https://hdl.handle.net/10259/6158 2026-04-19T04:19:12Z https://hdl.handle.net/10259/11491 La simulación como método de enseñanza-aprendizaje. en la Didáctica de las Segundas Lenguas en el Grado de Maestro de Educación Primaria Mediavilla Martínez, Beatriz; Muñoz Martín, Lucía 2025-01-01T00:00:00Z https://hdl.handle.net/10259/11490 Gamificación en las aulas rurales: una experiencia en la clase de inglés como lengua extranjera Saíz Bujedo, Sandra; Muñoz Martín, Lucía En la actualidad, el ámbito educativo enfrenta retos cada vez más complejos que exigen la adopción de innovaciones pedagógicas para mantener el interés y la motivación de los estudiantes, la más sonada siendo la gamificación educativa. Sin embargo, esta metodología se ha entendido principalmente como el uso de las Tecnologías de la In-formación y la Comunicación (TIC) en la clase, por lo tanto, pasa por alto los centros rurales, en los que el uso de tecnologías no siempre es factible. Por ende, en la presente investigación se expone una propuesta de dinámica novel para incluir la gamificación en las aulas rurales con el uso de un juego de mesa adaptado para las clases de inglés. Dicha dinámica se ha puesto en práctica en una clase de 6.º de primaria en un colegio de la localidad de Burgos, España, durante el curso 2023-2024. Los resultados de esta intervención muestran la mejora del alumnado no solo con respecto a las habilidades lingüísticas, sino también la mejora en motivación y participación en clase.; Nowadays, the educational field is facing increasingly complex challenges that require the adoption of pedagogical innovations to maintain the interest and motivation of students, the most talked about being educational gamification. However, this methodology has been mainly understood as the use of ICT in the classroom, therefore, it overlooks rural schools, where the use of technologies is not always feasible. Therefore, in the present research a novel dynamic proposal is presented to include gamification in rural classrooms with the use of a board game adapted for English classes. This dynamic has been implemented in a 6th grade class in a school in the town of Burgos, Spain, during the 2023-2024 academic year. The results of this intervention show the students' improvement not only in language skills, but also in motivation and participation in class. 2025-09-01T00:00:00Z https://hdl.handle.net/10259/11489 A guide for the use of the game «guess who?» for practicing gender-neutral language in the efl Muñoz Martín, Lucía Western societies often operate within binary classifications, placing concepts in opposition, such as good/bad or male/female (Crawley et al., 2008). This classification results in hierarchical structures that privilege the dominant identity—in this case, the male perspective, although transversally, many more as well—resulting in the marginalisation of those who do not fit within these categories (Bergara et al., 2010). This marginalisation is not only evident in personal interactions but also in larger societal structures, such as educational systems, where these gendered assumptions are often reinforced through language and curriculum. 2025-01-01T00:00:00Z https://hdl.handle.net/10259/11035 The Use of Literature in EFL Classroom: Italian Canadian Short Stories as a Teaching Innovation Experience Through Flipped Classroom Strategy Sigona, Concetta Maria The aim of this article consists of showing that motivation is necessary for the success of a teaching and learning experience in an online classroom. By using the flipped learning method, the student becomes the central part of learning, being more active than in the traditional class and taking responsibility for his/her learning. He/she goes from being a mere spectator who only listens to the teacher's speech to someone with a voice in the classroom structured to allow student to acquire knowledge and build different competencies. The experience described below by implementing the flipped learning in the subject Contemporary Culture and Society of the Anglophone Communities, of the online Bachelor's Degree in Spanish Language and Literature, at the University of Burgos, excitement and self-expression replaced fear and dread. This awareness helped students in the construction of critical thinking and, in this specific case, culture and literature represented a better way for students to understand and know the society in which the language used in the texts is the language spoken (Valdes, 1986). During the first phase of this experience, the 56 students were divided into 14 groups of four members in each one; they were given instructions by different videos recorded by the teacher and during which she explained what to do, how to develop the project and how to proceed and deliver the final task. She also introduced the general topic of the Unit “Acculturation, adaptation and sense of belonging in women emigrants through Italian Canadian short stories” by uploading different readings by different women writers who had migrated from Italy to Canada for different reasons and in different periods since XX century until today. Mostly based on real events, these writings unveil the different coping strategies deployed by Italian Canadian women and how they dealt with the complex process of settling into life in a new country. After having chosen the writer to work on the 14 groups proceeded to research and investigate them. They also kept regular contact with the teacher by fora or tutorials so the teacher could track and monitor their learning progress and needs. The project consisted of preparing a presentation on the woman writer selected including the context she lived in and her work. During the last phase, after the task delivery, she asked all groups to share the posters and presentations and to ask questions and comments about them in a forum opened for that purpose. Finally, a questionnaire on their perception of the flipped learning approach in the course was prepared and distributed to the students. The result of this experience has shown that the flipped learning strategy succeeded in motivating the students to build and acquire knowledge and to reach beneficial outcomes. 2022-06-01T00:00:00Z