https://hdl.handle.net/10481/111887 2026-04-04T03:05:54Z https://hdl.handle.net/10481/112060 Re-evaluating the SILL in the postpandemic times Fiser, Zrinka; Pongračić, Luka Theoretical frameworks categorize language learning strategies into direct (memory, cognitive, and compensation strategies) and indirect (metacognitive, affective, and social) strategies used during English as a foreign or as a second language acquisition. With the shift to online learning during the COVID-19 pandemic, this study investigates if and how digital environments affected the use of such strategies. 279 non-English major students in Croatia participated in the research with the aim to re-evaluate the Strategy Inventory for Language Learning (SILL) version 7.0. The exploratory analysis resulted in significant reduction to four new scales: cognitive, metacognitive, social, and a scale of proactive, communication-oriented particles. The new scales bear much resemblance to several other attempts of re-evaluating the SILL in different language contexts. The Wilcoxon signed-rank test was applied to test the correlation with the effect of the online learning setting during the pandemic times, and the findings implied that students who were exposed to online learning during the COVID-19 breakout reported significantly less usage of all but the social language learning strategies. Such findings demonstrate the need to further investigate how to address critiques regarding the adaptability and validity of LLS frameworks in the post-pandemic times.; Los marcos teóricos clasifican las estrategias de aprendizaje de idiomas en estrategias directas (de memoria, cognitivas y de compensación) e indirectas (metacognitivas, afectivas y sociales) que se utilizan durante la adquisición de inglés como lengua extranjera o como segunda lengua. Con el cambio al aprendizaje en línea durante la pandemia de COVID-19, este estudio investiga si los entornos digitales afectaron el uso de dichas estrategias y cómo lo hicieron. 279 estudiantes de carreras no inglesas en Croacia participaron en la investigación con el objetivo de reevaluar la versión del Inventario de Estrategias para el Aprendizaje de Idiomas (IEAI). El análisis exploratorio dio como resultado una reducción significativa a cuatro nuevas escalas: cognitiva, metacognitiva, social y una escala de partículas proactivas orientadas a la comunicación. Las nuevas escalas se parecen mucho a otros intentos de reevaluar el IEAI en diferentes contextos lingüísticos. Se aplicó la prueba de rangos con signo de Wilcoxon para probar la correlación con el efecto del entorno de aprendizaje en línea durante los tiempos de pandemia, y los hallazgos implicaron que los estudiantes que estuvieron expuestos al aprendizaje en línea durante el brote de COVID-19 informaron un uso significativamente menor de todas las estrategias de aprendizaje de idiomas, excepto las sociales. Tales hallazgos demuestran la necesidad de investigar más a fondo cómo abordar las críticas sobre la adaptabilidad y validez de los marcos de EAL en los tiempos posteriores a la pandemia. https://hdl.handle.net/10481/112058 Análisis de contenidos culturales en manuales de ELE para sinohablantes universitarios Zhao, Zhongyi; Níkleva, Dimitrinka Georgieva Teniendo en cuenta que la enseñanza del español como lengua extranjera (ELE) desempeña un papel cada vez más relevante en China, sería interesante conocer cómo se expone la cultura hispana, una cultura tan distinta a la de origen, en los manuales utilizados en este país. El presente trabajo aborda una revisión bibliográfica, incluyendo definiciones de cultura y competencia intercultural, clasificaciones de contenidos culturales en ELE y estudios precedentes. También se contextualiza la enseñanza de ELE en China. Se analiza la presencia y el tratamiento de los contenidos culturales en cinco manuales de ELE dirigidos a sinohablantes universitarios de nivel A1 a B1, usando un método cuantitativo y cualitativo. Finalmente, este trabajo propone integrar enfoques estructuralista y comunicativo en futuros manuales de ELE para sinohablantes, e incorporar más contenidos culturales que fomenten la competencia intercultural y preparen al alumnado para una comunicación e interacción eficaz y adecuada en contextos hispanohablantes.; Considering that the teaching of Spanish as a foreign language plays an increasingly important role in China, it would be interesting to know how Hispanic culture, a culture so different from the one of origin, is presented in the manuals used in this country. The present work addresses a bibliographic review of previous studies and contextualizes the teaching of Spanish as a foreign language in China. It analyses the presence and treatment of cultural content in five textbooks of Spanish as a foreign language for Chinese-speaking university students from level A1 to B1, following a quantitative and qualitative method. Finally, this paper proposes integrating the structuralist and communicative approaches in future textbooks of Spanish as a foreign language for Chinese speakers and incorporating more cultural content that fosters intercultural competence and prepares students for effective and appropriate communication and interaction in Spanish-speaking contexts. https://hdl.handle.net/10481/112057 Teaching research methods in foreign language teacher training: Results from expert interviews Sönmez Genç, Nurcihan The university training departments for foreign language teachers are faced with the central task of training teachers who not only effectively use modern methods of foreign language teaching but are also able to empirically research problems that arise in their lessons and develop evidence-based solutions. In this context, the training of "research teachers" has established itself as an international educational goal. Against this background, a case study on teaching research methods in the context of foreign language didactics was carried out at the University of Vienna, which is considered one of the pioneers in the training of research teachers. The aim was to gain insights for the data-based development of effective teaching environments for teaching research methods in the context of postgraduate German as a foreign language teaching programs in Turkey. As part of the study, expert interviews were conducted with eight academics from foreign language didactics. The data collected were subjected to a content analysis evaluation using the MAXQDA software. The analysis results provide valuable impulses and practice-oriented suggestions that can be used as a reference source, especially for the effective teaching of research methods in foreign language teacher training.; The university training departments for foreign language teachers are faced with the central task of training teachers who not only effectively use modern methods of foreign language teaching but are also able to empirically research problems that arise in their lessons and develop evidence-based solutions. In this context, the training of "research teachers" has established itself as an international educational goal. Against this background, a case study on teaching research methods in the context of foreign language didactics was carried out at the University of Vienna, which is considered one of the pioneers in the training of research teachers. The aim was to gain insights for the data-based development of effective teaching environments for teaching research methods in the context of postgraduate German as a foreign language teaching programs in Turkey. As part of the study, expert interviews were conducted with eight academics from foreign language didactics. The data collected were subjected to a content analysis evaluation using the MAXQDA software. The analysis results provide valuable impulses and practice-oriented suggestions that can be used as a reference source, especially for the effective teaching of research methods in foreign language teacher training. The work is part of an international research cooperation project of the author, which was financially supported by the Scientific Research Projects Coordination Unit of Hacettepe University (project number: SUI-2023-20637). https://hdl.handle.net/10481/112056 Textbook analysis for literacy development in CLIL Pimentel-Velázquez, Cynthia; Ellison, Maria The flourishing of Content and Language Integrated Learning (CLIL/bilingual) programs in Spain has led national and international textbook publishers to see a market niche and to launch into publishing textbooks for CLIL contexts (López-Medina, 2016). The general objective of this study is to analyze the contents of 24 CLIL textbooks used for the teaching and learning of the subject of biology and geology as an academic discipline in the region of Andalusia (Spain) in order to identify their internal coherence with respect to the methodological principles related to the cognitive discourse functions (CDFs) and the textual genres that predominate in the work plans (tasks, activities and academic questions) present in these textbooks that characterize the subject of biology and geology. Overall, in relation to the text genres present, in most work plans (tasks, activities and questions) no text genre was specified; moreover, results also reveal a preponderance of the CDF "describe". The implications of the results are that sole reliance on textbooks could be detrimental to the development of academic literacy if CDFs and genres to which students should be exposed are limited.; El florecimiento de los programas de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE/programas bilingües) en España ha llevado a editoriales de libros de texto nacionales e internacionales a ver un nicho de mercado y a publicar libros de texto para contextos AICLE (López-Medina, 2016). El objetivo general de este estudio es analizar los contenidos de 24 libros de texto AICLE utilizados para la enseñanza y aprendizaje de la asignatura de biología y geología como disciplina académica en la región de Andalucía (España) con el fin de identificar su coherencia interna con respecto a los principios metodológicos relacionados con las funciones cognitivo-discursivas del discurso (FCD) y los géneros textuales que predominan en las tareas, actividades y preguntas académicas presentes que caracterizan la asignatura de biología y geología. En relación con los géneros textuales presentes, en la mayoría de tareas, actividades y preguntas no se especificó ningún género textual; además, los resultados también revelan una preponderancia de la función cognitivo-discursiva «describir». La implicación de los resultados es que la dependencia exclusiva de los libros de texto podría ser perjudicial para el desarrollo de la literacidad académica si se limitan las FCD y los géneros a los que los estudiantes están expuestos. https://hdl.handle.net/10481/112025 Influencia del contexto sociolingüístico y educativo de Gibraltar en la ortografía del español como L2 Mariscal Ríos, Alicia En Gibraltar, el inglés es la única lengua oficial y de instrucción curricular, de modo que el sector bilingüe de su población adquiere el español de forma oral en el contexto familiar y no es hasta ya avanzada la escolarización obligatoria cuando esta lengua se aprende como asignatura de lengua extranjera. En este artículo, pretendemos comprobar si este contexto sociolingüístico y escolar repercute en el desarrollo del español escrito y si ello se ve reflejado en la competencia ortográfica desarrollada por hablantes bilingües de la zona, cuyos resultados serán contrastados con los encontrados en un grupo monolingüe de la provincia de Cádiz. Partimos de la hipótesis de que se observarán más dificultades ortográficas en Gibraltar que en el grupo monolingüe, por una menor exposición a input escrito en español en la escuela, lo cual se manifestará en forma de errores tanto interlingüísticos como intralingüísticos. Para ello, analizaremos los errores presentes en ambos grupos, recopilados mediante cuestionarios de disponibilidad léxica. Los resultados muestran un mayor porcentaje de error en Gibraltar, con interferencias ligadas al contexto de contacto lingüístico y otras de tipo intralingüístico, que podrían estar asociadas a una menor exposición al español escrito en los primeros años de la escolarización.; In Gibraltar, English is the official language, used for instruction at schools, so the bilingual part of its population acquires Spanish orally in the family context. It is not after several years of compulsory schooling that this language is learned as a subject of foreign language. In this study, we intend to verify if this sociolinguistic, educational context has an impact on the development of written Spanish, and if this is reflected in the orthographic competence developed by bilingual speakers in the area, whose results will be compared with those found in a monolingual group from the province of Cádiz. Our hypothesis is that more spelling difficulties will be observed in Gibraltar than in the monolingual group, as a consequence of less exposure to written input in Spanish at school, which will be manifested as errors of both interlingual and intralingual nature. To do this, we will analyse the errors present in both groups, previously collected by means of lexical availability questionnaires. The results show a higher percentage of errors in Gibraltar, with interferences associated to the context of language contact, but also other intralingual errors possibly due to lower exposure to written Spanish during the first years of schooling.