Persona: Chacón Beltrán, Manuel Rubén
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0000-0002-3055-0682
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Chacón Beltrán
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Manuel Rubén
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Publicación Improving lexical errors in EFL writing by using software-mediated corrective feedback(Editorial Universidad de Granada, 2022-01-21) Echitchi, Raymond; Chacón Beltrán, Manuel RubénEl objetivo de este trabajo de investigación es evaluar la eficacia de las herramientas informáticas para proporcionar feedback sobre los errores de alumnos y mejorar su escritura. En este artículo se hace hincapíe en los errores léxicos, tratando de ver en qué medida el feedback proporcionado por herramientas informáticas puede ayudar a los estudiantes a corregir y evitar esos errores. Este estudio, basado en una serie de composiciones elaboradas por 33 estudiantes del Grado en estudios ingleses por la Universidad Nacional de Educación a Distancia de España, nos llevó a la conclusión de que la tecnología puede ser una herramienta de gran utilidad en el proceso de enseñanza y aprendizaje en contextos de enseñanza a distancia. Este trabajo demostró que los estudiantes pudieron reducir significativamente el número de errores léxicos en sus ensayos mediante el uso autónomo de herramientas tecnológicas de corrección de errores y que, a lo largo del tiempo, los estudiantes mejoraron su capacidad para evitar tales errores. Sin embargo, el trabajo también demostró que ninguna herramienta tecnológica puede sustituir completamente a los profesores, ya que la programación informática es de momento limitada y hay errores que sólo los usuarios con conocimientos avanzados en el idioma pueden detectar y corregir.Publicación Attitudes Toward English as a Lingua Franca Among Prospective EFL Teachers in Spain(Springer Singapore, 2021) Chacón Beltrán, Manuel RubénLingua francas have played a crucial role throughout history on the development of civilization by facilitating communication among people of different cultures for different purposes. There have been, and there are, many instances of such “tools” for intercultural communication, but if there is a lingua franca that is playing a prominent role in the world at the moment, it is English. More than 375 million people speak English as a first language, and one-quarter of the world’s population (375 million) speak it as a second or foreign language (Crystal, 2012).Publicación User engagement patterns in LMOOCs or how to foster distance language learning through MOOCs(Tirant Humanidades, 2022) Echitchi, Raymond; Chacón Beltrán, Manuel RubénThis work aims at comparing and contrasting engagement patterns in an LMOOC whose purpose is to teach English at lower and upper intermediate (B1/B2) levels. The data presented in this paper, which describe engagement with videos, quiz completion and forum participation were retrieved both automatically (through the OpenEDX feature known as “Analytics”) and manually (for forum participation), and relate to two editions run in May and November 2019. Overall, results point to the fact that in addition to decreasing over time, engagement was closely connected with how much effort the completion of an activity required. In other words, passive activities like watching videos had higher engagement rates than forum discussion. In addition, our findings confirmed what other researchers had indicated, i.e., the sharp difference between the number of registered users and those who actually completed the coursePublicación Who Wants to Learn English Online for Free?(National Research University Higher School of Economics, 2021-12-14) Echitchi, Raymond; Chacón Beltrán, Manuel RubénThis article delves into the demographics of users enrolled in two LMOOCs offered by Spain’s National Distance Education University (UNED). It was motivated by the need to find out more about those people who see MOOCs as an opportunity to learn English in Spain, as this knowledge would help LMOOC designers develop courses that are more appealing to prospective learners, and thus fight low completion rate which is one of the main drawbacks of MOOCs. In addition, as the world battles against the COVID-19 pandemic looking for alternative learning approaches is unavoidable, therefore studying MOOC user demographics could ultimately help educational authorities know the impact of the courses and enable the courses to reach a wider audience. The data collected between 2016 and 2020 using a questionnaire that participants had to complete upon registration revealed that most of them were mid-life adults who held a university degree. In addition, our findings seemed to indicate that female learners are more likely to take the courses than their male counterparts.