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Sánchez Calderón, Silvia

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0000-0002-1599-236X
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Sánchez Calderón
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Silvia
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2022 - 20232
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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Designing and implementing blogs in English second language learning
    (European Association of Distance Teaching Universities (EADTU), 2022) Sánchez Calderón, Silvia; Escobar Álvarez, Mª Ángeles
    This paper discusses the design and implementation of an institutional blog that hosts a repository of online and open access grammar checkers with the objective of fostering the development of autonomous learning through the acquisition of skills related to the self-correction of written essays in English. Examples of these tools include Grammarly, ProWriting Aid, PaperRater or Writing Assistant, among others. This repository is hosted in an institutional blog at the National University of Distance Education (UNED), and each grammar checker is structured as follows: (a) a brief description of the tool; (b) the main functionalities that each tool offers for the self-correction of English texts with the visual support of a checklist; and (c) a short video tutorial. The main distinctive feature of these video tutorials is that they have been designed, taking as a starting point a corpus of English written texts produced by undergraduate students of Instrumental English I and II of the English Bachelor’s Degree and Modern Language I. Foreign Language: English of the Spanish Language and Literature Bachelor’s Degree. Thus, this institutional blog aims to contribute to the expansion of innovative digital resources that will help both English second language learners in the development of their written competence and self-correction of errors and English language teachers in the implementation of online Information and Communication Technology tools in the classroom.
  • Miniatura
    Publicación
    RE-Write: a mobile app as an L2 English teaching-learning resource for writing authentic texts based on textual genres
    (Zenodo, 2023) Sánchez Calderón, Silvia; Brady, Imelda Katherine; Carranza Márquez, Aurelia; Cunha Fanego, Iria Da; Escobar Álvarez, María Ángeles; Pistola Grille, Sara; Romea Parente, Elena; https://orcid.org/0000-0001-8650-0038; https://orcid.org/0000-0003-3811-5869
    This paper analyzes the design of the mobile application RE-Write (Resources for English Writing) as an autonomous learning resource for the development of written production of English texts based on textual genres. Examples of these textual genres include opinion essays, job application letters, formal emails or articles. The learning resources hosted in each textual genre are structured as follows: (a) a brief videotutorial that explains the structure and the content of each text, along with the main linguistic features from three main approaches, namely, lexicon (semantic fields), grammar (verbal tenses) and discourse (use of connectors, rethorical figures), (b) a golden text extracted from an online and open access source, that will serve users as a model pattern for writing their own texts and (c) self-corrected activities with gamification that will allow to measure the users’ progress by obtaining points or trophies. Previous empirical studies have evidenced that students show high motivation for learning English through the use of mobile phones and the development of written production of texts in this language has considered to be positive via Mobile Assisted Language Learning (MALL) (Hao, Lee, Chen and Sim 2019; Khalitova and Gimaletdinova 2016). Therefore, RE-Write aims to contribute to help English second language learners with an A2-B1 level develop autonomous learning in the writing of textual genres through MALL and also aid these learners along their academic performance.