cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20037882.v1
title: Reflections by future language teachers in the use of Interactive and Adaptable Webquests in the process of teaching and learning English

description: Abstract: This qualitative study is an excerpt from the author's doctoral thesis, which proposed a new Webquest model focused on teaching languages through an interactive authoring system - Elo Cloud tool. The results presented here are about the reflective role of future English teachers in the use of Interactive and Adaptable Webquests in the process of teaching and learning languages. According to the future English teachers, Interactive and Adaptable Webquests enhance the language learning process by providing interactive and dynamic contents that focus on language learning.
DOI: 10.6084/m9.figshare.20037885
title: A case of Form-Focused Instruction (FFI): the present subjunctive in Spanish

description: Abstract: This study investigated how Brazilian students develop their learning with regard to the present subjunctive in Spanish, particularly when they use the conjunctions cuando, aunque, and donde. The research was applied to intermediate students at a private institution in the state of Rio Grande do Sul. Form-Focused Instruction (FFI) was applied as the theoretical framework, with an emphasis on the ideas of Spada (1997, 2008, 2010) and Ellis (2001, 2006, 2009). The research included four stages: pre-test, remedial lessons, immediate post-test, and delayed post-test. TheEdmodo Platform and Team Speak Program were used as tools for oral and written assignments. Data analysis illustrated the ongoing misunderstanding and how much FFI was beneficial for learning the present subjunctive in Spanish.
DOI: 10.6084/m9.figshare.20037885.v1
title: A case of Form-Focused Instruction (FFI): the present subjunctive in Spanish

description: Abstract: This study investigated how Brazilian students develop their learning with regard to the present subjunctive in Spanish, particularly when they use the conjunctions cuando, aunque, and donde. The research was applied to intermediate students at a private institution in the state of Rio Grande do Sul. Form-Focused Instruction (FFI) was applied as the theoretical framework, with an emphasis on the ideas of Spada (1997, 2008, 2010) and Ellis (2001, 2006, 2009). The research included four stages: pre-test, remedial lessons, immediate post-test, and delayed post-test. TheEdmodo Platform and Team Speak Program were used as tools for oral and written assignments. Data analysis illustrated the ongoing misunderstanding and how much FFI was beneficial for learning the present subjunctive in Spanish.
DOI: 10.6084/m9.figshare.20037881.v1
title: Genres in language practices at school: curriculum and teacher education

description: Abstract: The pedagogical work of recontextualizing textual genres for Portuguese Language classes, produced by trainee teachers, in mandatory disciplines of supervised pre-service teacher training in Language Teacher Education Courses, is taken as the object of investigation. We focus on some attempts for innovation concerning writing practices proposed to Elementary School students. This research is situated within the indisciplinary studies of Applied Linguistics and follows a case study design. Taking into account the significant schooling of genres at school, we present a teaching unit as a guiding tool for pedagogic planning, which has been developed from a Systemic-Functional Linguistics approach of genre-based curriculum cycle.
DOI: 10.6084/m9.figshare.20037888
title: Language as space of power: classroom research from a critical perspective

description: Abstract: In 2014, the first author of this article taught English Oral Practice 2 in the English Teacher Education Program (Letras) atUniversidade Federal de Goiás, grounded on Critical Applied Linguistics. The course focused on the themes of "race" and "language", aimed at problematizing social inequalities and language as a space of power. This problematization was possible not only because of the texts read, but also because of critical events that happened between students and the professor during the course. These events motivated the report of other critical events, experienced by the students, which occurred before the course. In this study, we analyzed this set of events as comprising offensive speech acts which were alleviated and rearticulated affirmatively, opening the possibility of agency (BUTLER, 1997).
DOI: 10.6084/m9.figshare.20037888.v1
title: Language as space of power: classroom research from a critical perspective

description: Abstract: In 2014, the first author of this article taught English Oral Practice 2 in the English Teacher Education Program (Letras) atUniversidade Federal de Goiás, grounded on Critical Applied Linguistics. The course focused on the themes of "race" and "language", aimed at problematizing social inequalities and language as a space of power. This problematization was possible not only because of the texts read, but also because of critical events that happened between students and the professor during the course. These events motivated the report of other critical events, experienced by the students, which occurred before the course. In this study, we analyzed this set of events as comprising offensive speech acts which were alleviated and rearticulated affirmatively, opening the possibility of agency (BUTLER, 1997).
DOI: 10.6084/m9.figshare.20037890
title: English distance learning: possibilities and limitations of MEO for the Flipped Classroom

description: Abstract: The study investigates possibilities and limitations of the course My English Online (MEO) for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format.
DOI: 10.6084/m9.figshare.20037890.v1
title: English distance learning: possibilities and limitations of MEO for the Flipped Classroom

description: Abstract: The study investigates possibilities and limitations of the course My English Online (MEO) for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format.
DOI: 10.6084/m9.figshare.20037894.v1
title: Language learning apps or games: an investigation utilizing the RETAIN model

description: Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008). The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.
DOI: 10.6084/m9.figshare.20037894
title: Language learning apps or games: an investigation utilizing the RETAIN model

description: Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008). The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.
DOI: 10.6084/m9.figshare.20037897
title: Language action, awareness, and teacher's professional development in continued education

description: Abstract: This article discusses the relationship between the text genre concept and teacher's professional development in continued education. This study examined how the text genre concept, taken as a psychological tool, was assembled in interviews with a teacher in continued education in order to show "clues" given by the language action about his/her (possible) professional development, evoking a process of awareness about teaching work with didactic genre projects. The conducted research, of qualitative-interpretative nature and enlightened by the principles of Sociodiscursive Interacionism, seeks to highlight the link between episteme and practice in teachers' work in continued education. Results suggest that the social debate initiated in the training process has positive effects on teacher development by providing them with a reflection on their work and an appropriation of new ways of acting, guided by the text genre concept.
DOI: 10.6084/m9.figshare.20037897.v1
title: Language action, awareness, and teacher's professional development in continued education

description: Abstract: This article discusses the relationship between the text genre concept and teacher's professional development in continued education. This study examined how the text genre concept, taken as a psychological tool, was assembled in interviews with a teacher in continued education in order to show "clues" given by the language action about his/her (possible) professional development, evoking a process of awareness about teaching work with didactic genre projects. The conducted research, of qualitative-interpretative nature and enlightened by the principles of Sociodiscursive Interacionism, seeks to highlight the link between episteme and practice in teachers' work in continued education. Results suggest that the social debate initiated in the training process has positive effects on teacher development by providing them with a reflection on their work and an appropriation of new ways of acting, guided by the text genre concept.
DOI: 10.6084/m9.figshare.20037899
title: Critical genre analysis and the reading of palavramundo exercise: possible dialogues

description: Abstract: This article aims to discuss the possibilities of critical reading from the notion of reading as a social practice, arising from the Critical Genre Analysis and the reading of palavramundo, written by Paulo Freire. To accomplish this, this article will make: i) a presentation about the CGA; ii) a discussion about the concept of critical reading, result of the articulation between Freire's perspective towards CGA, and, finally, iii) a presentation of an example of media genre analysis from these nominations. The article finishes pointing out possible contributions of this discussion to the critical reading in language teaching.
DOI: 10.6084/m9.figshare.20037899.v1
title: Critical genre analysis and the reading of palavramundo exercise: possible dialogues

description: Abstract: This article aims to discuss the possibilities of critical reading from the notion of reading as a social practice, arising from the Critical Genre Analysis and the reading of palavramundo, written by Paulo Freire. To accomplish this, this article will make: i) a presentation about the CGA; ii) a discussion about the concept of critical reading, result of the articulation between Freire's perspective towards CGA, and, finally, iii) a presentation of an example of media genre analysis from these nominations. The article finishes pointing out possible contributions of this discussion to the critical reading in language teaching.
DOI: 10.6084/m9.figshare.20037903
title: Towards an interdisciplinary ICT applied ethics: language matters

description: Abstract: This study seeks to support an interdisciplinary, theory-practice integrated work on the applied ethics of information and communication technologies (ICT). Current work on applied ICT ethics is of a disciplinary nature and seeks to apply traditional philosophical norms to novel situations that are not easily identified by analogy to previous cases. I propose an alternative view in which ICTs are seen as a moral environment and ethical agents are seen as human-computer hybrids (cyborgs) whose experiences acquire ethical value ecologically. To implement such a view, I propose employing two different kinds of semiotics: a semiotics of meaning-making that is open to the environmental effects of cyborg acts across scales, and a material semiotics that allows for interdisciplinary practitioners to recognize the modes of existence involved in the ethical issues and work out better means-ends relationships among the modes pertinent to each discipline.
DOI: 10.6084/m9.figshare.20037903.v1
title: Towards an interdisciplinary ICT applied ethics: language matters

description: Abstract: This study seeks to support an interdisciplinary, theory-practice integrated work on the applied ethics of information and communication technologies (ICT). Current work on applied ICT ethics is of a disciplinary nature and seeks to apply traditional philosophical norms to novel situations that are not easily identified by analogy to previous cases. I propose an alternative view in which ICTs are seen as a moral environment and ethical agents are seen as human-computer hybrids (cyborgs) whose experiences acquire ethical value ecologically. To implement such a view, I propose employing two different kinds of semiotics: a semiotics of meaning-making that is open to the environmental effects of cyborg acts across scales, and a material semiotics that allows for interdisciplinary practitioners to recognize the modes of existence involved in the ethical issues and work out better means-ends relationships among the modes pertinent to each discipline.
DOI: 10.6084/m9.figshare.20037905
title: Self-perceived Non-nativeness in Prospective English Teachers' Self-images

description: Abstract: The native speaker fallacy has been identified as one of the most prevailing and harmful language ideologies to affect non-native speaker teachers (NNSTs) around the world. By examining how participants' self-perceived non-nativeness shape their self-images as prospective English teachers in Colombia, this mix-method study seeks to contribute to expand this body of research in the Latin American context. Findings in this study revealed a dichotomy in participants' self-perceptions: though they do not regard their non-nativeness as a potential problem in their future careers because of their ongoing education and their advantages as NNSTs, they see themselves in an unfavorable position compared to native speaker teachers concerning their "non-ideal language ability and cultural knowledge."
DOI: 10.6084/m9.figshare.20037905.v1
title: Self-perceived Non-nativeness in Prospective English Teachers' Self-images

description: Abstract: The native speaker fallacy has been identified as one of the most prevailing and harmful language ideologies to affect non-native speaker teachers (NNSTs) around the world. By examining how participants' self-perceived non-nativeness shape their self-images as prospective English teachers in Colombia, this mix-method study seeks to contribute to expand this body of research in the Latin American context. Findings in this study revealed a dichotomy in participants' self-perceptions: though they do not regard their non-nativeness as a potential problem in their future careers because of their ongoing education and their advantages as NNSTs, they see themselves in an unfavorable position compared to native speaker teachers concerning their "non-ideal language ability and cultural knowledge."
DOI: 10.5281/zenodo.4588360
title: Dataset: Methods and Practices in Different Software Project Disciplines

description: In 2020, we conducted an online survey to explore which methods and practices are used in industry throughout the software process lifecycle. The survey covered the following topics: Demographics Used Methods and their relation to software project disciplines Used Practices and their relation to software project disciplines Closure The survey was implemented in LimeSurvey and distributed across several communication channels such as LinkedIn, ResearchGate, and via personal contacts. This dataset includes the following files: "Raw-data-public.xlsx" contains the raw survey responses which are anonymized "Questionnaire.pdf" contains the questions and possible answers of the survey
DOI: 10.5281/zenodo.4588359
title: Dataset: Methods and Practices in Different Software Project Disciplines

description: In 2020, we conducted an online survey to explore which methods and practices are used in industry throughout the software process lifecycle. The survey covered the following topics: Demographics Used Methods and their relation to software project disciplines Used Practices and their relation to software project disciplines Closure The survey was implemented in LimeSurvey and distributed across several communication channels such as LinkedIn, ResearchGate, and via personal contacts. This dataset includes the following files: "Raw-data-public.xlsx" contains the raw survey responses which are anonymized "Questionnaire.pdf" contains the questions and possible answers of the survey
DOI: 10.6084/m9.figshare.20037909
title: Bringing a museum of language to life: the use of multimodal resources for interactional engagement in the Museu da Língua Portuguesa, Brazil

description: Abstract: The popular and highly successful Museu da Língua Portuguesa1 in São Paulo, Brazil, is renowned for its visitor engagement strategies. While this success is often attributed to high levels of technological interactivity enabled in the museum displays, we argue that the success of the museum also comes from a range of other multimodal resources. Using a social semiotic approach to spatial discourse analysis, we examine each of the three levels/floors of the museum, identifying the various meaning-making resources across the representational, organizational, and interactional metafunctions. These both differentiate the separate levels of the museum, and bring them together as a unified whole, creating a strong focus on cultural identity and on placing the visitor in the centre of meaning-making practices.
DOI: 10.6084/m9.figshare.20037909.v1
title: Bringing a museum of language to life: the use of multimodal resources for interactional engagement in the Museu da Língua Portuguesa, Brazil

description: Abstract: The popular and highly successful Museu da Língua Portuguesa1 in São Paulo, Brazil, is renowned for its visitor engagement strategies. While this success is often attributed to high levels of technological interactivity enabled in the museum displays, we argue that the success of the museum also comes from a range of other multimodal resources. Using a social semiotic approach to spatial discourse analysis, we examine each of the three levels/floors of the museum, identifying the various meaning-making resources across the representational, organizational, and interactional metafunctions. These both differentiate the separate levels of the museum, and bring them together as a unified whole, creating a strong focus on cultural identity and on placing the visitor in the centre of meaning-making practices.
DOI: 10.6084/m9.figshare.20037911.v1
title: Image-text interaction: an analysis on multimodal instructional compositions

description: Abstract: This study analyzes multimodal instructional compositions from the specific context of distance learning in an attempt to shed light on how the processes of interaction between modes of visual expression and writing are outlined in this context. We applied the perspective of the relations of status and logical semantics developed by Martinec and Salway, as well as the semiotic interactions developed by Roland Barthes. A class of a Language and Literature teaching degree course, distance mode, was chosen as subject of analysis. This class mainly aims to develop oral skills (listening and speaking) and writing aspects related to the studied content. Preliminary results showed that the theory of analysis of these interactions proposed by those authors has much to offer to us, teachers, in the task of helping students to understand how the interactions between semiotic modes are shaped. We also see that the potential of contribution to learning that may be offered by each mode needs to be better understood, so that we can facilitate the process of literacy through the use of multimodal compositions.
DOI: 10.6084/m9.figshare.20037911
title: Image-text interaction: an analysis on multimodal instructional compositions

description: Abstract: This study analyzes multimodal instructional compositions from the specific context of distance learning in an attempt to shed light on how the processes of interaction between modes of visual expression and writing are outlined in this context. We applied the perspective of the relations of status and logical semantics developed by Martinec and Salway, as well as the semiotic interactions developed by Roland Barthes. A class of a Language and Literature teaching degree course, distance mode, was chosen as subject of analysis. This class mainly aims to develop oral skills (listening and speaking) and writing aspects related to the studied content. Preliminary results showed that the theory of analysis of these interactions proposed by those authors has much to offer to us, teachers, in the task of helping students to understand how the interactions between semiotic modes are shaped. We also see that the potential of contribution to learning that may be offered by each mode needs to be better understood, so that we can facilitate the process of literacy through the use of multimodal compositions.
DOI: 10.6084/m9.figshare.20037912.v1
title: Multimodality and Visual Literacy in the Spanish Language classroom: analysis of a written production activity

description: Abstract: This paper aims to analyze the multimodality and visual literacy of Spanish language students enrolled at the Language Center from the State University of Ceará (UECE), Fortaleza-CE, Brazil, by making meanings in written productions based on a selected multimodal text for comprehension. The corpus consists of eighteen texts written by students studying Spanish, and the texts were analyzed in the light of theoretical principles of multimodality and visual literacy theory proposed by Kress and Van Leeuwen (1996, 2006) regarding to metafunctions and image analysis, as set forth in The Grammar of Visual Design. In this regard, we intend to show how the production of texts may reveal signs of students' visual literacy in the contexts of teaching and learning in Spanish language classes.