Adaptación a los créditos ECTS a través de la creación y utilización de una página web.
ISSN: 1695-288X
Year of publication: 2006
Volume: 5
Issue: 2
Pages: 235-249
Type: Article
More publications in: RELATEC: Revista Latinoamericana de Tecnología Educativa
Abstract
The progressive introduction of the European Credit Transfer System (ECTS) at Spanish universities implies the adaptation of methodologies and materials to this new teaching-learning context. In Teaching English as a Foreign Language, this situation implied, among other things, to provide opportunities to practice the language outside the classroom autonomously, promote responsibility in learning and make the student familiar with information and communication technologies (ICT). The great variety and quality of the materials and options for language learning that can be obtained through the Internet proved the convenience of exploiting this resource. In addition, the Internet provides a good deal of information, interactivity, combination of text and sound, self-correction and feed-back. However, the abundance of possibilities can transform an ally into enemy so to select, agglutinate and classify the different alternatives are necessary to exploit the options and obtain the maximum advantage of the resources. The making and use of a teaching web with the aim of organizing the contents of the subjects, structuring the recommended web material and making students familiar with the new technologies to learn English as a foreign language can be fundamental for the adaptation to the system.
Bibliographic References
- Assel, M. (1995). La enseñanza de lenguas asistida por ordenador (ELAO) en el Goethe-Institut. En G. Ruiperez (Ed.) Enseñanza de lenguas y traducción con ordenadores. Madrid: Ediciones Pedagógicas.
- Balatova, I. (1994) .The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review 50.
- Borras, S. y R.C. Lafayette (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal 78.
- Brett, P. (1996). Using multimedia: an investigation of learner´s attitudes. Computer Assisted Language Learning Journal 9/2: 191-212.
- Brett, P. (1997). A Comparative study of the effects of the use of multimedia on listening comprehension. System 25.
- Brett, P. (2001). Too many media in the Multimedia: a study of the Effecs of Combinations of media in a Recall Task. CALL in the 21st Century CD Rom.: IATFL.
- Bügel, K. Y B. Buunk (1996). Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge. Modern Language Journal 80 :15-27.
- Cantos , P. (1995). Incidencia del uso de las actitudes para la enseñanza del inglés asistida por ordenador en la motivación de los discentes. En G. Ruipérez (ed) Enseñanza de Lenguas y Traducción con ordenadores. Madrid: Ediciones Pedagógicas.
- Carr, S. (2000). A Profesor Goes Online to Teach English Pronunciation, The Chronicle of Higher Education, Friday, April 14. http://chronicle.com/free/2000/04/2000041401u.htm
- Chapel, (1998). Multimedia Call: Lessons to be learned from research on instructed SLA. Language Learning and Technology 2 (1): 22-34.
- Chun, D.M. y J.L. Plass (1996). Effects of Multimedia Annotations on Vocabulary Acquisition”. The Modern Language Journal 80/2:183-198.
- Danan, M. (1992). Reverse subtitling and dual coding theory: New directions for foreign language instruction. Language Learning 42.
- De Prada, E. (1993). Diferencias entre sexos en las actitudes hacia las lenguas extranjeras. O Reto do Presente: Feminismo, ecoloxía, pacifismo. Orense: Concello, NEG. Fac. Humanidades: 246-249.
- De Prada, E., G. García y R. Ramanathan (1997). Video y multimedia: aplicación en el aprendizaje/enseñanza del inglés como L2 en niños. En Las nuevas tecnologías integradas en la programación didáctica de lenguas extranjeras. Valencia: Universidad de Valencia: 363-356.
- De Prada Creo, E. (2005). English Navigation Logbook 1: Pronunciation. Guía de navegación para el aprendizaje y enseñanza del inglés a través de Internet. La Coruña, Vía Láctea Editorial.
- De Prada Creo, E. (en prensa). A Travel Adventure. English for Tourism 1. Vigo: Servicio de Publicaciones Universidad de Vigo.
- De Prada Creo, E. y Fernández, S. (en prensa). A Travel Adventure. CD Interactivo Multimedia. Vigo: Servicio de Publicaciones Universidad de Vigo.
- Donahue, S. (2000). Teaching Pronunciation Online, ALN Magazine 4/1. http://www.sloan-c.org/publications/magazine/v4n1/donahue.asp
- Englesberg, R. (1997). An evaluation study of a multimedia package for learning English. CAELL Journal 8.
- Goodfellow, R. (1995). A Review of the Types of CALL Programs for Vocabulary Instruction. Computer Assisted Language Learning 8/2-3: 205-226.
- Gray, H. y Windmayer, S. (2000). Teaching Pronunciation Using the Internet, TESOL 2000. Vancouver, Canada. http://www.soundsofenglish.org/ Presentations/tesol2000new2/index.htm
- Guillory, H.G. (1988). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal 15.
- Heath, J. (1995). When Interactive Multimedia is not Truly Interactive. Active Learning 3:7-10.
- Herron, C. M. Morris, T. Secules y L. Urtis (1995). A comparison of the effects of video-based versus text-based instruction in the foreign language classroom. The French Review 68.
- Higgins, J. (1995). Computers and Language Learning. Oxford: Intellect.
- Kataoka, K. (2000). Computers for English language Learning in Japanese Schools. ERIC NO. ED. 439600.
- Liu, M. Y M. Reed (1995). The effect of hypermedia-assisted instruction on second language learning. Journal of Educational Computing Research 12.
- Lonergan, J. (1984). Video in Language Teaching. Cambridge: Camridge University Press.
- Meskill, C. (1996). Listening skills development through multimedia. Journal of Educational Multimedia and Hypermedia 5/2.
- O´Malley, J. Y A. Chamot (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press.
- Pennington, M. (1996). The Power of CALL. Hong Kong: Athelstan.
- Perdu, N. (1997). Inglés con fines internet o internet al servicio del inglés. En Las Nuevas tecnologías integradas en la programación didáctica de lenguas exranjeras. Valencia: Universidad de Valencia.
- Rubin, J. (1990). Improving foreign language listening comprehension. En J.E. Alatis (Ed.). Georgetown University Round Table: Georgetown University Press.
- Ruipérez, G. (1995). El ordenador en la enseñanza de lenguas en Enseñanza de Lenguas y traducción con ordenadores. Madrid: Ediciones Pedagógicas.
- Schenouda, W. y V. Wolve (1995-1996). Integrating Computer Assisted Instruction with the Teaching of Language. J. Educational Technology Systems 24/2:189-194.
- Siekmann, S. (1988). To Integrate your Language WebTools-CALL WebCT. Paper presented at the Natural Language Processing and Industrial Application. Special Accent on Language Learning (Moncton, Canada) ERIC NO.ED. 422899.
- Svenconsis, D.J. y S . Kerst (1995). Investigating the Teaching of Second Language Vocabulary through Semantic Mapping in a Hypertext Environment. CALICO Journal 12:2/3: 33-58.
- Van Aacken, S. (1999). What Motivates L2 Learners in Acquisition of Kanji Using CALL: A Case Study. Computer Assisted Language Learning 12/2:113-136.
- Vanderplank, R. (1988). The value of teletext sub-titles in language learning. English Language Teaching Journal 42.
- Viteli, J. (1989). Learning Styles and Individual Differences in Learning English Idioms via Computer Assisted Language Learning in English as a Second
- Language. Paper presented at the Annual Meeting of the European Association of Research on Learning and Instruction (Madrid) ERIC NO. ED.320559.
- Wachowicz, K.A. & B. Scott (1999). Software that Listens: It´s not a Question of Whether, it´s a Question of How” CALICO Journal 16/3: 253-276.
- Willis, J. (1983). The role of the visual in spoken discourse: implications for the explotation of video in the EFL classroom. ELT Documents 114.