Digital Storytelling as an Innovative Element in English for Specific Purposes

[EN] This paper discusses the benefits of using Digital Storytelling (DS) as an element of innovation and motivation with learners of English for Specific Purposes enrolled in Aerospace Engineering at the Universitat Polietcnica de Valencia, Spain. The paper describes the context and the method, and concludes with a number of findings from a student survey that shed evidence to conclude that DS is a useful and engaging teaching approach with which students improve both non-linguistic skills and competences, as well as productive linguistics skills.S11011617

Implantando AICLE en la enseñanza: estudio sobre la percepción de los profesores ante el uso de una herramienta en línea ad hoc

[ES] El artículo se centra en la descripción de CLILstore, una herramienta de autor y un repositorio de materiales didácticos para el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), creados a través del proyecto cofinanciado por la Comisión Europea, CLIL Open Online Learning (COOL). Además, se describen los dos componentes integrales de CLILstore, es decir, Multidict (una interfaz multilingüe de múltiples diccionarios) y Wordlink (una herramienta que permite enlazar todas las palabras de una página web a una amplia selección de diccionarios en línea gratuitos). El artículo se cierra argumentando la validez de estas herramientas y postula que los cursos de formación de profesores en torno a CLILstore pueden ser también de gran utilidad para que los docentes se familiaricen con los conceptos que subyacen a la metodología AICLE, y la aportación de CLILstore a este fin.[EN] This paper focuses on a dedicated Content and Language Integrated Leaning (CLIL) authoring tool and repository of ready-made materials created within the EU-funded CLIL Open Online Learning (COOL) project, CLILstore,and its two integral components: Multidict (a multilingual multiple-dictionary interface) and Wordlink (a tool that allows all the words on a website to become automatically linked to sundry dictionaries in various language pairs). The validity of these tools and a discussion on how teacher training courses that focus on the use of CLILstorecan become helpful to develop CLIL skills, and how CLILstorewas helpful in achieving this, close the article.We would like to thank the European Commission for co-funding the Tools for CLIL Teachers project from 2012 to 2014 (ref. 517543-LLP-2011-DK-KA2-KA2MP) and the CLIL Open Online Learning (COOL) project from 2018 to 2021 (ref. KA2-2018-1-ES01-KA203- 050474).Gimeno Sanz, A. (2021). Integrating CLIL in Education: Exploring Teachers' Perceptions toward Using a Dedicated Online Tool. Verbeia. Monográfico: Revista de Estudios Filológicos. (5):10-25. http://hdl.handle.net/10251/1893941025

Exploring L2 learners’ engagement and attitude in an intercultural encounter

Following the appraisal framework (Martin & White, 2005), in particular the two discourse-semantic systems of Engagement and Attitude, this study examines the extent to which second language learners in a US-Spain telecollaborative project (a) engaged with their own ideas and those of their partners and (b) expressed their attitude towards their own and the second language culture. The results of the analysis suggest that learners reacted differently when discussing their own culture and that of their foreign language. The data collected provides evidence that learners avoided using monoglossic (i.e. bare) statements regarding both their L1 and L2 cultures, and fewer contracting statements for the latter. Overall, learners also presented a preference for positive Affective, Judgment, and Appreciation markers, which suggests their interest in creating an environment of solidarity and closeness with their telecollaborative partners. The results also indicated the value of discussing the topic in general, without particular reference to the first or the second culture, as a safe space to address conflicting issues that might result in communication breakdowns and move beyond personal, superficial, and anecdotal references

Validating self-made multimedia resources for English teaching and learning in higher education contexts

Este artigo descreve a validação de uma ferramenta de auto-avaliação y de preparação online de inglês desenvolvida e implementada na Universitat Politècnica de València / Espanha por pesquisadores do grupo CAMILLE. Esta ferramenta é parte integral do InGenio FCE Online Course & Tester, criada para preparar aos alunos para provas oficiais de proficiência em inglês de nível intermediário-alto. A ferramenta passou por um meticuloso processo de avaliação por parte de 66 alunos de Inglês para Fins Específicos. Os resultados foram positivos em termos de satisfação dos usuários e proporcionaram informações em relação às preferências dos usuários e às possíveis melhoras

Impacto del ozono troposférico sobre la anatomía foliar de Abies pinsapo Boiss. I: estudio de la distribución de daños

Impacto del ozono troposférico sobre la anatomía foliar de Abies pinsapo Boiss. I: Estudio de la distribución de daños. Con el fin de elaborar unos criterios unificados para la evaluación del impacto del ozono troposférico y compararlos con la respuesta de las poblaciones naturales de Sierra Bermeja y Sierra de las Nieves, se han reproducido en cámaras Open Top, ambientes filtrados y enriquecidos con ozono para realizar una caracterización microscópica del daño que produce el ozono troposférico sobre Abies pinsapo Boiss. Los resultados demuestran que pese a que la morfología foliar permanece inalterada tras someter durante un mes en condiciones de 30 ppb durante 8 horas al día, a nivel tisular se han producido daños de consideración que afectan de este endemismoTropospheric ozone injury on the foliar anatomy of Abies pinsapo Boiss. I: Study of damage distribution. With the aim of develop unified criteria to evaluate the tropospheric ozone injury and compare with responses in Abies pinsapo Boiss. in natural populations in Sierra Bermeja and Sierra de las Nieves, it has been reproduced in Open Top Chambers conditions of filtered air and addition of controlled amounts of ozone. Results show that despite leaf morphology remains unaltered after a treatment with 30 ppb 8 hours per day, at tissue level there have been injuries that affect this endemis

Increasing the stability of Empeltre olive oils by aromatization with rosemary (Rosmarinus officinalis) and garlic (Allium sativum)

A strategy to increase shelf life of Empeltre olive oils could consist in the incorporation of flavoring agents (rich in antioxidant compounds). The aim of this study was to describe the quality of Empeltre olive oils flavored with rosemary and garlic at different concentrations and methods (maceration and co-processing during malaxation). The incorporation of garlic during malaxation increased total phenol content and antioxidant capacity. Aromatization with rosemary (added during malaxation) increased total phenol content more than 50%. Changes in individual phenols were observed after garlic and rosemary aromatization. Slight increases in α-tocopherol were also observed at 5 and 7% concentration. Pigment content increased with rosemary concentration. As a consequence, antioxidant capacity and oxidative stability increased. Aromatization with rosemary by co-processing during malaxation was more effective in increasing antioxidant compounds than the maceration method. Empeltre olive oils aromatized with garlic achieved a greater sensory acceptance and better scores than with rosemary

Implementing online language exams within the Spanish National University Entrance Examination: The PAULEX Universitas Project

[EN] This paper describes the PAULEX Universitas Project, an online system to design, deliver and assess the foreign language exam that is an integral part of the Spanish national university entrance examination. The foreign language exam is compulsory for all students who wish to enrol in higher education. Students can choose to take one of the following language exams: English, French, German, Italian or Portuguese. Every year, approximately 27,000 students take the university exam simultaneously in the Valencian Community (comprised of 3 provinces: Alicante, Castellón and Valencia) and over 25,000 of these take the English language exam. The paper describes the context in which this university entrance exam takes place, with reference to the current changes in Spanish ministerial policies. Illustrations from the platform are included, as well as a discussion on issues relating to the system's management tools, data security and user interaction. The paper concludes by presenting some of the results obtained from a pilot experience conducted in Valencia with more than 200 students and by addressing a number of difficulties encountered concerning the implementation of the PAULEX online examination platform regionally.S687234

Tools for CLIL Teachers

[EN] The EU-funded Tools for CLIL Teachers project has created a free online service where language teachers can author and share content-rich, multimedia learning units featuring the creator’s own choice of audio, video (e.g. from YouTube), text (e.g. a transcript) and images/graphics.Ó Dónaill, C.; Gimeno-Sanz, A. (2013). Tools for CLIL Teachers. The EuroCALL Review. 21(2):56-63. https://doi.org/10.4995/eurocall.2013.9791566321

Fostering general and specific competences through online language learning materials

This paper addresses how general and specific competences are dealt with and fostered through the Online First Certificate Course and Tester, designed by the CAMILLE Research Group in Spain. The debate and research on the role of competences is an ongoing issue within the field of higher education. Moreover, the new framework of the European Higher Education Area (EHEA) has made it more visible and has contributed towards designing and implementing new educational curricula based on a competence-based approach. Keywords: online language learning materials; planning; methodology; innovative approac