Una investigación desarrollada por séptimo año consecutivo desde el Centre for Learning & Performance Technologies - C4LPT, entre más de 500 profesionales de 48 países, reveló datos de interés, en relación a los criterios de utilización de soluciones y productos tecnológicos aplicados a la educación y la formación corporativa. Por quinto año consecutivo, Twitter encabeza la lista y Moodle continua en la cima de las preferencias en materia LMS. El relevamiento volvió a manifestar una fuerte presencia porcentual de herramientas sociales gratuitas en línea, registrando -además- la incorporación de 10 aplicaciones al ranking.
The central issue of the pilot study on which this article is based concerns the potential role of metacognition in the development of second language (L2) competence, specifically when L2 learners are confronted with their own videoed oral performance. An experiment was carried out at a French university with a group of first-year non-specialist undergraduate learners of English (N=12). The collected data for this research are comprised of (1) the filmed performance of learners carrying out an oral task in English, and (2) the filmed interview in French of the same participants engaged in metacognitive reflection upon samples of their own performance. The study thus endeavours to determine the potential of self-confrontation, represented here by retrospective interviews of learners based on their own video-recorded language performance, as a way to develop noticing skills in L2.
What drives development of new pedagogy, a new way of teaching? Changes in society, student expectations, and technology are motivating innovative university and college professors and instructors to re-think pedagogy and teaching methods.
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