Foreign language lecturers and researchers are facing a major challenge. Not only must
DOI:
https://doi.org/10.35362/rie642366Keywords:
telematic simulation; innovation; specific and interpersonal competences; in-class researchAbstract
One of the main challenges that teachers in foreign languages at tertiary level face concerns how to provide the tools and practice necessary to enhance communicative competence in the learners while also finding the way to develop interpersonal skills and make them a part of the teaching-learning process. Indeed, the fulfillment of this and other learning outcomes is demanded by academic and professional institutions alike. To this end, the school of Telecommunications Engineering of the UniversitatPolitècnica de València, Spain, uses the methodology of simulation and gaming in the English as a foreign language classes. Prospective engineers are trained in English by means of a large-scale telematic simulation in real time. This paper presents the results of the qualitative analysis of students’ perceptions of their participation in the telematic simulation. The objective of the research is to examine the strengths and weaknesses that students find in the simulation and gaming methodology. Results show that the participants in the telematic simulation experienced great satisfaction, improved their oral and written production skills and consolidated their interpersonal competences.
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References
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Andreu-Andrés, M. A. y García-Casas, M. (2011). PerceptionsofGaming as Experiential Learning byEngineeringStudents. InternationalJournalofEngineeringEducation.Vol. 27(4), 795–804.
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Recuperado el 10 de octubre de 2013 de riunet.upv.es/bitstream/handle/10251/16011/tesisUPV3818.pdf?sequence=1
Asal, V. y Blake, E. (2006). Creating Simulations for Political Science Education. Journal of Political Science Education 2.1: pp. 1-18. Recuperado el 12 de octubre de 2013 de http://www.tandfonline.com/doi/abs/10.1080/15512160500484119
Blum, A. y Scherer, A. (2007). What Creates Engagement? An Analysis of Student Participation in ICONS Simulations. APSA Teaching and Learning Conference. Charlotte, NC. 9-11 Feb. 2007. Conference Presentation.
Bytheway, J. (2013). Affecting language learners’ use of vocabulary learning strategies in massively multiplayer online role-playing games.Proceedings of INTED 2013. 5032-5040.
Casasempere, A. (2007). Inmigración y Educación. Curso Atlas.ti.
Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis.London: SAGE.
CINTERFOR-OIT: Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional.Recuperado el 4 de octubre de 2013 de http://www.oitcinterfor.org/
De Garmo, D. (2006). ICONS and 'Resistant Populations': Assessing the Impact of the International Communication and Negotiation Simulations Project on Student Learning at SIUE. APSA Teaching and Learning Conference. Renaissance Hotel, Washington, D.C. Feb. 2006. ConferencePresentation.
García-Carbonell, A. (1998). Efectividad de la simulación telemática en el
aprendizaje del inglés técnico. Tesis Doctoral. Universitat de València. Spain.
García‐Carbonell, A., Rising, B., Watts, F. y Montero, B. (2001). Simulation/gaming and the acquisition of communicative competence in another language. En Simulation and Gaming: An International Journal of theory, Practice and Research, 32 (4), 481‐491.
García-Carbonell, A. y Watts, F (2010).The Effectiveness of Telematic Simulation in Languages for Specific Purposes.En Bungarten, T. (Ed.), Linguistic and Didactic Aspects of Language in Business Communication. Hamburg: Universität Hamburg. CD‐ISBN: 978‐3‐927226‐53‐1
García-Carbonell, A. y Watts, F (2011).Formative assessment in simulation group work.3rdAnnual International Conference.The Thai Simulation and GamingAssociation, Thonburi University, Thailand.
García-Carbonell, A. y Watts, F. (2012). Investigación empírica del aprendizaje con simulación telemática”. Revista Iberoamericana de Educación, 59(3), 1-11
García-Carbonell, A.; Watts, F. y Andreu-Andrés, M. A.(2012). Simulación telemática como experiencia de aprendizaje de la lengua inglesa. Revista de DocenciaUniversitaria,10(3), 301-323
Glaser, B. y Strauss, A. (1967). Discovery of Grounded Theory.Strategies for Qualitative Research. New York: Aldine Publishing Company.
Gosen, J. y Washbush, J. (2004).A Review of Scholarship on Assessing Experiential Learning Effectiveness.Simulation&Gaming, 35, 270-293.
Goetz y Le Compte (1988). Etnografía y diseño cualitativo de investigación educativa. Madrid: Morata.
Guribye, F. y Wasson, B. (1999). EvaluatingCollaborativeTelelearningScenarios: A Sociocultural Perspective. In B. Collis& R. Oliver (Eds.) Proceedings of Educational Multimedia & Educational Telecom.Charlottesville, VA: AACE, 1264-1265.
Harris, K. (2005). Teachers’ Perceptions of Modular Technology Education Laboratories.Journal of Industrial TeacherEducation, 42(4). Recuperado el 11 de octubre de 2013 de: http://scholar.lib.vt.edu/ejournals/JITE/v42n4/harris
Knut, E. (2000). Changes in Attitude towards Simulation-based Distributed Learning. In Wasson, Barbara et al. Project DoCTA: Design and use of Collaborative TelelearningArtefacts. Publication of the Research network for ITU -Information Technology in Education.5. Recuperado el 14 de octubre de 2013 de: http://www.ituarkiv.no/filearchive/fil_ITU_report_DoCTA.pdf
Knut, E. (2004). User Satisfaction and Attitudes Towards An Internet-based Simulation. En Proceedings of the IADIS International Conference: Cognition and Exploratory Learning in Digital Age(CELDA 2004): pp. 224-232.
Knut, E. y Sutherland, J. (2005). Telematic Simulations and Changes in Attitudes towards Simulation Topics.In Richards, G. (Ed.).Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2034-2041). Chesapeake, VA. AACE. Recuperado el 14 de octubre de 2013 de http://www.editlib.org/p/21495
Lay, C. y Smarick, K. (2006). Simulating a Senate Office: The Impact on Student Knowledge and Attitudes.Journal of PoliticalScienceEducation2.2: pp. 131-146.
Martinez, M. (2000). La Investigación Cualitativa Etnográfica en Educación. México D. F.: Trillas
Marco Común Europeo de Referencia para las Lenguas
Recuperado el 14 de octubre de 2013 de: http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf
Orr, C. (2003). The Effect of Individual Differences on Computer Attitudes. En Mahmood, Mo Adam, 2003, pp. 210-232.
Prince, B. (2004).Measures and Relationships of Computer Usage, Computer Locus of Control, Computer Literacy, and End-User Satisfaction among College of Business Seniors.Proceedings of the 7th Annual Conference of the Southern Association for Information Systems. Savannah, Georgia, USA, pp. 272-277.
Project ICONS: International Communication and Negotiation Simulations.Recuperado el 12 de octubre de 2013 de: http://www.icons.umd.edu/education/home
Rising, B. (1999). La eficacia didáctica de los juegos de simulación por ordenador en el aprendizaje del inglés como lengua extranjera. En alumnos de Derecho, Económicas e Ingeniería. Tesis doctoral. Madrid: Universidad Pontificia Comillas.
Rising, B. (2009).Business simulations as a vehicle for language acquisition.EnGuillén‐Nieto, V; Marimón‐Llorca, C; Vargas‐Sierra, C (Eds), Intercultural Business Communication and Simulation and Gaming Methodology(pp. 317‐354).Bern: Peter Lang.
Rodríguez, G.; GIL, J. y García, E. (1996). Metodología de la Investigación Cualitativa. Málaga: Aljibe.
Sandín Esteban, M. P. (2012). Investigación Educativa en Educación. Cap.7. Recuperado el 01 de octubre de 2013 de: https://docs.google.com/viewer?a=v&q=cache:jJAaCtj9S6oJ:www.postgrado.unesr.edu.ve/acontece/es/todosnumeros/num09/02_05/capitulo_7
Sutherland, J. (2000). Making Good Things Even Better: An IDEELiStic Approach to TelematicsSimulation . Presentationpreparedfor ED-MEDIA 2000, Montreal, Canada. Recuperado el 10 de agosto de 2013 de http://www.ideels.uni-bremen.de/
Sutherland, J. (2002). Project IDEELS: Value-Added Multilateral Curriculum Development.Recuperado el 01 de agosto de 2013 de: http://www.ideels.uni-bremen.de/
Sutherland, J., Knut, E. y Eidsmo, E. (2006). Telematic Simulation in the Post-September 11 World.In Reeves, Thomas C.& Shirley F. Yamashita (Eds).Proceedings of E-Learn 2006. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(pp. 2650-2657). Chesapeake, VA. AACE. Recuperado el 11 de octubre de 2013 de http://editlib.org/p/24106/
Vallés, M. (1997). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis S.A.
Vallés, M. (2002). Entrevistas Cualitativas. Cuadernos Metodológicos, 32. Madrid:CIS.
Vernon, V. (2006).An Old-Timer's Reflections on IP Simulations.APSA Teaching and Learning Conference. Renaissance Hotel, Washington, D.C. Feb. 2006. Conference Presentation.
Wasson, B. y Morch, A. (2000). Identifying collaboration patterns in collaborative telelearning scenarios.EducationalTechnology&Society 3(3). Recuperado el 28 de septiembre de 2013 de http://www.ifets.info/journals/3_3/c04.html
Watts, F.; García-Carbonell, A. y Rising, B. (2011).Student perceptions of collaborative work in telematic simulation, Journal of Simulation/Gaming for Learning and Development,Vol 1, 1-12.
Wedig, T. (2010).Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes.PS: Political Science & Politics43.3 pp. 547-555. American Political Science Association.
Woodhouse, T. (2011).Thai University Students’ Perceptions of Simulation for Language Education.Recuperado el 01 de octubre de 2013 de http://www.thaisim.org/ts2011/docs/TS11_prog-book_f.pdf
AHELO-OCDE: The AssessmentofHigherEducation Learning Outcomes. Recuperado el 12 de octubre de 2013 de: http://www.oecd.org/education/skills-beyond-school/testingstudentanduniversityperformancegloballyoecdsahelo.htm
Andreu-Andrés, M. A.; García Casas, M. y Mollar García, M. (2005). La simulación y juego en la enseñanza-aprendizaje de lengua extranjera, Cuadernos Cervantes. XI/55, 34-38.
Andreu-Andrés, M. A. y García-Casas, M. (2011). PerceptionsofGaming as Experiential Learning byEngineeringStudents. InternationalJournalofEngineeringEducation.Vol. 27(4), 795–804.
Angelini, M. L. (2012).La simulación y juego en el desarrollo de las destrezas deproducción en lengua inglesa.Tesis Doctoral. Departamento de Lingüística Aplicada. UniversitatPolitècnica de València.
Recuperado el 10 de octubre de 2013 de riunet.upv.es/bitstream/handle/10251/16011/tesisUPV3818.pdf?sequence=1
Asal, V. y Blake, E. (2006). Creating Simulations for Political Science Education. Journal of Political Science Education 2.1: pp. 1-18. Recuperado el 12 de octubre de 2013 de http://www.tandfonline.com/doi/abs/10.1080/15512160500484119
Blum, A. y Scherer, A. (2007). What Creates Engagement? An Analysis of Student Participation in ICONS Simulations. APSA Teaching and Learning Conference. Charlotte, NC. 9-11 Feb. 2007. Conference Presentation.
Bytheway, J. (2013). Affecting language learners’ use of vocabulary learning strategies in massively multiplayer online role-playing games.Proceedings of INTED 2013. 5032-5040.
Casasempere, A. (2007). Inmigración y Educación. Curso Atlas.ti.
Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis.London: SAGE.
CINTERFOR-OIT: Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional.Recuperado el 4 de octubre de 2013 de http://www.oitcinterfor.org/
De Garmo, D. (2006). ICONS and 'Resistant Populations': Assessing the Impact of the International Communication and Negotiation Simulations Project on Student Learning at SIUE. APSA Teaching and Learning Conference. Renaissance Hotel, Washington, D.C. Feb. 2006. ConferencePresentation.
García-Carbonell, A. (1998). Efectividad de la simulación telemática en el
aprendizaje del inglés técnico. Tesis Doctoral. Universitat de València. Spain.
García‐Carbonell, A., Rising, B., Watts, F. y Montero, B. (2001). Simulation/gaming and the acquisition of communicative competence in another language. En Simulation and Gaming: An International Journal of theory, Practice and Research, 32 (4), 481‐491.
García-Carbonell, A. y Watts, F (2010).The Effectiveness of Telematic Simulation in Languages for Specific Purposes.En Bungarten, T. (Ed.), Linguistic and Didactic Aspects of Language in Business Communication. Hamburg: Universität Hamburg. CD‐ISBN: 978‐3‐927226‐53‐1
García-Carbonell, A. y Watts, F (2011).Formative assessment in simulation group work.3rdAnnual International Conference.The Thai Simulation and GamingAssociation, Thonburi University, Thailand.
García-Carbonell, A. y Watts, F. (2012). Investigación empírica del aprendizaje con simulación telemática”. Revista Iberoamericana de Educación, 59(3), 1-11
García-Carbonell, A.; Watts, F. y Andreu-Andrés, M. A.(2012). Simulación telemática como experiencia de aprendizaje de la lengua inglesa. Revista de DocenciaUniversitaria,10(3), 301-323
Glaser, B. y Strauss, A. (1967). Discovery of Grounded Theory.Strategies for Qualitative Research. New York: Aldine Publishing Company.
Gosen, J. y Washbush, J. (2004).A Review of Scholarship on Assessing Experiential Learning Effectiveness.Simulation&Gaming, 35, 270-293.
Goetz y Le Compte (1988). Etnografía y diseño cualitativo de investigación educativa. Madrid: Morata.
Guribye, F. y Wasson, B. (1999). EvaluatingCollaborativeTelelearningScenarios: A Sociocultural Perspective. In B. Collis& R. Oliver (Eds.) Proceedings of Educational Multimedia & Educational Telecom.Charlottesville, VA: AACE, 1264-1265.
Harris, K. (2005). Teachers’ Perceptions of Modular Technology Education Laboratories.Journal of Industrial TeacherEducation, 42(4). Recuperado el 11 de octubre de 2013 de: http://scholar.lib.vt.edu/ejournals/JITE/v42n4/harris
Knut, E. (2000). Changes in Attitude towards Simulation-based Distributed Learning. In Wasson, Barbara et al. Project DoCTA: Design and use of Collaborative TelelearningArtefacts. Publication of the Research network for ITU -Information Technology in Education.5. Recuperado el 14 de octubre de 2013 de: http://www.ituarkiv.no/filearchive/fil_ITU_report_DoCTA.pdf
Knut, E. (2004). User Satisfaction and Attitudes Towards An Internet-based Simulation. En Proceedings of the IADIS International Conference: Cognition and Exploratory Learning in Digital Age(CELDA 2004): pp. 224-232.
Knut, E. y Sutherland, J. (2005). Telematic Simulations and Changes in Attitudes towards Simulation Topics.In Richards, G. (Ed.).Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2034-2041). Chesapeake, VA. AACE. Recuperado el 14 de octubre de 2013 de http://www.editlib.org/p/21495
Lay, C. y Smarick, K. (2006). Simulating a Senate Office: The Impact on Student Knowledge and Attitudes.Journal of PoliticalScienceEducation2.2: pp. 131-146.
Martinez, M. (2000). La Investigación Cualitativa Etnográfica en Educación. México D. F.: Trillas
Marco Común Europeo de Referencia para las Lenguas
Recuperado el 14 de octubre de 2013 de: http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf
Orr, C. (2003). The Effect of Individual Differences on Computer Attitudes. En Mahmood, Mo Adam, 2003, pp. 210-232.
Prince, B. (2004).Measures and Relationships of Computer Usage, Computer Locus of Control, Computer Literacy, and End-User Satisfaction among College of Business Seniors.Proceedings of the 7th Annual Conference of the Southern Association for Information Systems. Savannah, Georgia, USA, pp. 272-277.
Project ICONS: International Communication and Negotiation Simulations.Recuperado el 12 de octubre de 2013 de: http://www.icons.umd.edu/education/home
Rising, B. (1999). La eficacia didáctica de los juegos de simulación por ordenador en el aprendizaje del inglés como lengua extranjera. En alumnos de Derecho, Económicas e Ingeniería. Tesis doctoral. Madrid: Universidad Pontificia Comillas.
Rising, B. (2009).Business simulations as a vehicle for language acquisition.EnGuillén‐Nieto, V; Marimón‐Llorca, C; Vargas‐Sierra, C (Eds), Intercultural Business Communication and Simulation and Gaming Methodology(pp. 317‐354).Bern: Peter Lang.
Rodríguez, G.; GIL, J. y García, E. (1996). Metodología de la Investigación Cualitativa. Málaga: Aljibe.
Sandín Esteban, M. P. (2012). Investigación Educativa en Educación. Cap.7. Recuperado el 01 de octubre de 2013 de: https://docs.google.com/viewer?a=v&q=cache:jJAaCtj9S6oJ:www.postgrado.unesr.edu.ve/acontece/es/todosnumeros/num09/02_05/capitulo_7
Sutherland, J. (2000). Making Good Things Even Better: An IDEELiStic Approach to TelematicsSimulation . Presentationpreparedfor ED-MEDIA 2000, Montreal, Canada. Recuperado el 10 de agosto de 2013 de http://www.ideels.uni-bremen.de/
Sutherland, J. (2002). Project IDEELS: Value-Added Multilateral Curriculum Development.Recuperado el 01 de agosto de 2013 de: http://www.ideels.uni-bremen.de/
Sutherland, J., Knut, E. y Eidsmo, E. (2006). Telematic Simulation in the Post-September 11 World.In Reeves, Thomas C.& Shirley F. Yamashita (Eds).Proceedings of E-Learn 2006. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(pp. 2650-2657). Chesapeake, VA. AACE. Recuperado el 11 de octubre de 2013 de http://editlib.org/p/24106/
Vallés, M. (1997). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis S.A.
Vallés, M. (2002). Entrevistas Cualitativas. Cuadernos Metodológicos, 32. Madrid:CIS.
Vernon, V. (2006).An Old-Timer's Reflections on IP Simulations.APSA Teaching and Learning Conference. Renaissance Hotel, Washington, D.C. Feb. 2006. Conference Presentation.
Wasson, B. y Morch, A. (2000). Identifying collaboration patterns in collaborative telelearning scenarios.EducationalTechnology&Society 3(3). Recuperado el 28 de septiembre de 2013 de http://www.ifets.info/journals/3_3/c04.html
Watts, F.; García-Carbonell, A. y Rising, B. (2011).Student perceptions of collaborative work in telematic simulation, Journal of Simulation/Gaming for Learning and Development,Vol 1, 1-12.
Wedig, T. (2010).Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes.PS: Political Science & Politics43.3 pp. 547-555. American Political Science Association.
Woodhouse, T. (2011).Thai University Students’ Perceptions of Simulation for Language Education.Recuperado el 01 de octubre de 2013 de http://www.thaisim.org/ts2011/docs/TS11_prog-book_f.pdf
How to Cite
Angelini, M. L., & García-Carbonell, A. (2014). Foreign language lecturers and researchers are facing a major challenge. Not only must. Iberoamerican Journal of Education, 64(2), 1–15. https://doi.org/10.35362/rie642366
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Published
2014-03-15
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- Educational innovations
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