Examinando por Autor "Santiago Garabieta, Maite"

Mostrando 1 - 2 de 2
  • Miniatura
    Ítem
    The development of L2 (Basque) oracy skills through Dialogic Literary Gatherings
    (SAGE Publications Inc., 2022-03) Santiago Garabieta, Maite; Villardón Gallego, Lourdes; García Carrión, Rocío; Duque Sánchez, Elena
    The acquisition of oral communication skills is essential for lifelong learning and development. Despite their importance, specific approaches oriented to its acquisition and mastery in second languages (L2) are not widely established. Indeed, the prevalence of a monologic classroom discourse still hinders the opportunities to enhance language production. This article analyses the development of L2 oracy skills among secondary school students who have participated in Dialogic Literary Gatherings, a dialogue-based educational action, in Basque. The interactions of five students were observed and analyzed using the Cambridge Oracy Assessment Toolkit. The study also included an interview with the teacher, and a focus group with the participant students. The results show that L2 oracy skills of the students evolve when they participate in these dialogic encounters, especially in the cognitive and socio-emotional areas. Implications for the teaching of L2 spoken language are discussed
  • No hay miniatura disponible
    Ítem
    Fostering student participation through Dialogic Pedagogical Gatherings to face anxiety toward English (L2) learning
    (Sociedad Española para el Estudio de la Ansiedad y el Estrés (SEAS), 2023) Gutiérrez Fernández, Nerea; Villardón Gallego, Lourdes; Fernández Villardón, Aitana; Santiago Garabieta, Maite
    Anxiety is an affective variable that negatively affects learning in general, and specifically second language learning. Several studies have demonstrated that the active participation of students helps to reduce learning anxiety. The Dialogic Pedagogical Gatherings (DPG) are an educational action that promotes participation through dialogue. However, the effect of this pedagogic strategy to overcome anxiety towards learning English (L2) in pre-service teachers has not been studied in depth. To this end, a quasi-experimental study with a mixed design was carried out with the participation of 48 preservice teachers. The results show that the anxiety level of the participants decreases considerably after the DGP intervention. These results have implications for second language teaching.