This study examines the influence of using and creating podcasts on students' anxiety levels and their English-speaking skills. The study, conducted with eleventh-grade students in a private school in Chile during 2021–2022, utilized a podcast plan model within the action research methodology. Data collection involved the use of the Foreign Language Classroom Anxiety Scale (FLCAS) to measure students’ anxiety levels, a rubric to assess the quality of their English-speaking skills when using podcasts, and a semi-structured interview. The key findings reveal that the use and creation of podcasts positively influence language learning, leading to reduced anxiety levels and improved pronunciation and fluency in students' speaking skills. Importantly, the process of creating podcasts fosters a sense of collaboration among students, highlighting the interconnected nature of their learning experiences. The study underscores the importance of affective factors such as motivation, self-confidence, and anxiety in learning a foreign language, and emphasizes the need for the teaching and learning process to prioritize the development of communication skills.

El presente trabajo analiza el efecto del uso y creación de podcasts en los niveles de ansiedad de estudiantes en la producción oral del idioma inglés. El estudio fue desarrollado en un colegio particular de Chile con estudiantes de tercer año de enseñanza media en el periodo 2021-2022. La investigación se enmarcó en la metodología de Investigación-Acción, bajo el modelo de trabajo en podcast. Para la recolección de datos se utilizó el cuestionario Foreign Language Classroom Anxiety Scale FLCAS para medir los niveles de ansiedad; una rúbrica para determinar calidad de la producción oral en inglés con el uso del podcast y entrevistas semiestructuradas. Los principales resultados evidencian que el uso del podcast tiene efectos positivos en el aprendizaje del idioma, el cual reduce los niveles de ansiedad, mejora la pronunciación y la fluidez de la producción oral de los estudiantes, además la creación de podcasts fomenta el aprendizaje autónomo y colaborativo entre los estudiantes. La relevancia del estudio da cuenta del rol de los factores afectivos como la motivación, autoconfianza y ansiedad en el aprendizaje de una lengua extranjera; reiterando que el proceso de enseñanza-aprendizaje debe estar enfatizado en el desarrollo de las habilidades comunicativas.

Abstract. The intercultural universities in Mexico have revealed the recognition of epistemic diversity and the multiples ways in which they are built. This contribution focuses attention on the experience and expectations of students from the Intercultural University of Chiapas, in the Language and Culture Program, who are born in indigenous communities from los Altos de Chiapas. The database creation was elaborated with Google Form with 12 items, that approach the student’s expectations related with the program that they are currently studying and the projection when they graduated. For these matters, a sample of 72 students from two formative axis, on one side 40 students from the basic training and on the other side, 32 students from professional training. One of the most important motivations for admission is the possibility of speaking any native language inside classes, and the development of speaking and writing skills, while the main expectation is to professionally participate as a teacher, even though the program profile has others possibilities, given that the social imaginary of being a teacher in the indigenous field generates prestige processes.

Resumen. Las universidades interculturales en México han manifestado el reconocimiento de la diversidad epistémica y las múltiples formas en las que son construidas (Dietz y Mateos, 2019). Esta contribución centra su atención en la experiencia y las expectativas de estudiantes universitarios originarios de localidades indígenas de los Altos de Chiapas inscritos en la licenciatura en Lengua y Cultura de la Universidad Intercultural de Chiapas. Para la construcción de los datos, se utilizó el Google Forms con 12 items que abordan las expectativas de los estudiantes en relación con la licenciatura que cursan y su proyección al egresar. La muestra se conformó de 72 estudiantes de dos ejes formativos: 40 del eje de formación básica y 32 del eje de formación profesional. Entre las principales motivaciones para el ingreso, se menciona la oportunidad de hablar la lengua originaria en las aulas y el desarrollo de habilidades para el habla y la escritura, mientras que la principal expectativa es incursionar laboralmente en el campo de la docencia aun cuando el perfil de egreso apunta hacia otras posibilidades, dado que el imaginario social del ser docente en el ámbito indígena genera procesos de prestigio.

Abstract This article presents a research aimed at developing a voice assistant application for higher education students with the purpose of enhancing their language skills in the English language for job interviews. A study was carried out using a Survey-type instrument with a sample of 63 students from the Faculty of Political and Social Sciences of the Autonomous University of Queretaro. The results indicate that English language is a very important skill for the students to compete in the work market, and directly impacts the opportunities and salary they could obtain as professionals. Additionally, the results show that students do not feel confident about their English speaking abilities for professional purposes and using it for a job interview. Therefore, a strategy was designed to develop English language skills through a voice assistant application that provides students with autonomous and constant, ubiquitous, and timeless practice. After presenting the prototype of the application, as a result, students and faculty members believe that the application could be useful, innovative, and represents a tool that can be used inside and outside the classroom to practice conversation for a job interview.

Resumen Este artículo presenta una investigación que tiene como objetivo desarrollar una aplicación de asistente de voz para estudiantes de educación superior con el fin de potencializar sus habilidades lingüísticas en el idioma inglés para entrevistas laborales. Para ello, se realizó un estudio aplicando un instrumento tipo encuesta en una muestra de 63 estudiantes de la Facultad de Ciencias Políticas y Sociales de la Universidad Autónoma de Querétaro. Los resultados indican que para los estudiantes contar con el idioma inglés como habilidad para competir en el campo laboral es muy importante e impacta directamente en las oportunidades y el salario que podrían obtener como profesionistas. Asimismo, los alumnos no se sienten seguros de su nivel de habilidad para hablar en el idioma inglés con fines profesionales y utilizarlo para una entrevista laboral. Por eso, se diseñó una estrategia para desarrollar las habilidades de la lengua inglesa a través de una aplicación para asistente de voz que provee a los estudiantes una práctica autónoma y constante, ubicua y atemporal. Luego de presentar el prototipo de la aplicación, como resultado, los estudiantes y docentes de la facultad opinan que la aplicación puede ser útil, innovadora y representa una herramienta que se puede utilizar dentro y fuera del salón de clase para practicar la conversación para una entrevista laboral.

Resumo Este artigo apresenta pesquisa que tem como objetivo desenvolver um aplicativo de assistente de voz para estudantes do ensino superior como objetivo de aprimorar suas habilidades linguísticas na língua inglesa para entrevistas de emprego. Para tanto, foi realizado um estudo aplicando um instrumento do tipo pesquisa em uma amostra de 63 estudantes da Faculdade de Ciências Políticas e Sociais da Universidade Autônoma de Querétaro. Os resultados indicam que para os estudantes ter a língua inglesa como habilidade para competir no mercado de trabalho é muito importante e impacta diretamente nas oportunidades e no salário que poderiam obter como profissionais. Da mesma forma, os alunos não se sentem confiantes em seu nível de habilidade para falar a língua inglesa para fins profissionais e utilizála para uma entrevista de emprego. Por este motivo, foi desenhada uma estratégia para desenvolver competências na língua inglesa através de uma aplicação de assistente de voz que proporciona aos alunos uma prática autónoma e constante, omnipresente e intemporal. Após apresentar o protótipo do aplicativo, como resultado, os alunos e professores da faculdade acreditam que o aplicativo pode ser útil, inovador e representa uma ferramenta que pode ser utilizada dentro e fora da sala de aula para praticar conversação para um trabalho de entrevista.

RESUMEN El objetivo del presente trabajo es analizar los relatos de cuatro docentes de inglés becarios del programa Enseña Inglés (Go Teacher) y capacitados en un país angloparlante. Este artículo describe las experiencias de los participantes durante y después del programa, así como el impacto que tuvo el mismo en su práctica docente una vez que retornaron al país. Para ello, se empleó un enfoque cualitativo a través de un diseño biográfico-narrativo para explorar las percepciones de los participantes. Se identificó que el programa influyó de manera positiva en la adquisición del idioma inglés, ya que los participantes alcanzaron el nivel requerido para enseñar en Ecuador. Del mismo modo, el programa contribuyó a la formación metodológica al brindar nuevas estrategias para la enseñanza de esta lengua. No obstante, debido a que las cohortes estaban compuestas por un alto número de becarios en la misma universidad, el uso del inglés como medio de comunicación para la interacción fue limitado. Además, se evidenció un escaso seguimiento a los becarios una vez insertados en sus instituciones durante el período de compensación, lo que resultó en una disponibilidad mínima de información respecto al impacto del programa en el sistema educativo ecuatoriano.

ABSTRACT The objective of this paper is to analyze the accounts of four English teachers who received scholarships from the Go Teacher program and were trained in an English-speaking country. This article describes the participants' experiences during and after the program, as well as the impact it had on their teaching practice once they returned to the country. A qualitative approach using a biographical-narrative design was used to explore the participants' perceptions. It was identified that the program had a positive influence on English language acquisition, as participants reached the level required to teach in Ecuador. Similarly, the program contributed to methodological training by providing new strategies for teaching English. However, because the cohorts were composed of a high number of scholarship recipients at the same university, the use of English as a means of communication for interaction was limited. In addition, there was little follow-up with the scholarship recipients once they had returned to their institutions during the compensation period, which resulted in minimal availability of information regarding the impact of the program on the Ecuadorian educational system.

RESUMEN La enseñanza de un nuevo idioma es siempre un reto para los docentes. Especialmente, el inglés requerido en las instituciones de educación presenta una serie de métodos que requiere especial atención y nuevas prácticas por parte de los docentes que imparten la materia para motivar a los estudiantes en su proceso de aprendizaje. En este marco, la pedagogía ofrece una serie de estrategias que pueden aplicarse en el plano práctico que permitan incentivar a los alumnos de tal forma que se sientan entusiasmado por el área. Algunas de esas estrategias son las que se abordan en el presente trabajo de investigación, especialmente el arte escénico. Estas estrategias, que son muy útiles, fomentan habilidades tan esenciales del inglés como son el speaking y el listening; El objetivo de este trabajo fue identificar la influencia de las emociones a través del arte en el aprendizaje del idioma inglés. Esta investigación es de tipo exploratorio, se aplicó una encuesta dirigida a los estudiantes de la Unidad Educativa «Francisco Pizarro» del cantón Santa Elena, Ecuador. El estudio demuestra que los docentes hacen uso del arte en clases y aporta para el aprendizaje del idioma inglés especialmente en las habilidades de la gramática.

ABSTRACT Teaching a new language is always a challenge for teachers. Especially, the English required in educational institutions presents a series of methods that require special attention and new practices on the part of the teachers who teach the subject to motivate students in their learning process. In this framework, pedagogy offers a series of strategies that can be applied on a practical level that allow students to be encouraged in such a way that they feel enthusiastic about the area. Some of these strategies are those that are addressed in this research work, especially performing arts. These strategies, which are very useful, promote such essential English skills as speaking and listening; The objective of this work was to identify the influence of emotions through art in learning the English language. This research is exploratory, a survey was applied to the students of the “Francisco Pizarro” Educational Unit of the Santa Elena canton, Ecuador. The study shows that teachers use art in classes and contribute to learning the English language, especially in grammar skills.

Resumen: El propósito de esta investigación consistió en estudiar el rol del vocabulario, la memoria de trabajo, la teoría de la mente y la atención sostenida en la comprensión de narraciones orales y la generación de inferencia en niños de entre 7 y 11 años. Para ello, se utilizaron las habilidades de comprensión lectora como criterio para establecer los grupos de cohorte del estudio. La muestra, conformada por 126 niños colombianos hispanohablantes, fue evaluada en tareas de comprensión de narraciones orales, así como mediante pruebas estandarizadas en vocabulario, memoria de trabajo, teoría de la mente y atención sostenida. Los resultados mostraron diferencias significativas entre el grupo de baja comprensión lectora respecto al grupo de comparación con mejores desempeños en comprensión en la medida de vocabulario y en la medida de comprensión de narraciones con apoyos visuales, como producto de una diferencia significativa en la respuesta a preguntas de inferencia emocional. El análisis correlacional mostró vínculos significativos entre el vocabulario y todas las medidas de comprensión evaluadas. Por su parte, la memoria de trabajo se correlacionó con todas las medidas de desempeño en comprensión, excepto con la respuesta a preguntas inferenciales. Finalmente, la teoría de la mente mostró una correlación significativa con la respuesta a preguntas de inferencias emocionales y con las medidas de comprensión de narraciones sin apoyos visuales.

Resumo: O objetivo desta pesquisa foi estudar o papel do vocabulário, da memória de trabalho, da Teoria da Mente e da atenção sustentada na compreensão de narrativas orais e na geração de inferência em crianças de 7 a 11 anos. Para isso, foram utilizadas as habilidades de compreensão de leitura como critério para estabelecer os grupos de coorte do estudo. Um total de 126 crianças colombianas, hispano-falantes, foram avaliadas por meio de tarefas de compreensão de narrativas orais, testes padronizados de vocabulário, memória de trabalho, Teoria da Mente e atenção sustentada. Os resultados indicaram diferenças significativas entre o grupo de baixa compreensão leitora em relação ao grupo de comparação, com melhores desempenhos em compreensão no teste de vocabulário e no teste de compreensão de narrativas com apoios visuais, como resultado de uma diferença significativa na resposta a perguntas de inferência emocional. A análise correlacional mostrou vínculos significativos entre o vocabulário e todas as medidas de compreensão avaliadas. Além disso, a memória de trabalho correlacionou-se com quase todas as medidas de desempenho em compreensão, exceto com a resposta a perguntas inferenciais. Finalmente, a Teoria da Mente apresentou uma correlação significativa com a resposta às perguntas de inferências emocionais e com as medidas de compreensão de narrativas sem apoio visual.

Abstract: The purpose of this study was to analyze the role of vocabulary, working memory, Theory of Mind, and sustained attention in the comprehension of oral narratives and the generation of inferences in children aged 7 to 11. Reading comprehension skills were used as the criterion to establish the study's cohort groups. A total of 126 Spanish-speaking Colombian children participated in the study. They were assessed using tasks that measured comprehension of oral narratives, as well as standardized tests of vocabulary, working memory, Theory of Mind, and sustained attention. The results indicated a significant difference in vocabulary between the group of poor comprehenders and the comparison group with better comprehension performance. The poor comprehenders also performed worse than the comparison group in the narrative comprehension test with visual support, as a result of significant differences in responding to emotional inference questions. The correlational analysis showed that the vocabulary variable was associated with all measures of oral narrative comprehension. Additionally, working memory correlated with almost all measures of oral narrative comprehension, except for answering inference questions when the text did not have visual support. Finally, Theory of Mind demonstrated a significant correlation with answering emotional inference questions and the measures without visual support.

Abstract Objective To adapt the Scale of Perception of Respect for and Maintenance of the Dignity of the Inpatient (CuPDPH) to the Brazilian language and culture and to assess its psychometric properties. Results The scale was evaluated by 15 experts, and 239 patients from three tertiary hospitals in Rio de Janeiro. All participants signed a consent form. Data have shown adequacy of the model (KMO=0.839, Bartlett's test of sphericity: χ2(171) = 2241.3, p = 0.000010), good adjusted content validity (CVCa ≥ 0.90), internal consistency and reliability, such as α = 0.927. Discussion CuPDPH is a rating scale on observable professional attitudes. Illnesses change lives and impose adaptation to a new situation, perceived as depersonalization, leading patients to try to regain control of their lives. Patients expressed “ill will” to fill out the scale. Psychiatric patients’ scale filling time was higher than others. A sample from three Rio de Janeiro third-level hospitals may not reflect the country's population; also, this adaptation may not comprise all linguistic variations of Brazilian Portuguese and Portuguese-speaking countries. Conclusion The Portuguese version of the Scale of Perception of Respect for and Maintenance of the Dignity of the Inpatient (CuPDPH), a 19-item, six-component version is a reliable instrument to measure the perception of internal medicine, surgical, and psychiatric patients on the maintenance of their dignity in Rio de Janeiro, Brazil. This knowledge could be used in advancing research on patients’ perception of dignity, as well as professional ethical competencies, staff-patient relationship skills, and leadership development in medical and other healthcare professional education. (CuPDPH properties 1 experts 23 form KMO=0.839, KMO0839 KMO 0 839 (KMO=0.839 Bartletts Bartlett s sphericity χ2171 χ χ2 171 χ2(171 22413 2241 3 2241.3 0.000010, 0000010 0.000010 , 000010 0.000010) CVCa 0.90, 090 0.90 90 0.90) reliability 0927 927 0.927 attitudes situation depersonalization ill will others thirdlevel third level countrys country population also Portuguesespeaking speaking countries CuPDPH, 19item, 19item item 19 item, 19-item sixcomponent six component medicine surgical Brazil competencies staffpatient staff patient skills education 2 KMO=0.839 KMO083 83 (KMO=0.83 χ217 17 χ2(17 224 2241. 000001 0.00001 00001 09 0.9 9 092 92 0.92 KMO=0.83 KMO08 8 (KMO=0.8 χ21 χ2(1 22 00000 0.0000 0000 0. KMO=0.8 KMO0 (KMO=0. χ2( 0.000 000 KMO=0. (KMO=0 0.00 00 KMO=0 (KMO= 0.0 KMO= (KMO

ABSTRACT Purpose The main objective was to develop and validate a MATLAB-based Competing Sentence Test (CST-K) and obtain preliminary normative data for this test within a small cohort of children aged 8 to 12. Methods This study comprised two phases. Phase 1 involved developing and validating the Competing Sentence Test in Kannada (CST-K). Sentences were selected from Kannada academic textbooks of III and IV standards, recorded by a male native Kannada speaker, and evaluated by three experienced audiologists. Phase 2, which includes normative pilot estimation, was conducted on 60 right-handed children aged 8-12 without hearing difficulties. The CST-K was administered in a quiet room in the school, where the noise level ranged from 40.3 to 43.2 dBA using a laptop and soundcard, presenting thirty pairs of simple sentences with a signal-to-competition ratio of -15 dB. Test-retest reliability was assessed after three weeks. Participants were evenly distributed among four age groups: 8-8.11 years, 9-9.11 years, 10-10.11 years, and 11-11.11 years. Results The results indicated a significant difference between the scores obtained for the right and left ears. There was also a statistically significant difference across the age groups. The test-retest reliability test showed excellent reliability for the right ear and good reliability for the left ear scores. Conclusion A MATLAB-based Competing Sentence Test in Kannada Language was developed and validated in a recent study. The study found that scores were higher for the right ear and there was a significant age-related difference. This test can be used to evaluate binaural separation skills in Kannada-speaking children and can be included in the test battery. The study also provides normative data for the competing sentence test, which is reliable, making it a unique tool for clinicians to assess various clinical populations. MATLABbased MATLAB based CSTK CST K (CST-K 12 phases CSTK. . standards speaker audiologists 2 estimation 6 righthanded handed 812 8-1 difficulties school 403 40 3 40. 432 43 43. soundcard signaltocompetition signal competition 15 -1 dB Testretest retest weeks groups 88.11 8811 8.11 11 8-8.1 years 99.11 9911 9 9.11 9-9.1 1010.11 101011 10 10.11 10-10.1 1111.11 111111 11.11 11-11.1 ears testretest agerelated related Kannadaspeaking speaking battery reliable populations 81 8- 4 - 88 88.1 881 811 8.1 8-8. 99 99.1 991 911 9.1 9-9. 1010 1010.1 10101 1011 10.1 10-10. 1111 1111.1 11111 11.1 11-11. 88. 8. 8-8 99. 91 9. 9-9 101 1010. 10. 10-10 111 1111. 11. 11-11 9- 10-1 11-1 10- 11-

Abstract The teaching-learning process of the Spanish discipline requires the development of communicative skills regarding the context in which non- Spanish speaking students of technical sciences are involved. This process is aimed at the acquisition of Spanish as a foreign language, with the purpose of developing the communicative competence of these students at a proficiency level that will allow them to adequately interact in different communicative situations related to their profession. For this reason, it is necessary to adapt the functional use of the language to the real communicative context. The analysis of a text implies mastering textual typologies, functional communicative styles and the communicative skills: listening, speaking, reading and writing. This article substantiates the importance of the role of the development of the communicative skills in Spanish language for the training of technical science students in their professional context. As a result , a system of activities was proposed to contribute to their successful professional performance.

Resumen El proceso de enseñanza-aprendizaje de la disciplina Español requiere del desarrollo de habilidades comunicativas en correspondencia con el contexto en que se insertan los estudiantes de ciencias técnicas no hispanohablantes. Este proceso se dirige a la adquisición del español como lengua extranjera, con la finalidad de desarrollar la competencia comunicativa a un nivel que les permita interactuar de manera adecuada en situaciones comunicativas vinculadas con su profesión. Para ello, es imprescindible adecuar el uso funcional de la lengua al contexto comunicativo real. El análisis textual es uno de los componentes funcionales de la disciplina que implica dominar las tipologías textuales, los estilos funcionales comunicativos y desarrollar las habilidades comunicativas: escuchar, hablar, leer y escribir. El objetivo de este artículo es argumentar el papel determinante del desarrollo de habilidades comunicativas en idioma español para la formación de los estudiantes de ciencias técnicas en su contexto profesional. Con ese fin se elaboró un sistema de tareas para el desarrollo de estas habilidades con el propósito de tributar a su desempeño exitoso en su campo de actuación.

Resumen El propósito fundamental de aprender el idioma inglés es poder comunicarse, ya sea para acceder a un puesto laboral, por turismo o estar a la vanguardia de los últimos adelantos científicos que son publicados en este idioma. Lamentablemente, en el modelo educativo asumido en el Perú existen deficiencias que impiden su desarrollo, debido a una falta de claridad con respecto al método o enfoque para enseñar habilidades de expresión oral en los estudiantes. El objetivo de esta investigación es analizar la evidencia existente sobre la importancia del desarrollo de la competencia comunicativa del idioma inglés en los estudiantes de educación superior e identificar aquellos métodos o estrategias que resultan ser más eficaces para el desarrollo de esta. La metodología empleada corresponde a la revisión de trabajos de estudio, indexados en bases de datos reconocidas como Scopus, Scielo y Google Scholar; el tipo de investigación es cuantitativo, basado en un análisis documental y descriptivo de textos a nivel mundial. En el estudio se pudo revelar que la mayoría de los autores consideran que el desarrollo de la competencia comunicativa es de carácter imperante y fundamental para el dominio absoluto de este idioma y, a su vez, es una de las competencias más difíciles de lograr debido a su complejidad.

Abstract The fundamental purpose of learning English is to communicate, whether to access a job, for tourism, or to be at the forefront of the latest scientific advances published in this language. Unfortunately, in the educational model used in Peru, some deficiencies impede its development due to a lack of clarity regarding the method or approach used to teach oral expression skills to students. This research aims to analyze the existing evidence on the importance of the development of English language communicative competence in higher education students and to identify those methods or strategies that prove to be more effective for its development. The methodology used corresponds to the review of studies indexed in recognized databases such as Scopus, Scielo, and Google scholar; the type of research is quantitative, based on a documentary and descriptive analysis of texts worldwide. The study revealed that most authors consider the development of communicative competence imperative and fundamental for the absolute mastery of this language; at the same time, it is one of the most difficult competences to achieve due to its complexity.

Resumo O propósito fundamental de aprender a língua inglesa é poder comunicar, quer seja para aceder a um emprego, para turismo ou para estar na vanguarda dos últimos avanços científicos que são publicados nesta língua. Infelizmente, no modelo educativo adoptado no Peru, existem deficiências que impedem o seu desenvolvimento, devido à falta de clareza quanto ao método ou abordagem do ensino das capacidades de expressão oral dos estudantes. O objectivo desta investigação é analisar as provas existentes sobre a importância do desenvolvimento da competência comunicativa em inglês nos estudantes do ensino superior e identificar os métodos ou estratégias mais eficazes para o desenvolvimento desta competência. A metodologia utilizada corresponde à revisão de estudos indexados em bases de dados reconhecidas como Scopus, Scielo e Google scholar; o tipo de investigação é quantitativa, baseada numa análise documental e descritiva de textos em todo o mundo. O estudo revelou que a maioria dos autores considera que o desenvolvimento da competência comunicativa é essencial e fundamental para o domínio absoluto desta língua e, ao mesmo tempo, uma das competências mais difíceis de alcançar devido à sua complexidade.

Resumen Las habilidades blandas son fundamentales en el quehacer científico, particularmente las relacionadas a comunicación oral en inglés. En la Escuela de Física de la Universidad de Costa Rica se ha implementado desde 2017 un intercambio virtual estudiantil. El proyecto realiza actividades con énfasis en temas de Física Médica y cuenta con participantes de Costa Rica, Estados Unidos y México. En este trabajo buscamos identificar las actividades realizadas en el marco de este intercambio virtual de mayor interés para el estudiantado de Física de la Universidad de Costa Rica. Se realizó una encuesta a las 29 personas estudiantes que participaron en actividades de este intercambio en el período 2018-2019. La encuesta incluyó aspectos sobre el conocimiento de los tipos de actividades realizadas, tipos de participación en las actividades, nivel de inglés y confianza en el manejo del inglés oral, así como de factores que limiten la participación.

Abstract Soft skills are essential in scientific work, particularly those related to oral communication in English. Since 2017, a virtual student exchange has been implemented at the School of Physics of the University of Costa Rica. The project carries out activities with an emphasis on topics of Medical Physics, and has participants from Costa Rica, the United States and Mexico. In this work we seek to determine the activities carried out within the framework of this virtual exchange that are of greatest interest to Physics students at the University of Costa Rica. A survey was conducted with the 29 students who participated in activities of this exchange in the period 2018-2019. The survey included aspects of knowledge of the types of activities carried out, types of participation in activities, level of English and confidence in speaking English, as well as factors that limit participation.

RESUMEN Este artículo examina factores relevantes para profesores de Lengua y Literatura en la evaluación de la escritura de sus estudiantes no hispanohablantes. La fundamentación teórica de este estudio se relaciona con la evaluación como herramienta de aprendizaje, los principios para una evaluación efectiva y la evaluación de la escritura en lengua extranjera. Se trata de un estudio de caso en que se entrevistaron dos profesoras de enseñanza secundaria, para comprender qué factores inciden en la evaluación de la escritura de sus estudiantes haitianos. Estas entrevistas fueron transliteradas y sometidas a un análisis de contenido, del cual emergieron categorías temáticas que se agruparon como factores relevantes para la evaluación de la producción escrita. Estos factores fueron analizados a la luz de la literatura sobre evaluación y se analizaron en el contexto de educación chileno. Los resultados apuntan a observar las estrategias que intuitivamente usan los profesores para evaluar los textos escritos de sus estudiantes no hispanohablantes y a la necesidad de integrar a las aulas multiculturales profesores especialistas en educación multilingüe, que puedan favorecer la evaluación para el aprendizaje. aprendizaje extranjera secundaria haitianos contenido escrita chileno multilingüe

ABSTRACT This work examines the factors that are considered relevant by in-service Spanish Language and Literature teachers for the assessment of the writing skills of non-Spanish-speaking Chilean secondary school students. The theoretical underpinnings that drive this study are related to evaluation as a learning tool, the principles for an effective assessment and the evaluation of writing skills in a foreign language. Namely, for this case study we interviewed two secondary in-service teachers to understand the factors that influence the evaluation of the writing skills of their Haitian students. The interviews were transliterated and analyzed using content analysis, which allowed for the emergence of thematic categories as well as the most relevant factors considered for assessment of written skills. These factors were analyzed in the light of the assessment literature and in relation to the Chilean educational context. The results point to the need to observe the strategies in-service teachers intuitively use to assess the written texts of their non-Spanish-speaking students and the necessity of incorporating teachers trained in multilingual education into multicultural classrooms, that can promote evaluation as a learning tool. inservice service nonSpanishspeaking non speaking tool language Namely analysis context classrooms

Onder naslaanwerke is woordeboeke besonder belangrik in die aanleer van 'n vreemde taal. Alhoewel woordeboeke taalaanleerders van 'n wye reeks data voorsien, kan dit 'n enorme taak wees om deur die massa data en inligting te worstel. Ofskoon dit belangrik behoort te wees om woordeboekvaardighede in die taalaanleerproses te bemeester, bestaan daar geen duidelike riglyne in amptelike onderwysdokumente in Hongarye oor hoe om hierdie vaardighede te ontwikkel nie. Deur woordeboekvaardighede in die kurrikulum te integreer en dit eksplisiet in lesse te onderrig, kan onderwysers 'n belangrike rol speel om die gaping tussen leksikograwe en woordeboekgebruikers te oorbrug. In hierdie studie word verslag gelewer oor die metodes wat ons gebruik om leksikografie en woordeboekvaardighede aan studente by 'n Hongaarse universiteit te onderrig. Die outeurs beskik oor baie ervaring en die bespreking en bygaande materiaal is op meer as 15 jaar se onderrigpraktyk gebaseer. Om te verseker dat die opleiding in die toenemende behoeftes van jong studente kan voorsien, is 'n longitudinale studie in 2020 van stapel gestuur om die veranderende gewoontes en behoeftes van studente te bestudeer. Die doel met hierdie artikel is drieërlei van aard: eerstens, om die onderrig van leksikografie op universiteitsvlak aan te moedig deur konkrete metodes te verskaf, daarna, om die belangrikheid van woordeboekvaardighede uit te lig, en laastens, om die belangrikheid van die integrasie van effektiewe onderrig van die gebruik van elektroniese woordeboeke in die woordeboekdidaktiek te beklemtoon. Teen hierdie agtergrond word die behoefte aan die inkorporering van nuwe evaluasiekriteria sowel as die ontwikkeling van nuwe vaardighede vir digitale woordeboeke, verskillend van dié vir gedrukte woordeboeke, in die onderwys beklemtoon.

Among reference works, dictionaries are particularly important in foreign language learning. Dictionaries provide language learners with a wide range of data, however, wading through the mass of data and information can be a daunting task. Mastering dictionary skills should be important in the language learning process; however, in official educational documents in Hungary, there are no clear guidelines on how to develop these skills. By integrating dictionary skills into the curriculum and teaching them explicitly in lessons, teachers could play an important role in bridging the gap between lexicographers and dictionary users. In the present study, we report on our methods of teaching lexicography and dictionary skills to students at a Hungarian university. The authors are speaking from experience, the discussion and accompanying material are based on more than 15 years of teaching practice. To ensure that the training can meet the expanding needs of young students, a longitudinal study was launched in 2020 to examine students' changing habits and needs. The aims of the article are threefold: first, to encourage the teaching of lexicography at university level by providing concrete methods, then to highlight the importance of dictionary skills, and finally, to emphasise the importance of integrating the effective teaching of the use of electronic dictionaries into dictionary didactics. In this context, the article underlines the need to incorporate new evaluation criteria as well as to develop new skills for digital dictionaries, different from those for print dictionaries, into education.

Abstract The Russian invasion of Ukraine in February 2022 has shown that cyberwarfare is integral to modern military strategies. Although the Russian army has developed cyber capabilities and capacities over the years, Ukraine has quickly created a new and innovative cyber defence that includes public and private actors. Using online communication platforms to reach out to populations, internally and externally, has been instrumental for military success. Inventive thinking has enabled the actors to utilise the online space and develop new computing tactics to defend the country. The intense online presence of Ukrainian President Zelenskyy stands in clear contrast to Russian President Putin. President Zelenskyy is mastering online communication and is speaking directly to the people. Because of his constant use of virtual communication platforms, new public and private resistance movements have formed based on civic activism and a defiant stance against Russian aggression. Various non-governmental groups of hackers, hacktivists and activists have created a structure of resistance, where each has taken on a role in a nodal system depending on skills and engagement levels. This article will focus on how the Ukrainian leadership has been able to carry out a successful speech act that has activated numerous online users internally and externally. This speech act has enabled a new form of online civic activism where online actors fight with the military forces - but mostly without being employed by the state. Within the first 40 days, this activism has proven beneficial to the existing military force to defend Ukraine. The article investigates Ukraine’s role in the David and Goliath fight and how Ukraine’s initiatives have helped develop its cyber defence. The research is based on secondary sources predominately based on grounded theory, where the data collected are critically compared with theoretical content. All data is theoretically sampled and analysed based on the established socio-political approaches deriving from discourse analysis. The timeframe for this research is the first 40 days of the conflict, starting on February 24 2022.

Resumo A invasão russa da Ucrânia em fevereiro de 2022 demonstrou que a guerra cibernética integra as estratégias militares modernas. Embora o exército russo tenha desenvolvido capacidades e competências cibernéticas ao longo dos anos, a Ucrânia criou rapidamente uma nova e inovadora defesa cibernética que inclui agentes públicos e privados. A utilização de plataformas de comunicação online para chegar às populações, dentro e fora do país, tem sido fundamental para o sucesso militar. O pensamento inventivo permitiu aos agentes utilizar o espaço online e desenvolver novas táticas informáticas para defender o país. A intensa presença online do presidente da Ucrânia, Zelenskyy, contrasta claramente com a do Presidente Putin da Rússia. O Presidente Zelenskyy domina a comunicação online e fala diretamente com as pessoas. A sua constante utilização de plataformas virtuais de comunicação motivou a formação de novos movimentos de resistência públicos e privados assentes no ativismo cívico e numa postura desafiadora contra a agressão russa. Vários grupos não governamentais de hackers, hacktivistas e ativistas criaram uma estrutura de resistência, onde cada um assumiu um papel num sistema nodal, em função das competências e dos níveis de envolvimento. Este artigo abordará como a liderança ucraniana tem desenvolvido um ato de discurso bem-sucedido que tem mobilizado inúmeros utilizadores online interna e externamente. Este ato de discurso permitiu uma nova forma de ativismo cívico online onde os intervenientes online combatem as forças militares - sem serem na sua maioria contratados pelo estado. Nos primeiros 40 dias, este ativismo provou trazer benefícios para a força militar existente defender a Ucrânia. O artigo investiga o papel da Ucrânia na luta de David e Golias e como as iniciativas da Ucrânia têm ajudado a desenvolver a sua defesa cibernética. A investigação assenta em fontes secundárias predominantemente baseadas em teoria fundamentada, onde os dados recolhidos são comparados de forma crítica com o conteúdo teórico. Todos os dados são recolhidos e analisados teoricamente com base nas abordagens sociopolíticas estabelecidas, decorrentes da análise do discurso. Esta investigação tem como horizonte temporal os primeiros 40 dias do conflito, com início a 24 de fevereiro de 2022.

Resumen En este estudio se investigó la integración de la tecnología por parte de futuros docentes de inglés como lengua extranjera en el manejo y enseñanza de las habilidades del habla en línea durante la enseñanza remota de emergencia en Indonesia. Se empleó un enfoque de estudio de caso único mediante la implementación de un diseño de método mixto secuencial explicativo. Los hallazgos mostraron que aunque los docentes en formación utilizaban diversas herramientas tecnológicas, con frecuencia implementaban WhatsApp, YouTube y Google Forms para la gestión del aula y la enseñanza de la conversación en inglés. Este estudio ofrece algunas implicaciones para el avance de los programas de formación de docentes de inglés en la era pospandémica.

Abstract This study aimed at investigating the EFL preservice teachers’ technology integration in managing and teaching speaking skills online during emergency remote teaching in Indonesia. This study employed a single case study approach by implementing an explanatory sequential mixed method design. The findings showed that even though the preservice teachers used various technology tools, they frequently implemented WhatsApp, YouTube, and Google Forms for classroom management and teaching speaking purposes. This study offers some implications to advance English language teacher education programs to prepare the future EFL preservice teachers in the post-pandemic era.