considered part of the individual’s creativity, among many other features (Carson et al., 2005). On the other hand, humor develops with human language development (see GRIALE’s work), and so does its complexity and variety of devices in one’s discourse. This also means that one’s display of humorous devices might also depend on one’s foreign language proficiency level (Chen & Dewaele, 2018).
Driven by Words: Lexical Coverage of Drive to Surviveand its Potential for Incidental Vocabulary Learning
(ACCL, 2024) Kaderoğlu, Kadir; Suárez, Maria del Mar
“Drive to Survive” (DtS) – a successful Netflix Original Series on Formula 1, pinnacle of motorsport – exhibits a unique blend of scripted (e.g., prearranged commentary), and unscripted (e.g., radio communications during races) texts. Given this mixture, DtS can be deemed semi-scripted, albeit leaning more towards the unscripted end. Some studies have investigated the vocabulary demands of scripted texts like movies (Webb & Rodgers, 2009a) and television programs (Webb & Rodgers, 2009b) and of unscripted texts like spoken language (Nation, 2006) and YouTube trending videos (Candarli, 2023), as well as overall vocabulary profile of scripted and unscripted television programs (Shahriari & Motamedynia, 2022). However, the vocabulary demands of semi-scripted television programs and their potential for incidentally learning low-frequency and academic spoken words remain unexplored. To this end, 50 episodes of DtS consisting of 236,543 tokens were analyzed with AntWordProfiler (Anthony, 2021). Knowledge of the most frequent 2,000 word families plus proper nouns, transparent compound nouns, marginal words, abbreviations and foreign words lists accounted for 94.61% lexical coverage in the corpus, comfortably surpassing the 90% threshold, sufficient for good viewing comprehension (Durbahn et al., 2020). 95% coverage was reached at the 3,000 word families level plus supplementary lists. Furthermore, DtS holds some potential for learning low-frequency words as 12% of them are encountered at least 5 times in the series, thus aligning with figures found in television programs (Webb & Rodgers, 2009b). Finally, the extent to which DtS holds potential for incidentally learning academic spoken words was examined, too. The results indicated a relatively promising potential for learning academic spoken words these/them. These findings altogether suggest that L2 learners can rather easily follow DtS and that they can incidentally gain knowledge of low-frequency and academic spoken words. Overall, the present study has implications for vocabulary development through extensive viewing.
Testing aptitude with the MLAT-EC in young learners: The role of age and beyond
(ALTE, 2023) Suárez, Maria del Mar
Young learners’ language aptitude is understudied due to a lack of tests covering this period of life. Also, young learners are still acquiring their L1 while developing their literacy skills. Consequently, a language-dependent aptitude test for them should be carefully designed. An additional challenge is found when the testees are bilingual, as is the case of the Catalan/Spanish community in Catalonia. This was the scenario for the adaptation of the Modern Language Aptitude Test –Elementary in Spanish (MLAT-ES – Stansfield, Reed, & Velasco, 2005) into Catalan (MLAT-EC – Suárez, 2010). Despite the linguistic proximity between these languages, several issues had to be considered across grades, such as the use of certain words, the test font type and size as well as the distractors. The resulting MLAT-EC test has proven to tap into the same factors as the original in several contexts and, therefore, is a valid and reliable measure despite the challenges in its adaptation.
Analítiques d'Aprenentatge per potenciar el procés d'autoregulació de l'estudiantat d'educació superior (AAPA)
(Institut de Recerca i Innovació Educativa (IRIE), 2023) Cano García, Elena; Martins Gironelli, Ludmila; Suárez, Maria del Mar; Lindín, Carles; Lluch, Laia
Actualment el feedback es concep com una acció per la qual l'estudiantat dona sentit a la informació que rep i la transforma en coneixement per orientat futures tasques o processos (Carless & Boud, 2018). Aquesta informació pot provenir de fonts diverses, entre les quals es trobne les analítiques d'aprenentatge (AA), enteses com el procés de medició, recopilació, anàlisi i elaboració d'informes de dades sobre l'alumnat i els seus contextos, per comprendre i optimitzar l'aprenentatge i els entorns on es produeix (Siemens & Gasevic, 2012). Encara falten evidències sobre com poden adreçar-se a l'estudiantat per donar suport al procés d'autoregulació de l'aprenentatge i promoure l'agència del mateix estudiant (Matcha et al., 2020). Per això es presenta un estudi realitzat a la Universitat de Barcelona on s'ha preguntat a l'estudiantat pel seu coneixement sobre el tema i per les seves preferències sobre les peces d'informació que hauria de contenir un Learner Dashboard. Els resultats mostren que l'estudiantat (n=1020) no coneix què són els Learner Dashboards (82%) i que prefereix informació com: (a) les dates importants (exàmens, lliuraments) (M=4.43); (b) els criteris per aprovar l'assignatura (M=4.22) i (c) els horaris de les assignatures (dates de classes, laboratori) (M=4,17). En canvi, allò que els sembla menys rellevant és: (a) el temps recomanat per completar les activitats daprenentatge (M=3.31); (b) el contingut que altres estudiants troben interessant (M=3.30) i l'estimació de temps per a activitats administratives (organitzar treball en grup, contestar correus electrònics, etc.) (M=3.17). Aquests darrers elements, que tenen potencial per armar processos d'autoregulació, són menys valorats. En canvi, allò que consideren important, tot i mancar anàlisis ulteriors d'un abast més profund, pot semblar que siguin preferències poc útils per a l'autoregulació de l'aprenentatge. Per tal, les institucions d'educació superior haurien de preveure accions explicites i integrables en el currículum que fossin dissenyades per enfortir l'autoregulació. D'altra banda, una major alfabetització en dades també podria contribuir a què l'estudiantat tingués una opinió més informada.
Aproximación cualitativa longitudinal a los procesos de internalización del feedback en estudiantes universitarios
(2024) Remesal Ortiz, Ana; Suárez, Maria del Mar
Student's perceptions on the use of stories to learn English as a foreign language.
(2023-09) Frigolé, Neus; Suárez, Maria del Mar
English pronunciation development though the Flowchase app: An exploratory study
(2023-09) Gesa Vidal, Ferran; Frigolé, Neus; Suárez, Maria del Mar

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