https://hdl.handle.net/10481/79516 2026-04-24T10:16:17Z https://hdl.handle.net/10481/79522 Students' perceptions of the use of book trailers to promote reading habits and develop digital competence in primary education Gómez Domingo, Marta; Bárcena Toyos, Patricia The new means of communication and production available thanks to ICT provide teachers new ways to promote reading and work on communication and digital skills. One of these resources is the use of book trailers, which, thanks to their digital and audio-visual format, have become an attractive educational resource to promote reading among the youngest. The objective of this work is to discover the perceptions of a group of primary school students on the benefits of using book trailers in the classroom to promote reading and develop their digital competence. The study followed a quantitative methodology and involved 56 fifth-grade students who, after reading a book of their choice, used Windows Live Movie Maker to create book trailers in the language classroom, and share with their classmates aspects of interest that synthesized the reading they had done. Once the presentations had finished, the students completed an online questionnaire of 10 questions, carried out with Google Forms, which collected their impressions on the use of book trailers. The results suggest that the preparation of book trailers in the classroom is perceived as a highly motivating practice by students, who reveal that they have acquired new learning that has contributed to the development of their digital competence as well as having increased their interest in reading.; Las nuevas vías de comunicación y producción disponibles gracias a las TIC, ponen al alcance de los docentes nuevos medios para fomentar la lectura y trabajar competencias comunicativas y digitales. Uno de esos recursos es el uso de los booktrailers, que gracias a su formato digital y audiovisual, se han convertido en un atractivo recurso educativo para fomentar el hábito lector entre los más jóvenes. El objetivo de este trabajo es conocer las percepciones de un grupo de alumnos de educación primaria sobre los beneficios del uso de booktrailers en el aula para fomentar la lectura y desarrollar su competencia digital. El estudio basado en una metodología cuantitativa contó con 56 alumnos de quinto curso, quienes, tras leer un libro de su elección, usaron Windows Live Movie Maker para elaborar booktrailers en el aula de lengua, y compartir con sus compañeros aspectos de interés que sintetizaban la lectura realizada. Una vez finalizada la exposición, los alumnos completaron un cuestionario online de 10 preguntas, realizado con Google Forms, que recogía sus impresiones sobre el uso de booktrailers. Los resultados sugieren que la elaboración de booktrailers en el aula es percibida como una práctica altamente motivadora por los alumnos, los cuales revelan haber adquirido nuevos aprendizajes que han contribuido en el desarrollo de su competencia digital, así como haber aumentado su interés por la lectura https://hdl.handle.net/10481/79520 Reading habits and consumption in mother tongue and foreign language of pre-service primary school teachers at the University of Málaga Castillo Rodríguez, Cristina; Santos Díaz, Inmaculada Clotilde Reading in a foreign language (FL) is a practice that should be essential for both pre-service and in-service teachers, since it contributes to acquire pedagogical, technical, and social knowledge, and to improve their linguistic competence in that language. This study aims to know the reading habits and consumption of pre-service teachers’ mother tongue and FL. A quantitative observational method was applied. The data were collected from an online survey administered to 388 students enrolled in the Degree of Primary Education at the University of Málaga during the academic years 2019/2020 and 2020/2021. Results showed a great difference between the time spent in reading in their mother tongue (Spanish) and in their first FL, and second FL. The type of reading most used during the last year has been through social networking sites, above all through Instagram and Twitter, while the least used was newspapers. Besides, it has been demonstrated that reader students had less difficulties in the linguistic skills and had a higher level of FL. These outcomes invite us to reflect upon the importance of promoting reading in FL for both academic and pleasure purposes from the beginning of their language learning.; La lectura en una lengua extranjera (LE) es una práctica que debe ser esencial para el profesorado en formación y en activo, ya que no solo contribuye a adquirir conocimiento pedagógico, técnico y social, sino también ayuda a mejorar la competencia lingüística en ese idioma. El objetivo de este estudio es conocer cuáles son los hábitos y consumos lectores en lengua materna (LM) y LE del futuro profesorado. Para ello, se ha aplicado una metodología cuantitativa de corte observacional. Los datos se han recabado mediante un cuestionario en línea en el que han participado un total de 388 estudiantes matriculados en el Grado de Educación Primaria de la Universidad de Málaga durante los cursos académicos 2019/2020 y 2020/2021. Los resultados muestran una gran diferencia entre el tiempo que consagran a leer en LM (español), con respecto a la primera lengua extranjera, y sobre todo a la segunda lengua extranjera. El soporte de lectura más frecuente durante el último año ha sido a través de las redes sociales, sobre todo en Instagram y Twitter, mientras que el que menos ha sido los periódicos. Además, se ha mostrado que los estudiantes lectores no solo afirman tener menor dificultad en las distintas destrezas lingüísticas, sino que también tienen un nivel mayor acreditado en LE. Estos hallazgos nos invitan a reflexionar sobre la importancia de fomentar la lectura en LE no solo por motivos académicos sino también lúdicos desde los inicios de su aprendizaje. https://hdl.handle.net/10481/79519 Analysis of University Students' Habits in Argumentative Text Commentaries Pérez Alcaraz, Patricia; Caro Valverde, María Teresa This research explores the perceptions of 229 Primary Education Degree students about their academic habits in methodology and didactic resources used to analyze argumentative texts and to produce argumentative comments on multimodal texts. It is framed within a descriptive quantitative methodology, with data collection by means of a Likerttype scale questionnaire. The exploratory objectives are focused on investigating the student’s perception of their work habits in class in oral and written text commentary; the use of philological and critical commentaries; the training received in the analysis and production of argumentative texts; teacher revision and self-revision of argumentative commentaries; as well as the difficulties encountered in such discursive processes. The results obtained show the scarce use of text commentaries, both oral and written, in higher education classrooms; as well as the lack of formative opportunities in their academic life to develop their critical capacity through the interpretation and production of argumentative texts. Therefore, the analysis of the perception of university students about such explored academic habits lets us conclude the evidence of an important training deficit in the communicative practices of argumentative commentary and to proffer as an improvement the proposal of collegiate didactic initiatives where the strategic use of theoretical-practical resources related to argumentation and its discursive development in the commentary is promoted, since the defense and elaboration of arguments is a basic competence and the promotion of the critical commentary of texts is a competence of such a degree.; Esta investigación explora la percepción de 229 estudiantes de Grado de Educación Primaria sobre sus hábitos académicos en metodología y recursos didácticos utilizados para analizar textos argumentativos y para producir comentarios argumentativos de textos multimodales. Se encuadra en una metodología cuantitativa de corte descriptivo, con recogida de datos mediante cuestionario de escala tipo Likert. Los objetivos exploratorios se centran en indagar la percepción discente sobre sus hábitos de trabajo en clase del comentario de texto oral y escrito, su empleo de comentarios filológicos y críticos, la formación recibida sobre análisis y producción de textos argumentativos, la revisión docente y su autorrevisión de comentarios argumentativos, así como las dificultades encontradas en tales procesos discursivos. Los resultados obtenidos muestran el uso escaso de comentarios de texto, tanto orales como escritos, en las aulas de educación superior, así como la falta de oportunidades formativas en su vida académica para desarrollar su capacidad crítica a través de la interpretación y la producción de textos argumentativos. Por tanto, el análisis de la percepción de discentes universitarios sobre tales hábitos académicos explorados permite concluir la evidencia de un importante déficit formativo sobre las prácticas comunicativas propias del comentario argumentativo y proponer como mejora la propuesta de iniciativas didácticas colegiadas donde se promueva el uso estratégico de recursos teórico-prácticos relacionados con la argumentación y su desarrollo discursivo en el comentario, dado que la defensa y la elaboración de argumentos es competencia básica y el fomento del comentario crítico de textos es competencia de tal titulación. https://hdl.handle.net/10481/79518 A Multimodal Proposal for Reading Digital Texts in the Context of Spanish Language and Literature in Secondary Education López Pena, Zósimo Students in secondary education and baccalaureate will be confronted, throughout their education, with the analysis of discourses and texts, including digital texts. In accordance with the official curriculum, this content will be taught by teachers of the different languages which make up this stage, including Spanish Language and Literature. The aim of this article is to offer a proposal for an approach to the analysis of digital literary texts in accordance with the level required at the aforementioned educational stage. To support this proposal, we have chosen a theoretical framework based on multimodality, which allows the analysis of digital text and its discourse in a more complete way than a purely textual analysis because it considers more parameters such as graphic design, user experience, and web design itself. Based on this theoretical framework, a methodology is created that facilitates the examination of any digital text, although it is worth mentioning that this methodology will be applied here to the analysis of a specific digital literary product, which can be applied inferentially to other digital texts. This article aims to provide teachers with a theoretical resource to extract as much information as possible from a digital text and its consequent discourse, thus facilitating their performance in the classroom when working with students on this content.; El alumnado de Educación Secundaria y Bachillerato se enfrentará, a lo largo de su discurrir formativo, con el análisis de discursos y textos, entre los que se encuentra el digital. De acuerdo con el currículum oficial, este contenido estará impartido por el profesorado de las distintas lenguas que integran esta etapa educativa, entre las que aparece la Lengua Castellana y la Literatura. El objetivo del presente artículo es el de ofrecer una propuesta de abordaje para el análisis del texto literario digital acorde con el desempeño exigido en el nivel educativo mencionado. Para fundamentar dicha propuesta se ha escogido un marco teórico creado a partir de la Multimodalidad, la cual, permite el análisis del texto digital y el análisis de su discurso de una manera más completa que el análisis meramente textual. Esto es debido a que se tienen en cuenta más parámetros como el diseño gráfico, la experiencia de usuario o el propio diseño web. A partir de este marco teórico se crea una metodología que facilita el examen de cualquier texto digital. Concretamente, esta metodología aquí se aplicará al análisis de un Producto Literario Digital concreto sobre el cual, se puede extender, de manera inductiva, a otros textos digitales. Con este artículo se pretende dotar al profesorado de un recurso teórico para extraer toda la información posible de un texto digital y su consecuente discurso, facilitando así su desempeño en el aula a la hora de trabajar este contenido y esta metodología multimodal con el alumnado. https://hdl.handle.net/10481/79517 Effectiveness of a Digital Serious Game in Improving Reading Comprehension and Academic Performance Sánchez Castro, Susana; Pascual Sevillano, María Ángeles The Spanish school-age population has improved significantly in reading acquisition in comparison with European partners (PIRLS, 2016). However, it is necessary to implement complementary strategies to classroom work in order to reinforce reading comprehension and increase the level achieved by pupils. In a social and educational context such as the current one, where ICT strategies are undeniably gaining prominence and emerging as an appropriate option for increasing performance and motivation, it is worth considering reinforcing those skills that are most lacking in our educational system by using quality technological resources. The aim of this study was to test the improvement of students’ reading comprehension and to favour an increase in academic performance through training with the digital serious game Leobien. The intervention was carried out during 50 sessions with a sample of 153 primary school students. To measure the impact of the intervention, an initial and final assessment of the acquisition of reading comprehension was carried out, provided by the programme itself, as well as the recording of academic grades. The results show an increase in the sub-subject of reading comprehension assessed through the platform, as well as an improvement in academic grades, especially in English, Mathematics, and Spanish Language and Literature. The number of sessions and the strategy of use provide concrete guidelines for success for schools.