No abstract

In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students' knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.

The aim of this paper is to analyse the role of textbooks in English for Specific Purposes (ESP) teaching, a field where in-house materials seem to be the most appropriate option. The usefulness of textbooks often depends on their successful adaptation and our contention is that teachers do not have to be specialists in tailoring materials. In addition, textbooks are an important tool for students and this assertion is supported by the results of a questionnaire carried out in the field of Business English. The conclusion reached in this paper is that, although the perfect textbook may not exist, it is possible to settle on a compromise which suits our students. needs and at the same time reflects the teacher.s view of the teaching-learning process.

The popularity of the flipped classroom has been rising. This pedagogical model emphasizes active and peer-assisted learning and problem solving within the classroom and leaves the transmission of conceptual knowledge to individual tasks outside the classroom. This research evaluates the implementation and results of gamification, game-based learning, and active methodologies used in the development of the flipped methodology. The team of researchers has been applying this model since 2017. The sample consisted of students from different subjects, Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Malaga and in Accounting and Administration and Marketing at the Polytechnic of Porto. A statistical analysis of the degree of students' satisfaction with the application of the pedagogical model has been carried out, considering the general aspects and the level of application within each subject. The data show a very positive assessment of the teaching achieved and the strategies applied in the model.

The literature in the fíeld of ESP (Englishfor Specific Purposes) conspicuously documents the relevance of the collaboration between the teacher in this field and the content teacher, as well as that between the former and the student. However, the positions on this score are of a general nature and, consequently, cannot easily be put into practice. This has led us to analyze the main aspects determining this collaboration, and the way in which it can be implemented. In order to do so, we will take as a reference point a post-graduate course on Foreign Trade and, by extensión, on Management Internationalization.We start by describing the ESP teacher's profile, and following upon this, we introduce the theoretical framework of the present study. In turn, we give way to the contextualization of the course under scrutiny, which will allow us to describe how this collaboration was undertaken building upon Dudley-Evans and St John's (1998) view. Finally, we highlight the conclusión at which our paper has enabled us to arrive, namely, that the collaboration between both teachers builds progressively and that it has to be established by delimiting their role in it, that the students' collaboration always involves some risks we should assume and, finally, that teachers with a philological background have a great deal to bring to the ESP field. 8 Revista Alicantina de Estudios Ingleses

The "flipped classroom" is a pedagogical model that consists of putting certain learning processes outside the classroom so that the teacher can devote more class time to students' acquisition of practical skills, for example. In this way, the teacher is not limited to the transmission of course content, but in addition assumes the role of a mediator in the cognitive process, allowing students to actively construct their own knowledge. In this role, the teacher's main task is to encourage students to become independent learners. This paper describes the implementation and initial results of the application of the flipped classroom in higher education. This study is part of a larger research project to improve our students' motivation through the use of the flipped learning. The sample consisted of about 3000 students taking 17 different subjects, in Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Málaga, and in Accounting and Administration, Business Communication and Marketing at the Polytechnic of Porto. According to our results, students' motivation and class attendance increased with the application of this model; a comparison of the final exam results from two years with traditional classes and from two years with flipped learning shows that the proportion of students failing the exam decreased, which confirms that the use of this pedagogic model improves student learning.

No abstract

The objective of this project is to continue improving the quality of the teaching-learning processes and to encourage motivation, thus achieving less dropout, for this we are going to continue applying the FC (Flipped Classroom) adding, as a novelty, the use of SN (Social Networks), in different ways: as interactive and the effective tools for the development of the FC; to evaluate the different networks available; to encourage students to be an active part in their learning process, through the creation of content; to allow the transmission of knowledge and collaboration through SN, between students and student-teachers; and to evaluate the motivation and academic performance of students with the application of SN.To develop the project, that will be carried out in the next academic course, we propose the creation of focus groups with students in order to obtain information on the use of networks in their subjects; an extensive bibliographic review of the use of SN in HE; study of the different SN in order to know their main advantages and disadvantages in relation to their application to HE; train of the teaching staff in the use of the most important SN; define of experiences for the application of SN with the FC methodology; and a final satisfaction survey and evaluation of academic results of the students at the end of each of the subject.