DSpace Repository :: Browsing by Author "Villarreal Olaizola, Izaskun"

Browsing by Author "Villarreal Olaizola, Izaskun"

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Open Access
Activation activities as a catalyst for increased rates of vocabulary and grammar learning
(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2017) Villarreal Olaizola, Izaskun; Ardaiz Mañeru, Iranzu; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
La activación o acceso a conocimientos previos parece esencial para promover un aprendizaje significativo. Este estudio analiza los efectos de la activación de conocimientos previos en vocabulario y gramática en hablantes de ILE de secundaria. Con un diseño pre-post-prueba, se comparó el desempeño de un grupo experimental que había trabajado con actividades de activación del vocabulario y la gramática durante 10 sesiones con un grupo de control paralelo. Los datos analizados se obtuvieron de: (1) una pre y post-prueba de vocabulario y gramática; (2) un pre-post-examen de la unidad del libro de texto; (3) un cuestionario de satisfacción post tratamiento. Los análisis confirmaron los beneficios de la activación puesto que el alumnado experimental produjo más ítems léxicos y obtuvo mejor puntuación en todas las pruebas. Asimismo, los resultados de los ejercicios gramaticales sugieren beneficios para el aprendizaje gramatical. Además, el grupo experimental mostró una actitud positiva y expresaron sus deseos de continuar con las actividades.
Open Access
Analysing content acquisition in CLIL vs. non-CLIL programmes
(2022) Galera Rodríguez, Elia; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas, Sociales y de la Educación; Giza, Gizarte eta Hezkuntza Zientzien Fakultatea
Students following CLIL methodologies are believed to achieve higher levels of linguistic competence than mainstream EFL learners but conceptual content level is less clear, since scarce research has been conducted in this area. Moreover, SES and self-efficacy are variables that may affect the student’s academic results. To this end, the Social Sciences content level attained, the socio-economic status (SES) and students self-efficacy perceptions were compared across three groups of students: (1) a non-CLIL group (n=14), (2) a soft-CLIL group (n=14) and (3) a hard-CLIL group (n=18). All students took the same Social Sciences test in Spanish and completed two questionnaires regarding their SES and self-efficacy perceptions. Results revealed that CLIL groups slightly outperformed non-CLIL ones in subject performance, suggesting that CLIL methodology is also beneficial for content learning. Furthermore, no significant correlations were found between non-CLIL and CLIL test scores, their SES and self-efficacy levels. Individually, results revealed that levels of self-efficacy were inversely proportional to soft-CLIL scores, and directly proportional to hard-CLIL scores.
Open Access
Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
(Universidad de Murcia, 2021) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA18
Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.
Open Access
Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
(Universidad de Murcia, 2021) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA18
Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students' task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.
Open Access
Can telecollaboration contribute to the TPACK development of pre-service teachers?
(Taylor & Francis, 2018) Bueno-Alastuey, María Camino; Villarreal Olaizola, Izaskun; García Esteban, Soraya; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL)-based units by analysing the number and type of episodes related to students' technological pedagogical content knowledge (TPACK) produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that pedagogical content knowledge was the main focus of attention and prompted most of the suggestions for change in the unit and that telecollaboration promoted collaboration and made participation more equal. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.
Open Access
A CLIL unit design
(2014) Estarriaga Arana, Andrea; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
El objetivo principal de enseñar y aprender una lengua es saber utilizarla de manera funcional para poder comunicarse. Con este como principal objetivo, presento este Trabajo de Fin de Grado en el que se puede encontrar una unidad didáctica sobre la enseñanza del inglés a través de otra asignatura como es Conocimiento del medio natural, social y cultural. Está basado en el enfoque del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (de aquí en adelante, AICLE), por el cual los niños adquieren los contenidos de una materia a través de una lengua diferente a la materna. Se tiene en cuenta el contenido curricular, la lengua y las capacidades cognitivas del alumnado, junto con una consciencia cultural. El TFG se compone de una parte teórica y una parte práctica. En la parte teórica, se muestran una serie de estrategias metodológicas para llevar a cabo en un aula de 2º ciclo de Educación Primaria basadas en el método interactivo y el aprendizaje significativo integrado en enfoque de AICLE; y en la parte práctica, se puede encontrar una propuesta de actividades motivadoras que reflejan esas estrategias metodológicas durante 15 sesiones. La finalidad de este TFG es recoger una serie de estrategias para trabajar desde el enfoque AICLE en un aula de Educación Primaria.
Open Access
Collaborative pre-writing effects on the quality of individual and collaborative texts
(2019) López Sexmilo, Teresa; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
Collaborative writing (CW) has been widely used in second language (L2) classrooms to enhance the quality of students’ written texts. However, the effects prewriting collaborative planning has on the quality of the written texts has received little attention. Therefore, the current study contrasts texts planned in collaboration but composed individually and in pairs in an attempt to explore the effects of pair planning and of writing in pairs. The study included two Spanish EFL classes (aged 12-13) that had to write three opinion essays: a pre-test, where students planned and wrote the essays individually; an experimental task were students were divided into two groups: a collaborative text group (CTG, n=24) who planned and wrote the text in pairs and an individual text group (ITG, n=20) who planned in collaboration but wrote the text individually; and a final post-test where all students planned and wrote the essays individually. Texts were compared for complexity, accuracy, and fluency measures, as well as for qualitative measures of adequacy, coherence, cohesion, grammatical accuracy, lexical range and mechanics. Results revealed that planning together was beneficial, but CTG obtained slightly higher means for accuracy and qualitative measures which indicated that writing in pairs was more beneficial than writing on their own. The comparison of pre and post-test also showed similar advantages for CTG. Complexity and fluency, however, did not vary much across tasks and conditions. Findings suggest that writing and planning in collaboration is advantageous for L2 learning as it promotes text quality, and helps young students to improve their writing skills.
Embargo
Collaborative writing: immediate and prolonged effects in L1 (Spanish) and L2 (English)
(2025) Sainz Fernández, Laura; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas, Sociales y de la Educación; Giza, Gizarte eta Hezkuntza Zientzien Fakultatea
Este estudio explora la efectividad de la escritura colaborativa (EC) en alumnado de 4º de primaria (9- 10 años) (n=70). Los participantes llevaron a cabo seis composiciones diferentes: tres en castellano (L1) y tres en inglés (L2). Realizaron un primer escrito en cada idioma, de manera individual, seguido de una actividad de escritura colaborativa en parejas. Por último, volvieron a trabajar individualmente, con el objetivo de detectar mejoras conforme a la primera composición. A su vez, los participantes realizaron una autoevaluación con el objetivo de analizar cómo recibieron esta metodología. Teniendo en cuenta los diferentes niveles de competencia lingüística de los participantes, estos escritos se evaluaron de manera cualitativa mediante una rúbrica y de manera cuantitativa en cuanto a precisión, complejidad y fluidez (medidas CAF). Los resultados revelaron mejoras cuantitativas tanto en L1 como en L2, siendo el grupo de menor nivel el más beneficiado. En cuanto a las medidas cualitativas, ambas lenguas fueron beneficiadas por el uso de escritura colaborativa, aunque los resultados de los textos en inglés fueron más significativos. Además, los participantes percibieron la escritura colaborativa como un aspecto positivo y favorable en el proceso de creación de textos.
Open Access
Collaborative writing: product, process and students' perceptions in secondary school EFL writing
(2014) Gil Sarratea, Nora; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
Although pair and group work are widely used in language classrooms, research investigating the benefits of collaborative writing (CW) is very limited. This study sets out to integrate CW in secondary school EFL writing. Two parallel intact classes were used. After a pre-teaching and an individual pre-test in both classes, students in the control group (N=16) produced an argumentative essay individually whereas students in the experimental group (N=16) produced it in pairs and recorded their interactions. They also completed a questionnaire to elicit their perceptions. The study analysed the product, process and students‟ perceptions on CW. The findings revealed that pairs produced shorter but more grammatically accurate and linguistically complex texts. They also obtained higher scores in content, structure, organization and register. Collaboration afforded students the opportunity to pool ideas, deliberate over language use and provide each other with feedback. Despite some reservations, most students were supportive of the experience.
Open Access
A comparative study of developing L1 and L2 writers' metalinguistic activity in collaborative writing tasks among young Basque immersion learners
(Routledge, 2024-10-24) García del Real Marco, Isabel; López Flamarique, María Teresa; Aznárez Mauleón, Mónica; Villarreal Olaizola, Izaskun; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA2036
La literatura sobre la conversación metalingüística en tareas de escritura colaborativa se centra en alumnado de secundaria o adulto que escribe en su L1 o en su L2, pero no hay estudios que contrasten el proceso de escritura en sus dos lenguas. Además, estas investigaciones analizan principalmente las discusiones sobre corrección y no tienen en cuenta las discusiones estilísticas. En este trabajo, se compara la actividad metalingüística de 65 estudiantes bilingües de 5° de Primaria (10-11 años) durante la escritura colaborativa de textos en español L1 y vasco L2. Se analizaron y se compararon los episodios metalingüísticos (LRE en inglés) encontrados en las conversaciones del alumnado en ambas lenguas. La cantidad de episodios fue similar en ambas lenguas, con una tendencia a resolver las discusiones de manera correcta durante la escritura en L1 y L2. Sin embargo, se observaron diferencias en el contenido de los LREs: se produjeron más discusiones sobre morfosintaxis en vasco y más sobre ortografía en español. Además, hubo más LREs sobre corrección en vasco y más sobre estilo en español. Estos resultados se discuten en relación a la madurez y competencia lingüística del alumnado: se presta más atención a la ortografía en edades tempranas debido a una inmadurez en el desarrollo de las reglas de transcripción de la lengua, y hay más discusión estilística a mayor nivel lingüístico.
Open Access
Comparison between the effectiveness of code-mixing and providing L2 definitions in EFL vocabulary acquisition
(2016) López Arrazola, Amaia; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
This study compares the effectiveness of two vocabulary teaching techniques: code-mixing (inserting an L1 word into an L2 utterance) and providing L2 definitions of target words. It also tests the effect of English level in vocabulary acquisition when learning through these methods. 75 12-13-year-old EFL students from a Spanish high-school participated in the research, divided into two experimental groups and one control group. They listened to a text with 5 target words presented with the different techniques. A pre-test and two immediate post-tests for word recognition and production were administered. The group who received the L2 definitions outperformed the other two groups in both tests, and students with a higher English competence level scored significantly better than their lower level counterparts. Therefore, two main conclusions were drawn: first, that providing L2 definitions was the most effective technique, and second, that English competence level had an important impact on students’ vocabulary gains. The findings of this study may have important implications for foreign language teachers.
Open Access
Computer-based collaborative writing with young learners: effects on text quality
(De Gruyter, 2021) Villarreal Olaizola, Izaskun; Bueno-Alastuey, María Camino; Sáez León, Raquel; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak
Writing has positioned itself as a valuable asset for language learning and numerous investigations have burgeoned in an attempt to ascertain which factors hasten the writing process. Within the writing-to-learn language approach, collaborative writing, or the activity by which two or more students co-construct and co-own a written text, has gained momentum, because negotiating for meaning in authentic tasks is considered essential for effective language learning.
Open Access
Cooperative games as a tool for promoting basque in PE classes
(2025) Rebolé Villahoz, Maribel; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas, Sociales y de la Educación; Giza, Gizarte eta Hezkuntza Zientzien Fakultatea
Este trabajo analiza el impacto de los juegos cooperativos en el uso del euskera en Educación Física con alumnado de 4º de Primaria en un centro del modelo D. La intervención incluyó cuatro sesiones de juegos cooperativos y tres instrumentos de recogida de datos: tareas individuales en vídeo, observación de juegos y un cuestionario motivacional. Los resultados muestran que el grupo experimental aumentó su producción oral en euskera, redujo el cambio de código y mejoró en motivación y confianza, mientras que el grupo control no mostró cambios relevantes. Se concluye que las actividades cooperativas, socialmente ricas y emocionalmente seguras pueden favorecer la normalización y el uso activo del euskera en contextos escolares reales.
Open Access
Development of a CLIL unit for infant education: "The news"
(2013) Rodrigo García, Andrea; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
El aprendizaje integrado de contenidos y lengua extranjera (AICLE) ha ganado fuerza en los últimos años, prueba de ello es su creciente empleo en programas académicos de todos los niveles educativos por toda Europa. El presente trabajo, tras haber analizado las necesidades educativas del alumnado de Educación Infantil, y basándose en la propuesta de Coyle, Hood y Marsh (2010) plantea una Unidad Didáctica para estudiantes hispanohablantes en el segundo curso del segundo ciclo de Educación Infantil, con edades comprendidas entre los 4 y 5 años. Dicha Unidad Didáctica gira en torno al tema de “Las noticias”, proponiendo una secuencia didáctica que emplea el inglés como idioma vehicular para que los/las alumnos/as alcancen el objetivo final de llegar a grabar un breve telediario que será emitido en una Wiki creada por la clase. Para lograr este fin la unidad presenta un secuenciado andamiaje que avanza paso a paso por los contenidos curriculares y aspectos lingüísticos necesarios para alcanzar los fines propuestos.
Open Access
Diseño y desarrollo de una unidad didáctica de AICLE para la educación primaria
(2013) Molina Sáinz de Murieta, Sara; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
El Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es un enfoque vigente en la mayoría de centros escolares de la Comunidad Foral de Navarra. Es un método eficaz para que el alumnado adquiera la competencia comunicativa en una lengua extranjera. Básicamente, consiste en el uso de la lengua extranjera, principalmente la inglesa, para el aprendizaje de contenidos curriculares de una asignatura concreta. Partiendo de este enfoque, en el presente estudio, se ofrece un modelo de unidad didáctica para el alumnado del segundo curso de la etapa de educación primaria sobre el tema de las plantas.
Open Access
Diseño y desarrollo de una unidad didáctica de AICLE: animals
(2013) Ontañon Aguinaga, Patricia; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
Este trabajo consiste en el diseño y desarrollo de una unidad didáctica de AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) para conocimiento del medio. Dicha unidad tiene como tema principal “los animales” y ha sido creada para su aplicación en un aula de tercero de primaria, con niños de entre ocho y nueve años. Gracias a este enfoque los/las niños/as se sienten motivados, pues realizan trabajos variados, desarrollan su autonomía, investigan, trabajan cooperativamente y utilizan una lengua extranjera en un contexto significativo desde una edad temprana. Además, este enfoque permite ajustarse no sólo a los contenidos curriculares apropiados para su edad, sino también a sus necesidades lingüísticas. El objetivo fundamental de dicha unidad es que los/las niños/as desarrollen al mismo tiempo unos conocimientos básicos sobre los animales, así como ciertas habilidades lingüísticas en inglés que les permitan describir y clasificar estos seres vivos.
Open Access
Does pair work facilitate grammar learning? Text editing and dictogloss tasks in a vocational-technical school
(2018) Liaudanskaite, Vija; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
In recent years, there has been an increasing interest among language teachers and researchers in pair work and its effect on language learning. Recent evidence suggests that students can benefit from working in pairs or small groups in many ways. However, previous studies have not treated the impact of pair work and its effect on grammar learning in much detail. The present study sets off to examine grammar learning among 34 vocational-technical school ESL learners of intermediate and pre-intermediate level performing dictogloss and text editing tasks in pairs. Two commonly used structures, Present Simple Passive and Time Clauses, in the vocational-technical English context were examined. All students did a pre-test in order to test their previous knowledge on these forms; and after the treatment, experimental tasks were performed. Students were divided in to two groups. Each group had a different version of dictogloss and text editing task. Students were recorded while conducting experimental tasks and after analyzing their LREs (Language Related Episodes) a tailor-made post-test was created. The findings showed that pair work had a positive effect on grammatical accuracy. Text editing task was proven to be more effective among low-proficiency students. It generated more form-focused LREs and created more language learning opportunities and, therefore, it was more conducive to learning.
Open Access
The effect of different types of written corrective feedback on the linguistic competence of English as a foreign language (EFL) students
(2020) Mendioroz Armendariz, Garazi; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas, Sociales y de la Educación; Giza, Gizarte eta Hezkuntza Zientzien Fakultatea
There is a growing body of literature that recognises the importance of corrective feedback (CF) for second language acquisition (SLA). Recent investigations have compared different types of feedback to establish the optimum way to foster language learning. However, to date the number of studies analysing the effect of feedback on young learners is still very scarce. The present research examines the relative effectiveness of different types of CF on young learners’ writing performance. 48 students of English as a foreign language (EFL), aged 12-13, separated into three parallel classes, received different types of feedback: direct CF, indirect CF and reformulation. Quantitative measures of grammatical complexity, accuracy and fluency (CAF) were drawn from three comparable pieces of writing. The findings revealed that the indirect feedback group obtained better results. This group, followed by the direct feedback group, improved in complexity and fluency in the last task. They wrote longer and more complex texts. All three groups obtained worse results for accuracy measures, with a lower number of error free clauses.
Open Access
The effect of telecollaboration in the development of the learning to learn competence in CLIL teacher training
(Taylor & Francis, 2019) García Esteban, Soraya; Villarreal Olaizola, Izaskun; Bueno-Alastuey, María Camino; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
One of the main aims of diverse education systems is the development of key competences to improve citizens’ capacity for lifelong learning. However, some authors have signalled the challenge their measurement entails, among them the Learning to Learn (LtL) competence, which has also been shown to be complex to define and is under research. With a pre–post-test design and a variety of assessment instruments, this study compares the effect having an educational technology course and using telecollaboration has on the development of the LtL competence in a content and language integrated (CLIL) learning environment. Four groups of teacher trainees at two different universities took initial and after treatment surveys on LtL. Quantitative and qualitative data analysis indicated that technology boosts LtL but that telecollaboration helps develop LtL reflective concepts further in the form of processes by constructing or accomplishing learning goals in similar contexts.
Open Access
The effectiveness of activating in English as a foreign language
(2014) Ardaiz Mañeru, Iranzu; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
This paper presents an experimental study undertaken with secondary students focusing on the effectiveness and appropriateness of activating prior knowledge strategies in the EFL classroom. In the study two types of groups were compared: an experimental group which were presented with activating activities in their EFL lessons; and a control group which followed the normal routine (no activating activities) for the same amount of time following the same book and carrying out similar tasks. The results obtained by the two groups as for the number of vocabulary items produced and the accuracy of grammatical structures were compared together with a survey about their personal impressions in order to determine the value of these activities to facilitate EFL acquisition. The findings suggest that activating prior knowledge might be a useful strategy to increase the language competence of learners immersed in regular EFL classes, especially in terms of vocabulary acquisition and recalling. Equally, activating activities have proved valid in order to raise the students´ interest and motivation, and, consequently, improving their results.