Recursos

This study looks at concrete techniques used by teachers of English as a Second Language (ESL) in addressing their students’ grammatical, pronunciation, and word choice errors. Four ESL teachers were observed in four different occasions in intermediate level classes. As a way to explore the extent to which these teachers were aware of the ways in which they handled their students’ errors, they were all individually interviewed upon completion of the observations. The data showed that students’ errors were addressed differently depending on whether they occurred in accuracy practice or in communicative practice; more errors were corrected during accuracy practice. The four correction techniques identified were: correct form, elicitation, negative evidence, and repetition. The technique that was used the most was the correct form, followed by some form of elicitation, negative evidence, and repetition. The interviews revealed that the ESL teachers in the study did not have a concrete idea about the ways in which they addressed their students’ errors.

This text incorporates various studies by researchers who belong to the group Anglo-German Children’s Literature and its Translation at the University of Vigo, first set up in 1992. The main focus is to describe new tendencies within literature for children and young adults, including translation, adaptation, comics, and palindrome.

The evolution of the writing skill is closely linked to ICT, increasing the need to make its teaching a meaningful experience in the digital age. The aim of this study was to analyze students’ experiences in a writing task developed on Edublogs to identify elements of task design contributing to a meaningful experience online. The participants were 27 English Teaching students in a first-year composition course at the University of Costa Rica during the first semester of 2021. The study followed a Classroom Action Research design. The students wrote five blog entries. However, only the last entry, a reflection, was analyzed for the study. An open coding method was implemented, through which four categories that impact instructional design of writing tasks were identified: personal connection, engagement, ICT, and applicability. The study concludes with a series of recommendations that can positively impact students’ performance in writing courses supported by ICT.