RESUMEN Este artículo presenta los resultados de una experiencia de formación docente enfocada en la lectura, la escritura y la oralidad, realizada por docentes de lengua de la Facultad de Información y Comunicación de la Universidad de la República con otros docentes de la institución. Se fundamenta en dos conceptos: primero, que los docentes de las disciplinas son actores fundamentales en la enseñanza de las prácticas académicas letradas y, segundo, que las prácticas de lectura, escritura y oralidad universitarias, aunque tienen características comunes, son manifestaciones de saberes disciplinarios específicos de cada área. Nuestro objetivo es observar en qué aspectos las inquietudes sobre la enseñanza de la lectura, la escritura y la oralidad de docentes de diferentes asignaturas son comunes y en qué aspectos difieren, así como observar cómo esa preocupación, al ser explicitada, se refleja en la creación de recursos didácticos para la enseñanza en las disciplinas. Los datos fueron recogidos mediante notas de campo durante el intercambio individual con once docentes de diez asignaturas usando cuestionarios de autorreflexión, descriptores de niveles de lectura y escritura, intercambios orales y elaboración de propuestas didácticas. Se realizó un análisis cualitativo de esos registros considerando las variaciones entre asignaturas en cuanto a las inquietudes manifestadas. Los resultados muestran un cuerpo común de preocupaciones relacionadas principalmente con la escritura, en menor proporción con la lectura y, solo en algunos casos, con la oralidad. Muestran, asimismo, que hay inquietudes relacionadas con los saberes de lenguaje específicos de las áreas disciplinarias en algunos docentes. institución conceptos primero segundo universitarias área difieren preocupación explicitada autorreflexión didácticas manifestadas casos Muestran asimismo

ABSTRACT This article presents the results of a teacher training experience focused on reading, writing and orality, carried out by language teachers from the Facultad de Información y Comunicación of Universidad de la República with other teachers from the institution. It is based on two concepts: first, that teachers of the disciplines are fundamental actors in the teaching of literate academic practices and, second, that university reading, writing and oral practices, although they have common characteristics, are manifestations of disciplinary knowledge specific to each area. Our objective is to observe in what aspects the concerns about the teaching of reading, writing and orality of teachers of different subjects are common and in what aspects they differ, as well as to observe how this concern, when made explicit, is reflected in the creation of didactic resources for teaching in the disciplines. The data were collected through field notes during the individual exchange with eleven teachers of ten subjects using self-reflection questionnaires, reading and writing level descriptors, oral exchanges and the development of didactic resources. These records were qualitatively analysed, considering the variations between subjects regarding the concerns expressed. The results show a common body of concerns related mainly to writing, to a lesser extent to reading and, only in some cases, to orality. They also show concerns about specific language knowledge of the disciplinary areas in some teachers. institution concepts first second characteristics area differ concern explicit selfreflection self reflection questionnaires descriptors analysed expressed cases

Abstract: The objective of this pilot study is to describe the effects of different types of written corrective feedback on the acquisition of the simple past tense in English, in a higher education context. A quasi-experimental design is applied, with intact classes, with a pre- and post-test, and a control group. The sample consists of 62 university students who are Spanish native speakers L1 with an intermediate English level (B1). In general, the findings indicate that the experimental groups obtained better results than the control group in the post-test. However, due to certain limitations of the pilot study, the results must be viewed with caution. The results and analysis suggest that corrective feedback positively affects the acquisition of the simple past tense of English and that of all types of feedback, direct corrective feedback is the most effective.

Resumen: Este estudio piloto se propone como objetivo describir los efectos de los distintos tipos de retroalimentación correctiva escrita en la adquisición del pasado simple del inglés, en un contexto de educación superior. Se aplica un diseño cuasi-experimental, de clases intactas, con pre y post - test y grupo control. La muestra del estudio está constituida por 62 estudiantes universitarios, hablantes de español como L1, con nivel pre intermedio en inglés (B1). En general, los hallazgos indican que los grupos experimentales obtuvieron mejores resultados que el grupo control en el post-test. Sin embargo, debido a ciertas limitaciones del estudio piloto, los resultados hay que visualizarlos con cautela. A partir de los hallazgos y del análisis se concluye que la retroalimentación correctiva escrita sí tiene un efecto positivo en la adquisición del pasado simple del inglés y que, de todos los tipos, la directa es la más eficaz.

ABSTRACT Assuming that Osvaldo Lamborghini's literature is a departure and farewell to “modern literature,” this article proposes two intimately related, but at the same time differentiated, directions for contemporary literature. On the one hand, this “departure and farewell” announces an “I”-Ego- that becomes object and flesh for the market, thus exposing them to its violence by the individualizing bodies; while, on the other hand, this fragile and naked “I” -Ego- is the possibility of another beginning. In the eyes of modern literature, the “tadey” -a character created by Lamborghini- is a monstruosity. This article, however, proposes that the lack of future, limited language and inclination to the pleasures of the flesh -tadey’s characteristics-, force an I-reader to erect itself over the Lamborghinian words. But in a second instance of this obligation, and distinguishing itself from that discourse which is destined to be punctured in the capitalist era, the I-reader is infected by Lamborghini’s words to become a “tadey,” another beginning for writing.

RESUMEN Asumiendo que la literatura de Osvaldo Lamborghini es una despedida y partida de la “literatura moderna”, este artículo plantea dos direcciones íntimamente relacionadas, pero a la vez diferenciadas, para la literatura contemporánea. Por un lado, esa “despedida y partida” anuncia un Yo que deviene objeto y carne del mercado, por ende, expuesto a la violencia sobre los cuerpos individualizados; mientras que, por el otro, ese Yo frágil y desnudo es la posibilidad de otro comenzar. Ante la mirada del moderno, el “tadey” -personaje creado por Lamborghini- es una monstruosidad. En este artículo, sin embargo, se propone que la falta de futuro, lenguaje limitado e inclinación a los placeres de la carne -características del tadey-, obligan a que un Yo-lector se erija sobre la palabra lamborghiniana. Pero en una segunda instancia de ese ponerse, distinguiéndose de aquel discurso que está destinado a pinchar en la era capitalista, el Yo-lector es infectado con la palabra lamborghiniana para devenir “tadey”, otro comenzar de la escritura.

Abstract This article interrogates the intersection between writing and visuality in Celan’s poetics, based on the following route: a first section focuses on the impact of his encounter with Gisèle Lestrange, giving an account of Celan’s recognition of the significant imprint that Lestrange’s art of engraving leaves on his own poetic exercise. The growing use of terms from the art of engraving, both in his poetry and in his poetological reflections, will allow us to understand the relationship that the poet maintains with certain forms of critical imagination coming from the visual arts. In a second section, we trace how The Meridian, the title of her decisive poetological manifest, finds its space of germination in an engraving that Lestrange sends to Nelly Sachs, and in whose lines the poet recognizes, as in her correspondence with Celan, «meridians of the pain and consolation». A third section takes up Derrida’s question regarding how to read the practice of language carving in Celan. A final section succinctly addresses the relationship between image and resistance, based on the drawing of burning candles that Celan made as a child and the «call to poets» that he received from the anarchist Gustav Landauer.

Resumen El presente artículo interroga el cruce entre escritura y visualidad en la poética de Celan, a partir del siguiente recorrido: un primer apartado se detiene en la incidencia que tiene su encuentro con Gisèle Lestrange, lo que permite dar cuenta del reconocimiento, por parte de Celan, de la significativa impronta que deja el arte del grabado de Lestrange en su propio ejercicio poético. El creciente uso de términos provenientes del arte del grabado, tanto en su poesía como en sus reflexiones poetológicas, permitirá comprender la relación que el poeta sostiene con ciertas formas de imaginación crítica provenientes de las artes visuales. En un segundo apartado, rastreamos cómo El meridiano, título de su decisivo manifiesto poetológico, encuentra su espacio de germinación en un grabado que Lestrange envía a Nelly Sachs, y en cuyas líneas la poeta reconoce, como apunta en su correspondencia con Celan, «meridianos del dolor y del consuelo». Un tercer acápite retoma la pregunta de Derrida respecto de cómo leer en Celan la práctica de la entalladura del lenguaje. Un último apartado aborda sucintamente la relación entre imagen y resistencia, a partir del dibujo de velas ardiendo que Celan realiza cuando niño y del «llamado a los poetas» que le llega del anarquista Gustav Landauer.

Abstract This article paper explores the evaluation of artificial intelligence (AI) in English as a Foreign Language (EFL) writing courses and the importance of calibration in writing evaluations. The role of calibration has received little attention in language contexts, while the role of artificial intelligence has gained increased attention in the last couple of years. This investigation, conducted from August 2022 to March 2023, involved eight TESOL students enrolled in an English as a Foreign Language (EFL) major at a Costa Rican public university, ten TESOL university professors, and one AI piece of software. It used a quantitative, quasi-experimental design, and a language elicitation data collection process. Data was collected by means of a rubric-based writing assessment. Quantitative data were analyzed using descriptive statistics. Data analyses indicate that: 1) human-created paragraphs (X̄ = 7,56) and AI writing (X̄ = 7,61) yield similar results when evaluated; 2) some criteria may favor human creativity or computer, rule-oriented writing; and 3) professors’ ratings reveal inconsistencies when grading human writing in particular. These findings demonstrate that AI matches, at least to a basic level, human writing skills. Furthermore, data show that students may be falling behind in aspects such as grammar, vocabulary, and mechanics. Finally, the analysis indicates that professors’ grading lacks consistency, and a calibration model should be incorporated as part of regular training workshops.

Resumen Este artículo explora la evaluación de la inteligencia artificial (IA) en cursos de escritura en inglés como lengua extranjera (ILE) y la importancia de la calibración en las evaluaciones de escritura. El papel de la calibración ha recibido poca atención en contextos lingüísticos, mientras que la inteligencia artificial ha ganado mayor reconocimiento en los últimos años. La investigación se realizó desde agosto de 2022 hasta marzo de 2023, e involucró a ocho estudiantes de TESOL en un bachillerato en inglés como lengua extranjera (ILE) en una universidad pública de Costa Rica: diez docentes de TESOL a nivel universitario y un software de IA. Se utilizó un diseño cuasiexperimental cuantitativo y una recopilación de datos de elicitación de lenguaje. Los datos fueron recopilados mediante una rúbrica que midió la producción escrita. Los datos cuantitativos se analizaron utilizando estadística descriptiva. El análisis de datos indica que: 1) los párrafos creados por humanos (X̄ = 7,56) y la escritura de IA (X̄ = 7,61) producen resultados similares; 2) algunos criterios pueden favorecer la creatividad humana o la escritura orientada a reglas; y 3) el profesorado presenta inconsistencias al calificar la escritura humana en particular. Estos hallazgos demuestran que la IA se equipara, al menos a nivel básico, con las habilidades de escritura humana. Además, los datos muestran que el estudiantado puede estar quedándose atrás en aspectos como gramática, vocabulario y puntuación. Finalmente, el análisis indica que la calificación de docentes carece de consistencia, y un modelo de calibración debería ser incorporado como parte de su formación.

RESUMO O presente artigo tem como foco a reflexão e a discussão dos atravessamentos intersecionais de deficiência, gênero, classe social, trabalho e raça em processos de ensino da leitura e da escrita para estudantes surdos(as), à luz das teorias pós-críticas do currículo. O texto problematiza relatos e situações de sala de aula, realizados em uma escola pública da Educação de Jovens e Adultos na cidade de Belo Horizonte/MG. Metodologicamente, foram realizadas rodas de conversa com docentes e a observação participante no cotidiano de uma turma da referida escola, no ano de 2021. A partir das práticas curriculares docentes observadas, foi escolhido o conto “Circuito Fechado” de Ricardo Ramos, para problematização teórica pela perspectiva interseccional. A investigação apontou desafios no fazer docente durante o ensino da Língua Brasileira de Sinais e da Língua Portuguesa, como segunda língua. Os resultados indicaram a relevância em considerar o contexto de vida discente e o conhecimento prévio de cada estudante nos processos do aprender. Por fim, o estudo revelou como diferentes marcadores sociais podem atravessar práticas curriculares, oportunizando outras composições e outras leituras de mundo. deficiência gênero social surdosas, surdosas surdos as , surdos(as) póscríticas pós críticas currículo aula HorizonteMG Horizonte MG Horizonte/MG Metodologicamente 2021 observadas Circuito Fechado Ramos interseccional Portuguesa língua aprender fim mundo surdos(as 202 20 2

ABSTRACT This article focuses on reflecting on and discussing the intersections of disability, gender, social class, work, and race in processes of teaching reading and writing to deaf students, in the light of post-critical theories of curriculum. The text questions classroom reports and situations, carried out in a public school for Youth and Adult Education in the city of Belo Horizonte - MG. Methodologically, we held discussions with teachers and participant observation in the daily life of a class at the school in 2021. Based on curricular teaching practices observed, the short story Circuito Fechado (Closed Circuit) by Ricardo Ramos was chosen for theoretical questioning from an intersectional perspective. The investigation revealed challenges in teaching Brazilian Sign Language and Portuguese as a second language. The results indicate the importance of considering the context of the student’s life and the prior knowledge of each student in learning processes. Finally, the study reveals how different social markers can cross curricular practices, providing opportunities for other compositions and other readings of the world. disability gender work students postcritical post critical curriculum situations MG Methodologically 2021 observed Closed Circuit perspective language s Finally world 202 20 2

Abstract This paper presents the features and potential of use of the latest version of the portal of multilingual linguistic resources on rare diseases that we are developing: RERCOR (3.1.2). Rare diseases are a large group of diseases that affect about 30 million people in the EU and about 47 million in Latin America. They are currently seeking greater visibility and priority in public health policies. The portal aims to provide multilingual tools to better understand the linguistic uses of this medical subdomain, especially its terminology and collocations. The large number of rare diseases (more than 6000) and their diverse consequences mean that this field brings together numerous medical specialties and many other areas related to the field of health in its broadest sense. This multidisciplinary nature makes RERCOR useful for the translation, revision and editing of texts from the entire biomedical field, as well as for research and teaching purposes. RERCOR consists of three applications available through a freely accessible web interface: a corpus query application, a vocabularies query application and an assistant for writing texts. The first facilitates the search for concordances and morphosyntactic, collocational and contextual information in six corpora — three bilingual (French and Spanish) and two trilingual (English, French and Spanish) —, comparable and parallel, lemmatized and labeled. The second allows consultation of a trilingual glossary and three bilingual vocabularies that include equivalents in other languages and additional information such as definition, synonyms or other names. The third application consists of a prototype to facilitate the writing of texts on this medical subdomain. The design of the portal allows a complete, dynamic and intuitive consultation without requiring specific computer knowledge. developing 3.1.2. 312 3.1.2 . 3 1 2 (3.1.2) 4 America policies subdomain collocations more 6000 sense translation purposes interface morphosyntactic Spanish English, English (English , parallel labeled definition names complete knowledge 31 3.1. (3.1.2 600 3.1 (3.1. 60 3. (3.1 6 (3. (3 (

Resumen En este trabajo se presentan las características y potencialidades de uso de la última versión del portal de recursos lingüísticos multilingües sobre enfermedades raras que estamos desarrollando: RERCOR (3.1.2). Las enfermedades raras son un amplio grupo de dolencias que afectan a unos 30 millones de personas en la UE y a unos 47 millones en Iberoamérica. En estos momentos buscan mayor visibilidad y prioridad en las políticas de salud pública. El portal tiene como objetivo proporcionar herramientas multilingües que permitan conocer mejor los usos lingüísticos propios de este subdominio médico, especialmente su terminología y colocaciones. El gran número de enfermedades raras (más de 6000) y sus diversas consecuencias hacen que en este ámbito confluyan numerosas especialidades médicas y muchas otras áreas relacionadas con el ámbito de la salud en su sentido más amplio. Esta multidisciplinariedad confiere a RERCOR utilidad para la traducción, revisión y redacción de textos de todo el ámbito biomédico, así como para la investigación y la docencia. RERCOR está constituido por tres aplicaciones disponibles a través de una interfaz web de libre acceso: aplicación de consulta de corpus, aplicación de consulta de vocabularios y asistente para la redacción de textos. La primera facilita la búsqueda de concordancias e información morfosintáctica, colocacional y contextual en seis corpus —tres bilingües (francés y español) y dos trilingües (inglés, francés y español)—, comparables y paralelos, lematizados y etiquetados. La segunda permite consultar un glosario trilingüe y tres vocabularios bilingües que incluyen equivalencias en otras lenguas e información adicional como definición, sinónimos u otras denominaciones. La tercera aplicación consiste en un prototipo para facilitar la redacción de textos sobre este subdominio médico. El diseño del portal permite una consulta completa, dinámica e intuitiva sin requerir conocimientos informáticos específicos. desarrollando 3.1.2. 312 3.1.2 . 3 1 2 (3.1.2) 4 Iberoamérica pública médico colocaciones 6000 traducción biomédico docencia acceso morfosintáctica español inglés, inglés (inglés español, , español)— paralelos etiquetados definición denominaciones completa específicos 31 3.1. (3.1.2 600 3.1 (3.1. 60 3. (3.1 6 (3. (3 (

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

BACKGROUND: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction AIM: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary SETTING: This study was conducted in a suburban school where the learners use English as a second language METHODS: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality RESULTS: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited CONCLUSION: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades CONTRIBUTION: The task can be used by teachers and by researchers who may wish to replicate the study

In hierdie artikel word verslag gelewer oor 'n navorsingsprojek wat daarop gemik is om te ondersoek hoe en tot watter mate generatiewe KI gebruik kan word om verskillende tipes verklarings te verskaf wat in skryfhulpmiddels vir Chinese aanleerders van Engels geaktiveer kan word. Die projek word eerstens in 'n leksikografiese konteks geplaas en die algemene metodologie wat gebruik word, word beskryf. Die beperkte bruikbaarheid van 'n leerderkorpus as empiriese basis en die behoefte aan die gebruik van ChatGPT as 'n hulpmiddel om die foutsubkategorieë wat verklaar moet word te bepaal, word hierby ingesluit. Dit het tot gevolg dat 26 foutsubkategorieë binne die hoofkategorie van onderwerp-werkwoord-kongruensie geïdentifiseer is. Twee generatiewe KI-kletsbotte, Baidu se Ernie Bot en OpenAI se ChatGPT, word dan met mekaar vergelyk, en daar word beskryf hoe laasgenoemde meer doeltreffend bevind is. Daarom is ChatGPT deur leksikograwe met ervaring in tweedetaalonderrig versoek om lang verklarings vir elk van die foutsubkategorieë te skryf, wat verskeie voorbeelde insluit wat beide die kletsbot se merkwaardige werkverrigting en die konstante behoefte aan menslike toesig en intervensie demonstreer. Terselfdertyd word die direkte integrasie van generatiewe KI in skryfhulpmiddels bepleit om kort verstekverklarings vir foute wat in leerders se tekste gevind word, te lewer. Laastens word die bevindings, insluitend die komplekse verhouding tussen menslike en kunsmatige intelligensie, opgesom.

This paper reports on a research project that aims to explore how and to what extent generative AI can be used to produce different types of explanations that can be activated in writing assistants for Chinese learners of English. It first places the project in a lexicographic context and describes the general methodology used, including the limited usefulness of a learner corpus as an empirical basis and the need to use ChatGPT as a supplement to determine the error sub-categories to be explained. As a result, 26 error sub-categories are identified within the main category of subject-verb disagreement. The paper then compares two generative AI chatbots, Baidu's Ernie Bot and OpenAI's ChatGPT, and describes how the latter was found to be more efficient and therefore prompted by lexicographers with experience in second-language teaching to write long explanations for each of the error sub-categories, with several examples demonstrating both the chatbot's remarkable performance and the constant need for human supervision and intervention. At the same time, the paper argues for the integration of generative AI directly into writing assistants to produce short default explanations for errors found in learners' texts. Finally, the paper summarises the findings, including the complex relationship between human and artificial intelligence.

Abstract The present study investigates the use of discourse markers (DM) in compositions of heritage language learners (HLL) and foreign language learners (FLL) of Spanish. Previous studies state that HLL differ from FLL in fluency in oral pragmatics due to their greater exposure to the L2 outside the classroom (Alonso-Marks, 2016; Gatti & O’Neill, 2017). Nevertheless, HLL are not as exposed to compositional skills as FLL, resulting in a written competence marked by the oral fluency with which they communicate in the L2 (Alonso-Marks, 2016). To explore this further, this study focuses on DM, as they contribute to the fluency of written discourse (Martínez, 2004). There is little research about HLL’s use of DM in compositions despite their importance in L2 acquisition. 14 US students of Spanish, 7 HLL and 7 FLL, enrolled in the same advanced composition course participated in the study. Data were pulled from 9 compositions submitted by each participant. DM were coded in terms of frequency and classified into interpersonal, textual, and modal categories. Results revealed significant differences in the frequency of DM usage between groups, and particularly in their use of textual DM. FLL used them more frequently than HLL.The difference is attributed to the role of the instruction received.

Resumen El presente estudio investiga el uso de marcadores discursivos (MD) por parte de estudiantes de herencia (EH) y de lengua extranjera (LE) de español en composiciones. Estudios previos señalan que el estudiantado EH difiere del LE en fluidez de pragmática oral por su mayor exposición a L2 fuera del aula (Alonso-Marks, 2016; Gatti y O’Neill, 2017). No obstante, al carecer de una práctica escrita frecuente, el grupo EH parece presentar una competencia escrita marcada por la fluidez oral con la que se comunica en L2 (Alonso-Marks, 2016). Para explorar este asunto, nos enfocamos en los MD por su contribución a la fluidez del discurso escrito (Martínez, 2004). Pese a su importancia en la adquisición de L2, pocos estudios han investigado cómo el colectivo EH usa los MD en composiciones. En el estudio realizado participaron 14 estudiantes de EEUU, 7 EH y 7 LE, de nivel avanzado en composición en español. Los datos se extrajeron de 9 composiciones de cada participante. Los MD se codificaron en términos de frecuencia y se clasificaron en interpersonales, textuales y modales. Los resultados revelaron diferencias significativas en frecuencia de uso, en particular de los marcadores textuales. El estudiantado LE los usó con mayor frecuencia que el EH. Atribuimos la diferencia al papel de la instrucción escrita recibida.

Abstract The advancement of the use of Artificial intelligence in the scientific field, such as Connectedpapers and ChatGPT, has allowed us to reflect on how technological tools have become mediators and participants in the context of education and academia. In the field of organizational theories, despite the different perspectives on understanding the incorporation of AIs in academic practice, we highlight two challenges in our daily academic life. The first challenge refers to confronting the digital colonialism that AIs impose on us, considering that they constitute themselves through the reproduction of language models programmed in countries of the "global north” The second challenge concerns its unfoldings in the process of automation of academic writing in administration. We consider the need to reflect on how the uses of AIs can contemporarily reproduce our place in the field of science as one of scientific data extractivism, the limitation of the teaching of academic writing in administration as the reproduction of an "assisted programming" of hegemonic language models, and the possibilities of disentangling as a way of counteracting this dynamic of automation of article writing in administration. ChatGPT academia theories practice life global north extractivism assisted programming

Resumo O avanço da utilização das Inteligências Artificiais (IAs) no campo científico, a exemplo de Connected Papers e ChatGPT, tem nos possibilitado refletir sobre como ferramentas tecnológicas se tornaram mediadores e participantes no contexto da educação e da academia. No campo das teorias organizacionais, a despeito das diferentes perspectivas de compreensão da incorporação das IAs na prática acadêmica, destacamos dois desafios em nosso cotidiano acadêmico. O primeiro desafio refere-se ao enfrentamento do colonialismo digital que as IAs nos impõem, considerando que elas se constituem por meio da reprodução de modelos de linguagem programados em países do “Norte global”. O segundo desafio diz respeito aos seus desdobramentos no processo de automatização da escrita acadêmica em administração. Consideramos a necessidade de se refletir como os usos das IAs podem reproduzir contemporaneamente nosso lugar no campo da ciência como o de extrativismo de dados científicos, a limitação do ensino da escrita acadêmica em administração como sendo a reprodução de uma “programação assistida” de modelos de linguagens hegemônicos e as possibilidades de desenquadrar como forma de contrapor essa dinâmica de automatização da escrita de artigos em administração. (IAs científico ChatGPT academia organizacionais acadêmico referese refere impõem Norte global. global . global” científicos programação assistida

Resumen Este artículo muestra los hallazgos de una investigación longitudinal de enfoque cuantitativo de tipo descriptivo realizada en un curso de gramática francesa de la Universidad de Costa Rica. Dicho estudio de carácter no experimental indagó, mediante la observación descriptiva, sobre la efectividad de la retroalimentación indirecta aplicada a la producción escrita, en estudiantes de segundo año de carrera al momento de redactar. De la misma manera, se documentó la percepción del estudiantado acerca del tipo de retroalimentación recibida. Para obtener esta información, se contó con la participación de un grupo de 24 personas estudiantes que fue dividido en tres subgrupos en los que se trabajó, respectivamente, la retroalimentación correctiva indirecta en composiciones expositivas por medio de códigos, señalamiento de los errores con colores e indicación de los errores en el margen de la producción escrita. La investigación se centró en aspectos gramaticales como la morfología, la sintaxis y la ortografía. Los resultados muestran de manera general que, en el contexto de aprendizaje en estudiantes de Francés como Lengua Extranjera a nivel universitario, la retroalimentación indirecta es efectiva, el tipo de retroalimentación aplicado es el que determinó mayor o menor impacto.

Abstract This paper reports on a longitudinal descriptive and quantitative research conducted in a French grammar course at the University of Costa Rica. This xperimental study inquired about the effectiveness of three different types of indirect feedback in written assignments, and the type of errors made by students. To collect this information, 24 students were divided into three separate groups, and each worked on one type of indirect feedback: the first one with the use of codes, the second one with the use of colors, and the third one with annotation of errors in the margin of the composition. This research focuses on grammatical concepts such as morphology, syntax and orthography. The findings show that indirect corrective feedback and correction of French as a Foreign Language university students is in fact effective, and what delimits its reach and impact is the kind of feedback provided to students.

Resumen Según el programa de estudios de inglés para primaria (I y II Ciclos), el enfoque pedagógico que prevalece es el «Action Oriented Approach». El Ministerio de Educación Pública (MEP) orienta la labor docente y fundamenta el desarrollo las habilidades de lectura y escritura a través de la conciencia fonémica. Este estudio se llevó a cabo en dos Direcciones Regionales de Educación: San José Central y San José Norte. Se analizó la efectividad de la metodología utilizada por los docentes de inglés de primero a tercer grado (I Ciclo) y se diseñaron tres talleres para potenciar la mediación pedagógica de la conciencia fonémica. El principal hallazgo fue la brecha entre el enfoque planteado en el programa de estudios de inglés, en términos de conciencia fonémica y el desarrollo de actividades didácticas, «Task Cycle», para fortalecer los procesos de lectura y escritura en los primeros años de la educación formal.

Abstract According to the Ministry of Public Education's (MEP) English teaching syllabus for elementary school (first cycle grades 1 to 3 and second cycle grades 4 to 6), the pedagogical approach that is prevalent to achieve the national goal is the Action-Oriented Approach. In concordance to MEP's theoretical support, it is through the phonemic awareness development that English teachers must introduce the reading and writing skills. This study took place in two Educational Regions: San José Central and San José Norte. The researchers analyzed the effectiveness of the methodology used by first through third grade (First Cycle) English teachers and designed three workshops to enhance their pedagogical mediation of phonemic awareness. The main finding was a gap between the approach stated in the new English program in terms of the phonological awareness and the development of best practices in the didactic plan, «Task Cycle», to scaffold young learners' process of reading and writing.

Résumé D'après le programme d'études d'anglais pour l'école primaire (Ier et IIème cycles), la Perspective actionnelle est l'approche qui s'impose. Le Ministère de l'Éducation Publique (MEP) guide le travail de l'enseignant et fournit comme base la conscience phonémique pour le développement des habiletés de lecture. Cette recherche a été réalisé dans deux Directions Régionales de l'Education: San José Central et San José Norte. L'étude a analysé l'effectivité de la méthodologie employée par les enseignants d'anglais de CE1 à CM1 (Ier cycle) et on a conçu trois ateliers pour renforcer la médiation pédagogique de la conscience phonémique. La principale découverte a été l'écart existant entre l'approche privilégiée dans le programme d'études, en ce qui concerne la conscience phonémique, et le développement des activités didactiques (le «cycle de la tâche») pour renforcer les processus de lecture et d'écriture dans les premières années de l'enseignement formel.

Resumen El objetivo de la presente investigación fue examinar los tipos y frecuencias de los errores gramaticales del tiempo presente y pasado y la concordancia en la tarea de producción escrita (EWPT) de los estudiantes árabes de inglés como lengua extranjera. La muestra del estudio comprendió 67 estudiantes árabes de EFL seleccionados a través de un método de muestreo aleatorio simple y subdivididos en tres niveles de competencia. El instrumento de recolección de datos usado fue el EWPT, que consta de dos pasajes y un total de 46 ítems de prueba. Se recolectó el EWPT y se identificaron, clasificaron y analizaron en frecuencias los errores cometidos por los estudiantes. Luego, se realizó un análisis estadístico con SPSS 21. Los hallazgos demostraron dos tipos básicos de errores gramaticales: error de deformación (EM) y error de omisión (EO). Los resultados generales revelaron que el uso incorrecto de los morfemas flexivos fue mayor para el EM que para el EO de los morfemas flexivos en los tres grupos de participantes. El EM agramatical se caracteriza por el uso de formas incorrectas, dada su similitud fonológica, el uso incorrecto de sufijación, la sustitución y la generalización excesiva de las formas de los verbos. Con base en estos hallazgos, se propusieron algunas recomendaciones e implicaciones pedagógicas que podrían ayudar a los profesores de EFL con algunas propuestas y políticas de enseñanza factibles.

Abstract This investigation aimed to examine the types and frequencies of grammatical errors of present and past tense and agreement in the elicited written production task (EWPT) of Arab EFL learners. The sample of the study comprised 67 Arab EFL undergraduates selected through a simple random sampling method and subdivided into three proficiency levels. The data collection instrument was the EWPT, which consisted of two passages and a total of 46 test items. The EWPT was collected and the errors committed by the students were identified, classified, and analyzed in frequencies. Then, statistical analysis was performed using SPSS 21. The findings demonstrated two basic types of grammatical errors: error of misformation (EM) and error of omission (EO). Overall results revealed that incorrect use of inflectional morphemes was higher for the EM than for the EO of inflectional morphemes across the three groups of participants. The ungrammatical EM is characterized by the use of incorrect forms, including misusing phonologically similar words, incorrect suffixation, substitution, as well as overgeneralization of be verb forms. Based on these findings, some recommendations and pedagogical implications were proposed, which might assist EFL teachers in developing feasible teaching propositions and policies.