Language and technology

35 Items

Deals with the teaching, learning and management of languages through the use of technology.   

All Items

  • Educators in Transition: Unpacking Argentinean Teachers' Attitudes Towards AI in Higher Education

    Laura Inés Bottiglieri, María Fernanda Irrazabal, Carina Ramallo
    |Abstract
    = 51 veces | PDF
    = 30 veces| | EPUB
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.355874

  • Artificial Intelligence Applications in College Academic Writing and Composition: A Systematic Review

    Adriana Pérez, Steven K. McClain, Alana Farrah Roa, Nayibe Rosado-Mendinueta, Lina Trigos-Carrillo, Heydy Robles, Oscar Campo
    |Abstract
    = 106 veces | PDF
    = 127 veces| | EPUB
    = 3 veces|
    DOI: https://doi.org/10.17533/udea.ikala.355878
  • "Paisajes latinoamericanos", artwork by Harrison Tobón.

    Policies and Practices for Global Multilingualism

    Gilvan Müller de Oliveira, Umarani Pappuswamy, Martha Lucía Pulido Correa
    e1358582
    |Abstract
    = 226 veces | PDF
    = 92 veces| | EPUB
    = 4 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 52 veces| | PDF (FRANÇAIS (CANADA))
    = 12 veces|
    DOI: https://doi.org/10.17533/udea.ikala.358582

  • Bridging Linguistic Divides? A Critical Exploration of Machine Translation’s Role in Fostering Cross-Cultural Accessibility in Literature

    Gys-Walt van Egdom
    e14356102
    |Abstract
    = 104 veces | PDF
    = 59 veces| | EPUB
    = 2 veces|
    DOI: https://doi.org/10.17533/udea.ikala.356102
  • Edifico Garcia Barranquilla Acuarela sobre papel 70 x 50 cm Año 2018

    Book Review: The Routledge Handbook of Multilingualism

    María Luisa Valencia
    e16358601
    |Abstract
    = 94 veces | PDF
    = 71 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 2 veces|
    DOI: https://doi.org/10.17533/udea.ikala.358601

  • From Exclusion to Active Intergenerational Participation: A Dubbing Project in a Minoritised Indigenous Language

    Maria Montroy, Inés María García-Azkoaga
    e7356014
    |Abstract
    = 102 veces | PDF (ESPAÑOL (ESPAÑA))
    = 69 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 1 veces|
    DOI: https://doi.org/10.17533/udea.ikala.356014

  • ChatGPT as a Tool to Improve Written Expression in English as a Foreign Language

    Alicia Ricart
    1-16
    |Abstract
    = 1107 veces | PDF (ESPAÑOL (ESPAÑA))
    = 720 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 26 veces|
    DOI: https://doi.org/10.17533/udea.ikala.354584

  • Presentation

    Luanda Sito
    1-5
    |Abstract
    = 202 veces | PDF (ESPAÑOL (ESPAÑA))
    = 127 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 7 veces| | PDF (PORTUGUÊS (BRASIL))
    = 8 veces| | EPUB (PORTUGUÊS (BRASIL))
    = 8 veces|
    DOI: https://doi.org/10.17533/udea.ikala.357500

  • TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study

    Carmen Pérez-Sabater, Enrique Cerezo-Herrero, Inmaculada Barbasán Ortuño
    1-19
    |Abstract
    = 675 veces | PDF
    = 422 veces| | EPUB
    = 20 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353501

  • Use of WhatsApp as a Platform to Promote English Oral Fluency and Accuracy: A Task Repetition Approach

    Edgar Emmanuell Garcia-Ponce, M. Martha Lengeling, Irasema Mora-Pablo, Lisa Marie Conaway Arroyo
    69-85
    |Abstract
    = 979 veces | HTML
    = 2 veces| | PDF
    = 518 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a04

  • The Language of Cryptocurrencies: Frequent Words, Neologisms, Acronyms, and Metaphors

    Ricardo Casañ Pitarch
    122-138
    |Abstract
    = 514 veces | HTML
    = 4 veces| | PDF
    = 237 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a07

  • Translations and Transcreations of Advertising Posts on Twitter and Instagram: Netflix in Spanish

    Livia-Cristina García-Aguiar, Rocío García-Jiménez
    106-121
    |Abstract
    = 690 veces | HTML (ESPAÑOL (ESPAÑA))
    = 5 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 405 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a06

  • Vos: Young, Poor and Vulgar in Eastern Bolivia? A Corpus Study on Voseo in WhatsApp Exchanges

    Tatiana Maranhão de Castedo, Rubens Marques Lucena, Carolina Gomes da Silva
    393-410
    |Abstract
    = 423 veces | PDF (ESPAÑOL (ESPAÑA))
    = 457 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a06

  • Factors Affecting Primary Students' Reading Comprehension and their Connection to ICTs

    Wilman Enrique Pérez Benítez, Carmen Tulia Ricardo Barreto
    332-354
    |Abstract
    = 3595 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1892 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 220 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 37 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a03

  • Willingness of Spanish University Students to Connect their Camera during the COVID-19 Pandemic

    José Ramón Calvo-Ferrer
    292-311
    |Abstract
    = 634 veces | PDF (ESPAÑOL (ESPAÑA))
    = 352 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a01

  • Creation of Virtual Learning Objects for the Development of Technological Skills and the Learning of English as a Foreign Language

    Delcy Carolina Parra Diettes
    527-546
    |Abstract
    = 1851 veces | PDF (ESPAÑOL (ESPAÑA))
    = 981 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a14

  • Reading in Distracting Settings: The Role of Inhibition and Setting Goals in the Comprehension of Digital Academic Texts

    Pamela Ramírez-Peña, Claudia Paz Pérez-Salas, Bernardo Riffo-Ocares, Raquel Cerdán Otero
    66-83
    |Abstract
    = 717 veces | HTML (ESPAÑOL (ESPAÑA))
    = 37 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 8 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 414 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a04

  • Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis

    Paula Andrea García Montes, Juan Sebastián Martínez, Andrés Romero
    105-124
    |Abstract
    = 640 veces | HTML
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 355 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a06

  • Face-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?

    Juan Antonio Núñez Cortés, María Constanza Errázuriz, Adrián Neubauer Esteban, Claudia Parada
    643-660
    |Abstract
    = 1050 veces | PDF
    = 708 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a10

  • FL Pre-Service Teachers' Psychosocial Aspects and Educational Conditions During the COVID-19 Pandemic Lockdown

    Jacqueline García Botero, Gustavo García Botero, Margarita Alexandra Botero Restrepo
    553-569
    |Abstract
    = 935 veces | PDF (ESPAÑOL (ESPAÑA))
    = 651 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a05

  • Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

    D. Joseph Cunningham
    749-765
    |Abstract
    = 534 veces | HTML
    = 0 veces| | PDF
    = 309 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a15

  • Language Learning in the Time of COVID-19: ELT Students’ Narrated Experiences in Guided Reflective Journals

    Amanda Wilson, M. Martha Lengeling
    571-585
    |Abstract
    = 1757 veces | HTML
    = 0 veces| | PDF
    = 1032 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a06

  • Teaching English Online to Students with Autism Spectrum Disorder and Down Syndrome During the COVID-19 Pandemic

    Zoila Liliana Giraldo Martinez, Sigrid Andrea Ramos Carvajal
    715-730
    |Abstract
    = 2373 veces | PDF
    = 1431 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a13

  • Teaching English Online During the National Lockdown: Students’ Perceptions and Experiences at a Spanish University

    Bruno Echauri Galván, Silvia García Hernández, María Jesús Fernández-Gil
    603-621
    |Abstract
    = 1241 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 1196 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a08

  • Powerful Pedagogies in Times of COVID: An Online Pedagogical Collaboration Between EFL Students and ESL Teacher Candidates

    Sarah L. Cohen, Daniel Calderon Aponte
    731-745
    |Abstract
    = 1130 veces | PDF
    = 727 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a14

  • Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

    Jordi Solsona-Puig, María Capdevila Gutiérrez, Fernando Rodríguez-Valls
    767-782
    |Abstract
    = 1057 veces | PDF
    = 742 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a16

  • University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

    Jesús Izquierdo, María del Carmen Sandoval Caraveo, Verónika De la Cruz Villegas, Rubén Zapata Díaz
    661-695
    |Abstract
    = 850 veces | PDF
    = 927 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a11

  • Pedagogical Strategies Used by English Teacher Educators to Overcome the Challenges Posed by Emergency Remote Teaching During the COVID-19 Pandemic

    Jairo Enrique Castañeda-Trujillo, María Fernanda Jaime Osorio
    697-713
    |Abstract
    = 2194 veces | PDF
    = 1188 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala/v26n3a12

  • Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry

    Azlin Zaiti Zainal, Siti Zaidah Zainuddin
    587-602
    |Abstract
    = 991 veces | PDF
    = 667 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a07

  • Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

    Shayna Katz
    485-511
    |Abstract
    = 1046 veces | PDF
    = 674 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a02

  • Spanish Adult Students’ Intention- Behaviour Toward MOOCs During the COVID-19 Pandemic

    Maria Ángeles Escobar Alvarez, Julie Ciancio
    531-551
    |Abstract
    = 641 veces | PDF
    = 366 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a04

  • Role of Technology in Language Teaching and Learning amid the Crisis Generated by the COVID-19 Pandemic

    Marta González-Lloret, Laia Canals, Jorge Eduardo Pineda Hoyos
    477-482
    |Abstract
    = 1776 veces | PDF
    = 997 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 434 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a01

  • "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

    Nicola Fořtová, Jitka Sedláčková, František Tůma
    513-529
    |Abstract
    = 1002 veces | PDF
    = 622 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a03

  • Subtitles in virtual reality: Guidelines for the integration of subtitles in 360º content

    Belén Agulló, Anna Matamala
    643-661
    |Abstract
    = 1283 veces | PDF
    = 629 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n03a03

  • Self-Efficacy for the Learning of Academic Writing in ESL Mediated by WebQuest-Wiki in a Group of Pre-Service Language Teachers in Mexico

    Kalinka Velasco-Zárate, José Manuel Meza-Cano
    289-305
    |Abstract
    = 833 veces | PDF (ESPAÑOL (ESPAÑA))
    = 486 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 16 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a07