Language and technology

27 Items

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

All Items

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

    Carmen Pérez-Sabater, Enrique Cerezo-Herrero, Inmaculada Barbasán Ortuño
    1-19
    |Abstract
    = 269 veces | PDF
    = 199 veces| | EPUB
    = 6 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
    = 704 veces | PDF
    = 425 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
    = 370 veces | PDF
    = 170 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
    = 475 veces | PDF (ESPAÑOL (ESPAÑA))
    = 284 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v28n1a06
  • Factors Affecting Primary Students' Reading Comprehension and their Connection to ICTs

    Wilman Enrique Pérez Benítez, Carmen Tulia Ricardo Barreto
    332-354
    |Abstract
    = 2515 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1432 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 89 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 33 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
    = 548 veces | PDF (ESPAÑOL (ESPAÑA))
    = 333 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
    = 1288 veces | PDF (ESPAÑOL (ESPAÑA))
    = 773 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a14
  • 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
    = 308 veces | PDF (ESPAÑOL (ESPAÑA))
    = 400 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a06
  • 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
    = 552 veces | PDF (ESPAÑOL (ESPAÑA))
    = 312 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a06
  • 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
    = 497 veces | HTML (ESPAÑOL (ESPAÑA))
    = 21 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 4 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 321 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a04
  • 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
    = 796 veces | PDF (ESPAÑOL (ESPAÑA))
    = 618 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
    = 402 veces | PDF
    = 273 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
    = 1585 veces | PDF
    = 994 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
    = 2033 veces | PDF
    = 1292 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
    = 1073 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1099 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
    = 988 veces | PDF
    = 660 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
    = 955 veces | PDF
    = 682 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
    = 760 veces | PDF
    = 767 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
    = 2013 veces | PDF
    = 1112 veces|
    DOI: https://doi.org/10.17533/udea.ikala/v26n3a12
  • 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
    = 913 veces | PDF
    = 637 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a10
  • Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

    Shayna Katz
    485-511
    |Abstract
    = 923 veces | PDF
    = 601 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
    = 579 veces | PDF
    = 341 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
    = 1543 veces | PDF
    = 929 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 373 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
    = 839 veces | PDF
    = 566 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a03
  • Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry

    Azlin Zaiti Zainal, Siti Zaidah Zainuddin
    587-602
    |Abstract
    = 833 veces | PDF
    = 609 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a07
  • Subtitles in virtual reality: Guidelines for the integration of subtitles in 360º content

    Belén Agulló, Anna Matamala
    643-661
    |Abstract
    = 1089 veces | PDF
    = 579 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
    = 761 veces | PDF (ESPAÑOL (ESPAÑA))
    = 467 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 16 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a07