Bueno-Alastuey, María Camino
Loading...
Email Address
person.page.identifierURI
Birth Date
Job Title
Last Name
Bueno-Alastuey
First Name
María Camino
person.page.departamento
Ciencias humanas y de la educación
person.page.instituteName
I-COMMUNITAS. Institute for Advanced Social Research
ORCID
person.page.observainves
person.page.upna
Name
- Publications
- item.page.relationships.isAdvisorOfPublication
- item.page.relationships.isAdvisorTFEOfPublication
- item.page.relationships.isAuthorMDOfPublication
2 results
Search Results
Now showing 1 - 2 of 2
Publication Open 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 - ICOMMUNITASThe 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.Publication Open Access Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance(Wiley, 2022) Bueno-Alastuey, María Camino; Vasseur, Raychel; Elola, Idoia; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Ciencias Humanas y de la Educación; Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa.This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity, lexical diversity, accuracy, and fluency, as well as for overall quality using an analytic scale. Results suggest both treatments produced improvements, although PF was more beneficial for syntactic complexity, fluency, and overall quality, while CW led to more accurate texts. The order of treatments also affected scores: PF followed by CW produced better results in overall quality and fluency, while CW followed by PF was more beneficial for syntactic complexity and accuracy. Based on the results, pedagogical implications and recommendations, as well as limitations and suggestions for future research, are provided.