López Pérez, María Victoria

Profile Picture

Email Address

person.page.identifierURI

https://academica-e.unavarra.es/handle/2454/49451

Birth Date

Job Title

Last Name

López Pérez

First Name

María Victoria

person.page.departamento

Ciencias humanas y de la educación

person.page.instituteName

I-COMMUNITAS. Institute for Advanced Social Research

ORCID

0000-0002-0168-6492

person.page.observainves

88655

person.page.upna

5923

Name

Filters

20251
Reset filters

Settings

Author: Bueno-Alastuey, María Camino × Subject: Spanish as a second language ×

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    PublicationOpen Access
    Integrating collaborative digital multimodal tasks in Spanish as a second language course
    (Cambridge University Press, 2025-02-19) Elola, Idoia; Bueno-Alastuey, María Camino; López Pérez, María Victoria; Institute for Advanced Social Research - ICOMMUNITAS
    The emphasis in L2 learning has mainly focused on individual writers and monomodal academic genres (e.g. narration, argumentation), neglecting the potential of collaborative composing and the use of digital genres that introduce additional semiotic sources, for fear of having to deal with "a messy transition to digital multimodal communication" (Lotherington, 2021: 220). Yet, because Web 2.0 technological upgrades have enabled interactivity, literacy has morphed from discretely reading and writing a static page to dynamically reading and writing a multimodal one, which underpins collaborative authorship and (local and global) audience awareness. Considering the inclusion of working collaboratively with multimodal tasks in the L2 classroom, the question of how to help students effectively incorporate multimodal with academic monomodal texts remains unanswered. In response to this challenge, this study examines the design and implementation of an online task to foster multiliteracies. Thirty-seven international students of diverse disciplines (e.g. economics, engineering, history), enrolled in a Spanish as a second language course, worked collaboratively to create multimodal texts based on previously created monomodal texts. Informed by a student questionnaire and a teacher focus group, we analyzed both students' and teachers' perceptions to ascertain the effectiveness of the intervention and the possibilities these kinds of tasks bring to the foreign language classroom. Both sets of participants reported positive results concerning linguistic advancement, motivation, and multiliteracies development. Pedagogical recommendations related to the inclusion of this pedagogical practice are provided.