Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

  1. Villarreal, Izaskun 1
  2. Gómez Lacabex, Esther 2
  3. Gallardo del Puerto, Francisco 3
  4. Martínez Adrián, María 2
  5. Gutiérrez-Mangado, M. Juncal 2
  1. 1 Universidad Pública de Navarra
    info

    Universidad Pública de Navarra

    Pamplona, España

    ROR https://ror.org/02z0cah89

  2. 2 Universidad del País Vasco - UPV-EHU
  3. 3 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

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Revista:
Journal of English Studies

ISSN: 1576-6357

Año de publicación: 2020

Número: 18

Páginas: 253-277

Tipo: Artículo

DOI: 10.18172/JES.3969 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Journal of English Studies

Resumen

Este estudio explora el efecto de realizar ejercicios en Hot Potatoes sobre la utilizacion de los tiempos verbales de tres grupos de diferente nivel de ingles como Lengua Extranjera, ILE, - B2 (intermedio alto), C1 y C2. Para ello, se midio la utilizacion de los tiempos verbales antes y despues del tratamiento. Este consistio en completar ejercicios en Hot Potatoes y acceder a explicaciones teoricas sobre los usos y funciones de los tiempos verbales. Los resultados indicaron que la intervencion solo fue beneficiosa para el grupo de C1, ya que los otros dos grupos no experimentaron mejoras significativas. Los resultados, por lo tanto, solo sustentan parcialmente los beneficios del Aprendizaje de Lenguas Asistido por Ordenador (ALAO) para la mejora de la gramatica y remarcan la importancia de considerar el nivel de competencia linguistica al disenar experiencias ALAO. Finalmente, se sugiere que, para aumentar su incidencia, estas practicas deberían ser mas personalizadas y dinamicas y estar mejor integradas.

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Información de financiación

The present study was supported by the 6550/2012-14 Education Innovation Project: from the University of the Basque Country (UPV/EHU).

Financiadores

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