Ana Gimeno
Universidad Politécnica de Valencia, Applied Linguistics, Faculty Member
- Applied Linguistics, Content and Language Integrated Learning, Computer-Assisted Language Learning, Computer Assisted Language Learning, Computer Assisted Language Learning/Teaching, Computer-assisted assessment, and 11 moreLanguages and Linguistics, Teacher Education, English, Linguistics, Applied Drama/Theatre, Education, English Studies, Theatre in Prisons, Higher Education, Innovation statistics, and Pedagogyedit
- Full professor in Applied Linguistics at Universitat Piltècnica de València, Spainedit
ABSTRACT
ABSTRACT
ABSTRACT
In the developed world, one of the most common reasons for language teachers to reject or feel wary of using technology in their teaching practice has been attributed to feeling overwhelmed by the immense wealth of learning resources,... more
In the developed world, one of the most common reasons for language teachers to reject or feel wary of using technology in their teaching practice has been attributed to feeling overwhelmed by the immense wealth of learning resources, literature and technologies that are currently available (Martínez, Sevilla & Gimeno, 2009; Kessler, 2012; Sugar, W., Crawley, F., & Fine, B., 2004). This feeling of distress can be effectively eliminated by providing language teachers with methods to structure, organise and confront this ever-increasing quantity of technology-based language learning and teaching components. In this chapter we shall therefore attempt to do precisely this, i.e. provide structured information by referring to existing professional associations worldwide that deal with Computer-Assisted Language Learning (CALL) or Technology-Enhanced Language Learning (TELL); to the journals and publications that are currently an international reference in these fields; to a number of webs...
Artículo publicado en QUADERNS DE VERSÀLIA IV, volumen dedicado a la figura del poeta inglés, W.H. Auden. Este artículo hace una reflexión sobre el poema "Spain", escrito por Auden tras su paso por España durante la Guerra... more
Artículo publicado en QUADERNS DE VERSÀLIA IV, volumen dedicado a la figura del poeta inglés, W.H. Auden. Este artículo hace una reflexión sobre el poema "Spain", escrito por Auden tras su paso por España durante la Guerra Civil. http://www.papersdeversalia.com/publicacions/quaderns/04-qdv-auden_cat.html
This book is the result of several years of collaboration among the researchers participating in the bilateral cooperation agreement between the Universidade Estadual de Campinas (UNICAMP), in Brazil, and the Universitat Politècnica de... more
This book is the result of several years of collaboration among the researchers participating in the bilateral cooperation agreement between the Universidade Estadual de Campinas (UNICAMP), in Brazil, and the Universitat Politècnica de Valencia (UPV), in Spain, on Computer-Assisted Learning. This agreement was in turn the outcome deriving from a joint project (2007 to 2011) entitled “Computer-Assisted Language Learning and Teaching: Pedagogical Issues and Examples of Good Practice”, co-financed by the Spanish Ministry of Education (DGU 172/08) and the Brazilian Ministry of Education (CAPES PHB2007-0063-TA), and coordinated by Prof. Miguel Juan Bacic on behalf of UNICAMP and Prof. Ana Gimeno Sanz on behalf of UPV. The book includes contributions in Spanish, Portuguese and English on using ICT in education. The book is available free of charge on CD-ROM.
En este artículo se abordan los resultados de un proyecto realizado con estudiantes universitarios españoles para analizar los pros y los contras de utilizar sistemas de mensajería instantánea de telefonía móvil, tal como WhatsApp, para... more
En este artículo se abordan los resultados de un proyecto realizado con estudiantes universitarios españoles para analizar los pros y los contras de utilizar sistemas de mensajería instantánea de telefonía móvil, tal como WhatsApp, para mejorar la comprensión lectora en inglés como lengua extranjera. Los autores se referirán a la motivación del estudio, a los criterios pedagógicos en los que se basó, la metodología utilizada y los resultados obtenidos.
The future professional world of today’s Engineering students is becoming a life-long learning process where they have to adapt to a changing market and environment full of new opportunities and challenges. Thus, the development of a... more
The future professional world of today’s Engineering students is becoming a life-long learning process where they have to adapt to a changing market and environment full of new opportunities and challenges. Thus, the development of a number of personal and professional skills, in addition to technical content and knowledge, is a crucial part of their learning process and, consequently, of higher technical education and training. Among these skills, the knowledge of modern languages, especially English, stands as pivotal to achieve successful communication, which is a fundamental ability in an increasingly international world. With the necessary time constraints found in current higher education curricula, modern universities should face the problem of training their students in both technical content and professional skills if high quality educational standards are to be met. An area where this match may be successfully targeted is in teaching Languages for Specific Purposes (LSP), ...
This paper will focus on describing a number of schemes leading towards implementing Content and Language Integrated Learning (CLIL) at the Universidad Politécnica de Valencia (UPV). For the past five years UPV has been offering its... more
This paper will focus on describing a number of schemes leading towards implementing Content and Language Integrated Learning (CLIL) at the Universidad Politécnica de Valencia (UPV). For the past five years UPV has been offering its students the possibility of taking a number of degree subjects in English within their official Spanish undergraduate courses as one of the University’s initiatives towards complying with the Bologna Declaration (1999), where the compromise to build a European Higher Education Area (EHEA) was formally introduced. This initiative was included in a broader programme called “Proyecto EUROPA”, now transformed into the “European Convergence Adaptation Programme (PACE)”, which provides funding, technical support and human resources for teaching staff to set up projects aiming towards a convergence in European higher education. Collaboration between content teachers and language teachers thus became natural in a setting where there was a clear intention of inte...
This paper describes one of the courses created and published with the InGenio authoring environment, i.e. Intermediate Online English. The courseware is currently being used as the foundation for an elective subject for learners of... more
This paper describes one of the courses created and published with the InGenio authoring environment, i.e. Intermediate Online English. The courseware is currently being used as the foundation for an elective subject for learners of English for engineering purposes at the Universidad Politécnica de Valencia (Spain). The online course was designed following criteria to encourage learner autonomy and to foster a range of approaches to language learning. The paper discusses on a number of the elements that are integral to the courseware in order to aid learners in becoming independent learners, such as reference materials, feedback and progress reports. http://www.cambridgescholars.com/multiple-voices-in-academic-and-professional-discourse-16
Technical and non-specifically linguistic learning contexts, such as the Universitat Politècnica de València (UPV), encourage language specialists to analyse and investigate new ways and techniques to help create, promote and implement... more
Technical and non-specifically linguistic learning contexts, such as the Universitat Politècnica de València (UPV), encourage language specialists to analyse and investigate new ways and techniques to help create, promote and implement systems that contribute towards making the language learning process more dynamic and efficient. Online learning environments are currently a very useful and attractive channel that can foster language practice, learning, and assessment among students focusing their studies on technical or sciencific disciplines and who cannot devote a large amount of time to learning a foreign language. InGenio is the online platform used to create and deliver an online B2 level (CEFRL, 2001) English course and tester (InGenio FCE Online Course & Tester). These are preparatory materials designed not only to provide the UPV students with a new tool that would enable them to achieve the required B2 level in a foreign language but also to include sections specifically d...
In recent years, several initiatives relating to pedagogical innovation have been implemented at the Universitat Politècnica de València (UPV), Spain, in order to integrate ICT into current teaching practices by means of combining the... more
In recent years, several initiatives relating to pedagogical innovation have been implemented at the Universitat Politècnica de València (UPV), Spain, in order to integrate ICT into current teaching practices by means of combining the efforts made by teachers, students and the institution itself in terms of the support it provides. These three core elements reflect the main theme of the EuroCALL 2011 Nottingham Conference, i.e. the CALL triangle. The paper focuses on the role played by each of these three elements or sides of the equilateral triangle that has been set up in our particular research context. The authors will refer to one of the projects funded by the UPV, known as the Innovation and Improvement in Education Project (Proyecto de Innovación y Mejora Educativa – PIME), which aims to encourage academic staff to engage in projects that provide an added value to a subject by renewing methodologies, rethinking teaching strategies, that is, on innovation. It was this funding ...
Research Interests:
ABSTRACT The fact that there are more online resources available targeting learners with a higher language proficiency may imply that learners with lower proficiency levels, such as beginners and elementary learners, prefer face-to-face... more
ABSTRACT The fact that there are more online resources available targeting learners with a higher language proficiency may imply that learners with lower proficiency levels, such as beginners and elementary learners, prefer face-to-face tuition and classroom contact, whereas intermediate and advanced learners are more willing to explore autonomous learning scenarios; a fact that seems only natural considering that learners who have an intermediate or advanced level of proficiency can, to a larger extent, become independent learners due to an existing knowledge base and subsequent understanding of the target language, conferring more autonomy on them. This also suggests that the Internet is slowly becoming an integral part of our English language teaching practice ¬–especially at levels targeting higher intermediate to advanced learners–, that there is an audience for these courses and also that learners are increasingly in need of materials and learning scenarios outside the boundaries of more traditional teaching. Learner autonomy is undoubtedly one of the assets brought about with the integration of computer-assisted language learning into the language curriculum. Strictly speaking, efficient learner autonomy should imply that learners take greater control over their learning, although this does not necessarily mean that their autonomy should be stripped of instructional guidance. For autonomy to be efficient, on the one hand, learners have to develop the capacity to be independent learners and, on the other, the institutional context in which they are studying must provide the appropriate backing and support for this to occur. This paper will reflect on a number of ICT-related initiatives that have been implemented at the Universidad Politécnica de Valencia in order to foster learner autonomy in a technology-enhanced setting for learners of English for specific purpose. The author will refer to the pedagogical implications deriving from her experience in designing online language learning courseware and to different means of increasing learner autonomy. http://www.springer.com/education+%26+language/linguistics/book/978-3-319-02221-5
Research Interests:
Research Interests:
ABSTRACT net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of... more
ABSTRACT net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of a published lecture, or thesis), or that it is not under consideration for publication elsewhere. While the advice and information in this book are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used
Research Interests:
... References de Siqueira, JM, Gimeno Sanz, A. & Martínez Sáez, A. (2009). Asynchronous user communication and management tools in the InGenio e-learning platform. ... Available from http://www.boe.es/boe/dias/2003/12/20/. Last... more
... References de Siqueira, JM, Gimeno Sanz, A. & Martínez Sáez, A. (2009). Asynchronous user communication and management tools in the InGenio e-learning platform. ... Available from http://www.boe.es/boe/dias/2003/12/20/. Last accessed 05/09/2010. ...