Publicaciones
Carreño Bolívar, Laura., & Hernandez Ortiz, Luz. (2018). Lesson co-planning: Joint Efforts, Shared Success. GiST Education and Learning Research Journal, (15). 173-198. Retrieved from
Área Estratégica: Educación
Grupo de Investigación: Language Learning and Teaching - LALETUS
Unidad Académica: Departamento de Lenguas y Culturas Extranjeras
https://gistjournal.unica.edu.co/index.php/gist/article/view/395
Anderson, C. E. (2016). Scyld Scyldinga: Intercultural innovation at the interface of West and North Germanic. Neophilologus, 100(2).
Abstract
While many agree that Scyld in Beowulf was back-formed from Scyldingas, the context in which this occurred is rarely discussed. It seems frequently assumed that Scyld was created in Denmark and exported to England along with the name Scyldingas. However, the way that names and terms corresponding to Scyld and Scyldingas are used in medieval Scandinavian texts suggests that neither the figure nor an associated dynasty may have been very familiar to Scandinavians. Moreover, a consideration of Scandinavian place-name evidence shows that pre-medieval Scandinavian group-names in -ing-/-ung- were not formed on anthroponymic bases, though this practice was frequent in West Germanic contexts. Thus, though it is unlikely that Scandinavians in Scandinavia back-formed a figure named Scyld from a Scandinavian group-name antecedent to Scyldingas, such an interpretation would have been familiar and logical in West Germanic contexts. Accordingly, the figure of Scyld was likely back-formed by persons familiar with West Germanic naming practices and a Scandinavian form of Scyldingas, perhaps in an Anglo-Scandinavian context in Britain. Subsequently, the figure of Scyld was exported to Scandinavia and, though perhaps absent from autochthonous traditions, incorporated as accepted wisdom into written history and legend.
https://link.springer.com/article/10.1007%2Fs11061-015-9468
Alvira, R. (2016). The impact of oral and written feedback on EFL writers with the use of screencasts. PROFILE Issues in Teachers' Professional Development, 18(2), 79-92.
Abstract
This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.
http://revistas.unal.edu.co/index.php/profile/article/view/
Duque Micán, A & Cuesta Medina, L: Boosting vocabulary learning through self-assessment in an English language teaching context, Assessment & Evaluation in Higher Education. 1-17.
Abstract
This study explores the influence of self-assessment of vocabulary competence on a group of students’ oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students’ learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students’ oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts.