Bueno-Alastuey, María Camino
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Bueno-Alastuey
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María Camino
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Ciencias humanas y de la educación
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I-COMMUNITAS. Institute for Advanced Social Research
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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 Una experiencia de enseñanza combinada en un curso universitario de español/L2: percepciones de los estudiantes sobre el efecto de las TIC en sus aprendizajes(John Benjamins Publishing Company, 2015) López Pérez, María Victoria; Bueno-Alastuey, María Camino; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren DidaktikaEste artículo evalúa el uso que 46 estudiantes de un curso universitario de español como lengua segunda (EL2) hicieron de los recursos virtuales disponibles para el aprendizaje de contenidos lingüísticos y culturales, y su valoración sobre la contribución de dichos recursos tecnológicos a su aprendizaje. Los resultados muestran que los estudiantes percibieron que el vocabulario, los contenidos culturales, la gramática y las destrezas receptivas fueron los aspectos más beneficiados por el uso de las herramientas virtuales. También señalaron que este tipo de cursos presenta muchas ventajas, pero también ciertos inconvenientes ya mencionados en investigaciones anteriores. Nuestro análisis puede aportar evidencia empírica para el diseño de cursos utilizando este modelo emergente de aprendizaje.