Persona: Bárcena Madera, María Elena
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0000-0002-0645-5933
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Bárcena Madera
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María Elena
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Publicación An approximation to inclusive language in LMOOCs based on Appraisal Theory(De Gruyter, 2020-03-11) Bárcena Madera, María Elena; Read, Timothy Martin; Sedano Cuevas, BeatrizThis article explores inclusive language as a form of verbal communication in an open online language course for refugees and migrants. Firstly, the existing evidence of the benefits of using inclusive language in education is analyzed. Secondly, the specific need to use this type of language in the context of online courses for displaced people is discussed. Thirdly, a first approximation towards the identification of linguistic resources that may impact both group inclusion and individual discrimination is attempted, based on principles and categories from Appraisal Theory. Fourthly, the presence and effects of these linguistic resources are analyzed in the materials and forums of a highly successful LMOOC of elementary Spanish for refugees and migrants. Fifthly and finally, conclusions are drawn on the conveniencPublicación Inclusive Language MOOCs(Graz University of Technology, 2021-05-28) Read, Timothy Martin; Sedano Cuevas, Beatriz; Bárcena Madera, María ElenaThis article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.Publicación Aprendizaje colaborativo asistido por ordenador para la transferencia de las competencias mediadora y lingüístico- comunicativa en inglés especializado(Peter Lang, 2014) Talaván Zanón, Noa; Bárcena Madera, María Elena; Álvaro Villarroel; Pérez Cañado, María Luisa; Ráez Padilla, JuanPublicación 'Thinking about learning' exploring the use of metacognitive strategies in online collaborative projects for distance professional English learning(Universidad de Valladolid, 2014) Bárcena Madera, María Elena; Martín Monje, Elena María; Talaván Zanón, NoaEste artículo explora el uso de estrategias metacognitivas en un contexto de proyectos lingüísticos colaborativos en línea, partiendo de la premisa de que pueden desvelar ciertas presuposiciones falsas relativas al aprendizaje de lenguas en línea y por tanto propiciar procesos de aprendizaje autónomo documentados, auto-regulados y potencialmente efectivos. Esta investigación parte de un proyecto piloto finalizado recientemente llamado The Professional English Workbench, que incluyó agrupaciones de alumnos basadas en tareas y un proceso de evaluación (tanto propia como externa) multi-cíclico, basado en el uso de rúbricas que tenían como objetivo principal la activación y mejora del uso de la metacognición. Tal y como se explica en el artículo, en este proyecto participaron estudiantes voluntarios de tres asignaturas relacionadas con el inglés profesional del grado de Turismo de la UNED, una institución de educación superior a distancia que hace uso de metodología de aprendizaje mixto centrada en la educación en línea a través de su plataforma virtual. Tras presentar tanto el funcionamiento del proyecto como el análisis de los resultados, se da respuesta a las preguntas de investigación iniciales, relacionadas con la opinión de los alumnos acerca de las tareas de colaboración llevadas a cabo y las posibilidades de mejora de la competencia metacognitiva en el contexto del proceso de aprendizaje de una segunda lengua.Publicación Exploring Collaborative Reverse Subtitling for the enhancement of written production activities in English as a Second Language(Cambridge University Press, 2017-01) Talaván Zanón, Noa; Ibáñez Moreno, Ana; Bárcena Madera, María ElenaThis article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.Publicación Análisis de la evaluación multicíclica en la construcción colaborativa de un repositorio digital de recursos de aprendizaje para Inglés Profesional(Universidad Nacional de Educación a Distancia (UNED), 2014) Bárcena Madera, María Elena; Talaván Zanón, Noa; Martín Monje, Elena María; Sánchez-Elvira Paniagua, Ángeles; Santamaría Lancho, MiguelPublicación Analysing student participation in Foreign Language MOOCs: a case study(P.A.U. Education, 2014) Bárcena Madera, María Elena; Read, Timothy Martin; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María DoloresThis article discusses the theoretical aspects and practical applications of foreign language massive open online courses (henceforth, LMOOCs). Firstly, LMOOCs are presented as a fairly recent didactic modality that has emerged with an enormous potential for rich, flexible, and attractive collaborative learning and social interaction, in a world where huge economic unbalance gives rise to people with very different access opportunities to both formal language training and the diverse communicative scenarios that enhance the development of language competences. Secondly, the article also analyses the opposing views of LMOOCs presented by skeptical experts. While the practicality of this educational model is generally accepted as providing ‘useful experiences’ with more or less epistemological value, there is still some fundamental doubt that this educational model will actually be useful in helping students gain a command of a foreign language. Thirdly and finally, some of the conventional course quality factors are questioned, namely student participation, dropout and satisfaction. This will be illustrated with data from a sample course undertaken by Bárcena and Martín-Monje: “Professional English”, the first LMOOC in Spain, with over 40,000 students.Publicación New forms of negotiating meaning on the move: The use of mobile-based chatting for foreign language distance learning(IADIS - International Association for Development of the Information Society, 2014) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María; Bárcena Madera, María ElenaThis paper analyzes the adequacy of mobile chatting via Whatsapp for the enhancement of a type of spontaneous and colloquial written interaction which has a strong connection with oral discourse. This is part of a research project undertaken with Spanish students of German as a foreign language with a beginner’s or quasi-beginner’s level. The paper presents the context and parameters of this learning experience and the methodology followed. Then, an analysis of the results is undertaken in terms of student response, attitude and participation, and also in terms of the meaning negotiation strategies and language used. Finally, conclusions are drawn regarding the adequacy of the Whatsapp technology for the practice and improvement of interactive skills for foreign language students at the initial learning levels.Publicación Preliminary conclusions after the design and implementation of mobile learning apps for professionals(Research-publishing.net, 2014) Castrillo de Larreta-Azelain, María Dolores; Bárcena Madera, María Elena; Pareja Lora, AntonioAccording to a recent research carried out by Aruba Networks (2014) in the US, the UK, France, Spain, Germany, Sweden, South Africa, Saudi Arabia and UAE, 86% of all respondents have two or more devices that can connect to the internet, and nearly two thirds (64%) already own three or more mobile devices with this feature; another 39% own four or more (p. 4). We live on the move, and this includes mobility, as well as working anytime, anywhere and lifelong learning. Thus, research on language teaching and/or learning should focus on the ways to get adapted to the specific new needs of our modern society (e.g. mobility). Accordingly, for instance, mobile-assisted language learning (MALL) activities should be appbased; “this is not a trend language educators can ignore” (Godwin-Jones, 2011, p. 8). In this paper, we present some preliminary results and conclusions after the design and implementation of some MALL apps carried out by the ATLAS research group. They have been developed in the context of the SO-CALL-ME project, in order to enable the members of ATLAS to explore the way in which students can improve their oral language skills “on the move”.Publicación State of the art of language learning design using mobile technology: sample apps and some critical reflection(Research-publishing.net, 2015-12-02) Bárcena Madera, María Elena; Read, Timothy Martin; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván Zanón, Noa; Ávila Cabrera, José Javier; Ibáñez Moreno, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez Arancón, Pilar; Castrillo de Larreta-Azelain, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, AgnesIn this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers interested in the field can see that the work presented here exemplifies how fertile it is, which should hopefully serve as motivation to undertake new studies to move the state-of-the-art further on