Didáctica. Lengua y Literatura

Student’s perception about Competency-Based Learning encouraged by using comics in a EFL Learning Situation

Sergio Francisco Déniz — 2026-04-08

The main purpose of this article is to present the results obtained regarding one satisfaction survey used after the implementation of a learning situation, based on the use of the comic book and following the competency-based approach, in EFL in a school in Tenerife. The target groups are from sixth grade of primary education. In this survey the aim was to measure the level of appreciation of the comic book as a an alternative medium to explore new reading formats and create meaningful digital products in EFL by the learners. The learning objectives are related to several key competences selected (literacy and multilingual; digital; citizenship; and personal, social and learning to learn) and the results obtained are from the students’ perspective. Later on, the results will be analyzed and discussed regarding the key competences development; the guidance and monitoring of the learning process; fun and motivation; the level of difficulty; the learning objectives; and cooperative learning. To sum up, in contrast with the theoretical framework and methodology utilized, positive and negative results will be addressed and the possible improvements for further research will be pointed out.

Language skills in university classrooms with traditional tools: comics and jigsaw

Gema Guevara Rincón — 2026-04-08

The comic, often perceived as a form of superficial entertainment for young people, has been used in classrooms, especially in primary education, to facilitate reading comprehension. However, its use declines in higher educational levels. Despite this trend, comics have significant pedagogical potential, particularly in foreign language teaching at the university level.

Thanks to its combination of text and image, the comic allows for effective work on key language learning skills: comprehension and expression, both written and oral. Its visual language aids understanding and promotes creativity in expression. Additionally, comics pair well with active pedagogical techniques such as the jigsaw method, which fosters collaborative work. This combination offers an effective methodology to engage students in the learning process dynamically. An action-research study conducted in university language labs has shown that using comics is highly beneficial and adaptable to various educational contexts, offering a wide range of themes and methodologies that motivate students to actively participate in their linguistic development.

The sensorimotor enrichment as a strategy to optimize lexical learning in German

Laura Mozos — 2026-04-08

This article examines how neurodidactics can optimize the process of teaching and learning German vocabulary, focusing on improving the effectiveness of educational strategies used in university settings, where German is taught as a foreign language. The main objective is to obtain practical and applicable conclusions that contribute to optimizing the learning of German vocabulary, employing approaches based on neuroscientific knowledge. To achieve this, the research follows a mixed-methods approach, combining qualitative and quantitative techniques, allowing for a comprehensive analysis of the impact of neurodidactic strategies. The findings reveal that the incorporation of neurodidactic approaches, especially those that include sensorimotor stimulation, such as the use of gestures during vocabulary encoding, has a positive effect on the retention of vocabulary in memory. The article emphasizes the importance of interdisciplinary collaboration between educators and neuroscientists to improve these techniques in specific educational contexts, in order to maximize their effectiveness in learning

Does Training Influence EFL Practitioners' Pedagogical Approaches and Techniques to Teach Pronunciation in Spanish Secondary Schools? A Survey Study

Leticia Quesada Vázquez — 2026-04-08

Although researchers generally agree that pronunciation instruction benefits students’ communicative skills in the second language, some teachers keep avoiding it in class. In fact, many of them claim that they lack the necessary training to teach pronunciation effectively. This study aims at investigating how training in pronunciation and pronunciation teaching affects EFL teachers’ pronunciation practice in secondary schools in Spain. Thirty-eight teachers took an online survey from May to October 2023. Percentages were provided and Fisher’s exact tests were run to examine the use of both pronunciation theory and practice in the classroom. Results reveal that both general pronunciation and pronunciation teaching training encourage the introduction of theoretical explanations. Besides, teachers tend to introduce innovative methods and feedback more when receiving specific training in pronunciation teaching, although practice seems to be present even if no training was received. These findings should be interpreted as a first step to understand the current situation of pronunciation instruction in the Spanish EFL classrooms to improve teacher training programs and guarantee an improvement in students’ communicative skills.

Diatopic variation in the Spanish language classroom: analysis of textbooks and teaching practices

Bernat Moragues González — 2026-04-08

This study provides a comprehensive overview of the treatment of dialectal variation in Spanish language classrooms at secondary schools in Mallorca, based on a teacher survey and an analysis of the most used textbooks. The study focuses on the treatment of this issue in the “Languages and Their Speakers” section of the LOMLOE (2020) curriculum, which expands the presence of dialectal variation in curricula since the early 21st century (as reflected in the last four education laws) and gives it a more pragmatic and relevant approach. On one hand, the study shows that, although textbooks tend to include geographical variation, they dedicate insufficient resources and space to this topic compared to other content areas. Most of the proposed activities lack a competential approach and are overloaded with material, limiting their effectiveness in the classroom. On the other hand, the results from the teacher survey reveal that dialectal variation is a topic that receives minimal attention, attributed to time constraints, an overload of content, and the lack of appropriate teaching materials. In conclusion, the research highlights the need to reconsider pedagogical strategies to prioritize dialectal variation and give it a more transversal approach that fosters respect and understanding of linguistic diversity among students.

The use of finger and nursery rhymes in the English classroom in Early Childhood Education

María Asunción Barredras Gómez — 2026-04-08

The present study analyses the use of finger and nursery rhymes in the English classes in Early Childhood Education, applying a non-experimental design in which data from both the perception and the teaching practice have been collected. A total of 80 English teachers in Early Childhood Education from public and private centres in La Rioja, Navarra and Cantabria participated through a self-developed questionnaire. The data collected has been analysed statistically by applying the Pearson Correlation Coefficient to the variables of interest. The results obtained show the existence of a statistically significant relationship between marking the rhymes, and the predisposition to learning, motivation or understanding of the language by the students. Likewise, the results make evident the importance of students’ movement through finger and nursery rhymes for their learning. Therefore, it can be concluded that its use in early childhood classrooms benefits students in their learning process.

Aesthetic incursions in the teaching of literature: an (almost) forgotten dynamizer

José Antonio Calzón García — 2026-04-08

This article proposes an aesthetic approach in the teaching of literature and in the acquisition of reading habit, based on the different problems that have been raised by methodological strategies of a historicist, formalist or receptionist nature. These paradigms have had in referentiality the touchstone of approaches that have never managed to detach themselves from the problems that drag the different corpora or the instrumentalized use of literature in classroom. In this way, and once the meaning of the aesthetic experience has been contextualized from the contemporary socio-educational perspective, a mediation strategy in absentia is proposed. This teaching intervention assumes the ineffability of the reading process, and its intrinsically gratifying and pleasant nature, as starting points from which contact with the text is contemplated from an aesthetic perspective. Only in this way, from the consideration of reading as an aesthetic fact of an experiential, subjective, unique and ineffable nature, it seems possible to trace methodological horizons that lead to the acquisition of reading habit.

Ageless literature. From the Traditional Fairy Tale to The Little Prince and Crossover Literature.

Begoña Regueiro — 2026-04-08

In recent times, the term crossover literature has been coined to refer to literature that has the capacity to simultaneously address readers of different ages. On the basis of the definitions and features that have been applied to this literature, this article considers the possibility of including in it previous works that have traditionally been considered suitable for several ages. Specifically, in two sections, this article analyses the fairy tale and the work The Little Prince by Antoine de Saint-Exupéry. In both cases, the aim is to reveal which features of these works make them universal works that speak to different layers of personality depending on the age of the readers, and to check whether the characteristics of crossover literature would be applicable to them. The conclusion reached is that all these works condense the concerns of human beings from their origins and reveal themselves symbolically so that everyone can access what they are ready for.

The influence of interactive videos to promote learner agency: A case study.

Sonia Eusebio Hermira — 2026-04-08

The use of interactive videos in education has gained relevance due to their ability to enhance comprehension, content retention, and foster learner agency. This study examines the influence of interactive videos on students' motivation and engagement. The research, conducted at the Faculty of Education of the Complutense University of Madrid with 63 undergraduate students, is a case study employing a mixed-methods approach that combines quantitative and qualitative methods within a descriptive and exploratory methodology based on observations, validation or corroboration questions, and structured questionnaires.

The results show that interactive videos promote student participation and engagement. Interactivity and the possibility to controlling the learning pace are the most positively valued features, these factors directly related to student motivation, stand out among the most valued features. It was also observed that some students perceive these resources as more effective for consolidating previously studied content than for introducing new concepts. Finally, the vdieos specifically designed for the course received higher ratings as compared to external resources.

The Role of English as a Second Language in Learning French as a Third Language: Learners’ Perceptions

Neda Maenza — 2026-04-08

This study investigates the influence of English as a first foreign language (L2) on the acquisition of French as a second foreign language (L3) among students in Serbia. Drawing on both cognitive and typological perspectives, the research examines how proficiency in English impacts French learning, identifying both facilitative and obstructive effects. A mixed-methods approach was employed, combining theoretical analysis and a survey of two hundred and fifty high school and university students. Results indicate that English proficiency aids comprehension of written and spoken French, particularly in vocabulary acquisition, due to lexical similarities between the two languages. However, significant negative interference was observed in students’ oral expression, where English hindered their ability to achieve fluency in French. The study found no statistically significant correlation between the duration of French study and the degree of positive or negative interference from English. These findings underscore the complexity of cross-linguistic influences in multilingual education and highlight the need for tailored pedagogical strategies. Recommendations include enhancing oral communication skills, leveraging cross-linguistic similarities in vocabulary instruction, and fostering metalinguistic awareness to mitigate interference. This research contributes to a deeper understanding of the interplay between L2 and L3 learning and provides practical implications for language educators.

The Role of Historicism in the Literary Education of Spanish and Hispano-American Students in the Second Half of the 19th Century

Gabriel Núñez Ruiz — 2026-04-08

In this paper we address the historical process in which the displacement of Rhetoric as a school discipline and the implementation of the new model of literary education based on the learning of the History of Literature in Spanish and Latin American classrooms from the mid-nineteenth century onwards took place.

To this end, we describe the theoretical constructs and ideological notions underpinning this model of literary education devised by the nineteenth-century bourgeoisie to enable schoolchildren to acquire the political concept of nationality and to admire the writers and works of our past, who embodied and developed the political, economic, aesthetic and ideological ideals on both sides of the Atlantic. Finally, using examples of literary criticism, educational legislation, textbooks and school exercises, we review the critical, pedagogical, school and classroom canons in order to contrast the way in which scientific theories are or are not converted into teachable ‘knowledge’ in Spanish secondary schools.

Evaluating Project-Based Learning and Assessment Strategies in the English Language Teacher Training: A Case Study in the degree in Primary Education

Óscar Alonso Álvarez — 2026-04-08

Project-Based Learning (PBL) is increasingly recognized as an effective instructional method across various educational levels, including higher education. Characterized by active, student-centered instruction, PBL fosters autonomy, collaboration, and solidarity among students. In the English language classroom, this methodology enhances communication and research skills, which are transferable to non-academic environments. Despite the incorporation of skills and competences as learning outcomes in academic syllabi, evaluation techniques have not always been updated to effectively assess the acquisition of these competences. This study explores the development and validation of a comprehensive assessment framework for PBL in English language teacher training, conducted within the course "Lengua Extranjera: Inglés. Destrezas Comunicativas B2" at the University of Oviedo. The instructional design included five micro-projects, an online class exposition, and a final project, integrating cross-curricular content such as gender, diversity, and social justice. Using a mixed-method approach, data were collected from 43 students through questionnaires, focus groups, and semi-structured interviews. Findings indicate that PBL enhances language skills, fosters teamwork, and promotes critical thinking and creativity, despite its time-consuming nature and coordination challenges. The study concludes that the proposed assessment framework effectively addresses both linguistic and cross-curricular competencies, offering valuable insights for educators. This research contributes to the growing body of literature on PBL assessment and provides practical guidelines for implementing holistic evaluation strategies in language teaching contexts.

Future teachers facing children's and young adult literature texts: the reading diary as a strategy for their literary training

María del Rosario Neira-Piñeiro — 2026-04-08

The discovering of children's literature is one of the current challenges in teacher education. The balance between compulsory reading and reading for pleasure, as well the development of interpretative skills, requires the search for new strategies. This paper presents an experience involving students of the Early Childhood Education Degree (N=103), based on the use of a reading diary as a learning support tool. Students were required to keep a personal diary documenting their reflections on the readings made in the course “Teaching Children's Literature”. They submitted entries periodically in order to receive feedback from their lecturers, culminating in the submission of a final document. The aim is to explore the perceptions of both students and instructors regarding this strategy. To this end, two questionnaires were used to gather information on the learning outcomes achieved, and the challenges encountered throughout the process. Both students and lecturers considered that the diary facilitated a deeper engagement with the texts and encouraged the development of more personal and elaborated reader responses. Students reported difficulties mainly related to textual organisation and writing skills, whereas lecturers highlighted the workload involved in supervising this task. The study concludes that the reading diary is an effective strategy for the training of future mediators.

Collaboration and communication through gamification: an Animal Farm RPG for English language learners

Ana Isabel Martínez Hernández — 2026-04-08

This paper aims to introduce a serious role-playing game (RPG) based on Orwell’s Animal Farm into the English as a Foreign Language (EFL) classroom for B2 students in a higher education context. The proposed RPG provides an innovative and engaging approach to language learning, combining gameplay and interactive tasks to enhance collaboration and students’ willingness to communicate (WTC). It involves students playing in groups through a videoconference. In order to evaluate students’ attitudes and collaborative performance, the data collection proposed involved a mixed-method approach: a pre-questionnaire to gather self-reported data on students’ WTC and behaviour in the target language; video analysis to track students’ contributions and interactions during gameplay; and a peer assessment questionnaire to evaluate teamwork and collaboration. Potential findings suggest that the real-life application of language in team gameplay provides a context for authentic language use, motivating students to communicate in English as they navigate through the game’s scenarios and interact with virtual characters, objects and peers. This authentic language use in a controlled and safe environment can improve students’ language skills and boost their confidence. However, the proposal faces several limitations, such as software compatibility issues, connectivity problems, monopolization of certain

The Adaptation of the Classics: Platero and I Told for Children

Sara Núñez de la Fuente — 2026-04-08

Platero and I, by Juan Ramón Jiménez, is one of the most emblematic prose poems of 20th-century Spanish literature. Its contribution to the formal renewal of artistic prose, along with content deeply rooted in human experience, allowed it to transcend linguistic and cultural boundaries, becoming a widely disseminated work in schools around the world through selected excerpts. In addition to its inclusion in educational textbooks, Jiménez’s work has been the subject of numerous adaptations aimed at children and young readers. This study seeks to contribute to the much-needed and pressing analysis of how this classic has been treated in educational contexts over more than a century. To that end, it examines the adaptation by Rosa Navarro Durán. Taking into account both the aesthetic, moral, and social complexity of the Andalusian elegy and the principle of fidelity to the classics that guides the author's approach, this children's version stands out as a particularly relevant case for exploring which characters, themes, or passages are transmitted to young readers and which are omitted in the effort to preserve the essence of the original text.

Emotion Recognition through Language: Development of a Validated Verbal Instrument

Pablo A Cordero Bermúdez Coronel — 2026-04-08

Emotion recognition is a fundamental communicative skill and plays a key role in the process of emotional acculturation. This article aims to offer emotionally charged but non-explicit verbal expressions of anger, fear, and sadness in order to examine emotion recognition in users of Spanish as an additional language (ELX). To this end, a corpus of 20 emotional scenes was created, from which verbal expressions with comprehensible input for B1-level learners were selected. These expressions were validated through a mixed-method approach using two questionnaires administered to two different samples (n = 92). The final result is a set of 18 emotionally charged verbal expressions associated with the three target emotions. Three levels of difficulty are proposed, allowing the expressions to be used to teach and assess emotion recognition in ELE learners. This study provides an empirically grounded didactic tool that can be integrated into oral comprehension and interaction activities in the classroom, contributing to the development of intercultural communicative competence at intermediate levels.

Subtitling and voice-over as didactic tools in French language teaching for adults

Floriane Bardini — 2026-04-08

Since the beginning of the new millennium, translation has gained attention as a productive activity in foreign language teaching and learning contexts. Audiovisual translation and media accessibility have proven to be beneficial for the development of various linguistic competences. This article presents a pilot project carried out at an Official School of Languages in Catalonia, where audiovisual translation was implemented in a B2.1 French class. This pilot shows that project-based teaching provides a holistic approach through tasks using authentic materials, thereby fostering student engagement. The combination of this approach with audiovisual translation tasks creates a synergy that helps integrate this methodology into the curriculum. The article concludes with the results of this successful experience, which integrates a methodological approach around a socially relevant topic—industrial heritage—while promoting the learning of a less widely explored language, such as French.

Exploring self-efficacy, motivation and the use of learning strategies in second language learning

Aranzazu Bernardo Jiménez — 2026-04-08

The present study examines the relationship between three key factors in the acquisition of additional languages: motivation, self-efficacy and learning strategies in learners of Spanish as a foreign language. The research involved 122 learners from Benín, who responded to three validated Likert-type scales to measure each construct. Descriptive analyses, Spearman correlations, exploratory factor analyses, and several linear regressions were conducted to explore in depth the relationship between self-efficacy and motivation as independent variables in the use of learning strategies. The results revealed positive and significant correlations between the three variables, although motivation plays a more relevant role in the use of strategies. Furthermore, internal factors were recognized within each independent variable, with the learner's future projection as a competent EFL speaker (ideal self in L2) and intrinsic motivation being the best predictors of the use of learning strategies. These results should guide teaching practice by implementing didactic strategies that foster different sources of self-efficacy and motivation inside and outside the classroom.

Carolina Suárez Hernán (2024), La novela juvenil española contemporánea. Ediciones de la Universidad de Castilla-La Mancha. 273 pp.

Eme M. Serrano Aguilar — 2026-04-08

María Aboal López y José Torres Álvarez (Coord.). (2025). Escritoras de la Edad de Plata. Recuperando su memoria en educación secundaria y bachillerato. Editorial Tirant Lo Blanch. 259 pp.

Nieves Ruiz Pérez — 2026-04-08

Sonia Eusebio Hermira. (2024). El diseño de programas en línea para la formación de profesorado. Una guía para la autoevaluación. Puerta del Sol. 142 pp.

M. Teresa Mateo-Girona — 2026-04-08

Regueiro Salgado, B. (coord. y ed.), García Carcedo, P., Dotras Bravo, A. y Fernández San Emeterio, G. (eds.) (2024). Érase otra vez: paradigmas de reciclaje en la literatura infantil y juvenil. Síntesis. 220 pp

Olga Pérez Herrero — 2026-04-08

Joanna Rokita-Jaśkow (2025). The Ecology of Pre-Primary Foreign Language Learning. Multilingual Matters. 167 pp.

Ana Otto — 2026-04-08