Persona: Martín Monje, Elena María
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Martín Monje
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Elena María
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Publicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, PazPublicación Language MOOCs as an Emerging Field of Research: From Theory to Practice(Springer, 2023-04-15) Martín Monje, Elena MaríaLanguage MOOCs (Massive Open Online Courses) have been identified as an emergent and expanding field of research. They represent an innovative educational proposal that emphasizes the open and social side of language learning in digital environments. This chapter offers an overview of the state of the art in the field, with distinct parts. First, it shows the progress made in scholarly research -in terms of the conceptualization, theoretical foundations, and current research trends in LMOOCs (Language MOOCs). Then it focuses on what constitutes best practice in LMOOCs for English learning: it establishes a taxonomy of courses on offer, the learning scenarios in which they can be implemented, and most importantly, describes their specificities, key elements, and functionalities. Finally, it offers guidelines for teachers and researchers interested in creating quality LMOOCs for English teaching and learning.Publicación Data-driven learning to improve writing skills in foreign languages(EADTU, 2022) Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresPublicación Training in Digital and Didactic Competences for Future Foreign Language Teachers: Reflecting on the Learning Process(Universitat de Valencia, 2024-07-22) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study explores the evolution in the self-perceived digital and didactic competences of student-teachers completing a course on "Teaching English as a Foreign Language". The main aim of the research was to assess the impact of the integrated practice of these two competences through the completion of specific tasks. The research method chosen was mixed (quantitative and qualitative), and the self-reflection tools used were the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) for digital competences and EPOSTL (European Portfolio for Student Teachers of Languages) for didactic competences. A total of 244 student-teachers participated in this innovative proposal during the academic year 2021-22. They had to complete collaborative tasks addressing both competences: pre-task video discussions, lesson planning, and post-task video presentations. They made use of MS Office 365 and Teams for their collaborative work. Results show that their perception of digital competence fluctuates but shows an overall improvement, while their perceived progress in didactic competence is more erratic, with a more positive result in the pre-task and in the task, but not in the post-task. This study contributes to gaining a deeper understanding of digital and didactic competence practice in teacher training, underlining the effectiveness of an integrated approach.Publicación Tutor vs. Automatic Focused Feedback and Grading of Student ESP Compositions in an Online Learning Environment(Shahid Chamran University of Ahvaz, 2024-10) Martín Monje, Elena María; Bárcena Madera, María ElenaThis article discusses the affordances and limitations of an automatic text evaluator in the context of the online teaching/learning of composition writing skills within a specialised linguistic domain, namely, English for Tourism. The system, named G-Rubric, was designed and built by an interdisciplinary team of linguists, psychologists, educationalists, and computer engineers to explore the applicability of data-driven language learning in education, for which it subsequently obtained several awards and distinctions. This article describes the adaptation process of G-Rubric to English for Tourism, contextualized in a distance learning university degree, and analyses its potential to substitute or complement frontline tutors in the task of revising and assessing student compositions. Two types of textual evaluation are provided by G-Rubric: numerical grading and focused feedback on form (writing) and function (content). Content evaluation is based on pattern-matching and machine reasoning against a specialised corpus and associated knowledge previously inserted in the tool as appropriate. The article compares the performance of both tutors and system and proposes specific lines of research to gain insights into their optimal integration.Publicación Language Teacher Development in Computer-Mediated Collaborative Work and Digital Peer Assessment: An Innovative Proposal(Shahid Chamran University of Ahvaz, 2023) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis research paper explores the integration of digital technologies in language teacher development, focusing on computer-mediated collaborative learning (CMCL) and peer assessment in digital environments. The research was carried out at the National University of Distance Education (UNED) in Spain, in a TEFL course, with 518 student-teachers. The research methodology included both quantitative and qualitative techniques, and the results indicated positive satisfaction levels, especially in these dimensions: clear goals and objectives, appropriate assessment, and appropriate workload, with both learning in digital environments and the quality of teaching particularly highlighted. Additionally, statistically significant differences in the final grades were observed between the MS Teams users and the ones not following CMCL. Finally, the influence of digital learning was demonstrated across a large portion of the other variables according to the students’ perception of it.Publicación The coming of age of LMOOC research. A systematic review (2019-21)(Taylor & Francis, 2022-06-08) Díez-Arcón, Paz; Martín Monje, Elena MaríaThere has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.Publicación Enseñanza y aprendizaje de lenguas con recursos digitales(UNED- Universidad de Educación a Distancia, 2023-03) Sedano Cuevas, Beatriz; Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena MaríaPublicación Researching Massive Open Online Courses for language teaching and learning(Cambridge University Press, 2021-04-23) Martín Monje, Elena María; Borthwick, KatePublicación Research trends in Language MOOC Studies: A Systematic Review of the Published Literature (2012-2018)(Taylor and Francis Group, 2020-04-16) Sallam, Marwan H.; Martín Monje, Elena María; Li, YanThis study aims to explore the current published research on Language Massive Open Online Courses (LMOOCs), outlining the types of papers, countries where studies were performed and institutions devoted to this field. Also, it intends to classify the reviewed literature following a general categorization of MOOCs (Liyanagunawardena, Adams, & Williams, 2013), and to identify the main trends and topics of interest for LMOOC researchers. Results show that there is still a lack of LMOOC-related articles in CALL (computer assisted language learning) journals, since most of the publications in the period reviewed (2012-18) are conference papers. The country in which most studies have been done so far is Spain and Universidad Nacional de Educación a Distancia (UNED) is currently the most active institution in this area. Within the taxonomy established, the most popular categories of studies focused on LMOOC participants or providers and case studies. Systematic review of the published literature indicated that research trends in LMOOCs studies comprise: 1) conceptualization of LMOOCs and their distinctive features; 2) attempts to find the most suitable model for language teaching and learning beyond the xMOOC/cMOOC dichotomy; 3) suitability of LMOOCs for languages for specific purposes (LSP) courses; 4) focus on the learners and their motivation and experience throughout the course; 5) reflection on the new role of the teacher; 6) instructional design and how it affects participants’ learning and possible attrition; and 7) importance of social learning in LMOOCs. Nevertheless, LMOOCs is still an emerging field in need of further serious studies.