Resum. L'aprenentatge de la pronúncia anglesa mitjançant REO: El cas de Voki. Al llarg dels anys, l'anglès s'ha situat com una vertadera llengua global a la nostra societat. Això ha donat pas a l'aplicació d'un nombre de mètodes i enfocaments pel que fa a l'àrea d'ensenyament i aprenentatge de l'anglès com a llengua estrangera o segona llengua, on tant la integració de les Tecnologies de la Informació i la Comunicació (TIC) com dels Recursos Educatius Oberts (REO) és primordial. Tenint això en compte, aquest estudi té dos objectius. D'una banda, es pretén investigar fins a quin punt els estudiants universitaris matriculats a l'assignatura de Pronunciació i Comprensió de l'Anglès Oral són capaços de millorar la pronunciació mitjançant l'eina en línia anomenada Voki. D'altra banda, es vol examinar si tenen una actitud positiva cap a la utilització de les TIC per a l'aprenentatge de la pronunciació. Els resultats mostren que les TIC, en aquest cas Voki, té un gran potencial per a estimular l'aprenentatge de la pronunciació anglesa.
The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students’ special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind student who used text-to-speech tools (TTS) in order to provide them with accurate assessment. To carry out this research, the student has been monitored throughout the course to see which accommodations fit their1 needs best. All in all, we have observed that read-aloud accommodations lead to a better inclusion of the partially sighted student and better performance.
Motivation in the EFL classroom has aroused the interest of researchers in the last 20 years or so with the solely purpose of fostering students' interest and eagerness to learn a foreign a language (Gardner 2001;2007, Dörnyei 2001, Dörnyei & Schmidt 2001, Carrió-Pastor & Mestre 2014. This study analyses two groups of students. On the one hand, an intermediate language level Trade Course with ages ranging from 18-23 years old in a vocational training high school and a first year university degree classroom (18-21 years old), both groups in an ESP setting. We tried to observe and analyse the degree of motivation in the English as a Foreign Language classroom in a vocational training high school setting and a university class. A couple of questionnaires have been developed in order to survey these two groups of students in different educational institutions. The results show that university students learning EFL feel more motivated towards language learning than vocational training students due to several reasons that are not exclusively related to the language teacher. Relevant methodologies in which students feel they have an active role in the learning process should be considered.
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