Microblogging educativo en el aprendizaje de idiomas: una revisión sistematizada de las investigaciones publicadas entre 2010 y 2018

  1. Marta Rosón Jiménez 1
  2. Daniel Losada Iglesias 2
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Year of publication: 2020

Issue: 57

Pages: 231-251

Type: Article

DOI: 10.12795/PIXELBIT.2019.I57.10 DIALNET GOOGLE SCHOLAR

More publications in: Pixel-Bit: Revista de medios y educación

Abstract

In language teaching and learning, some types of communication, such as microblogging, are becoming more important – especially since the Council of Europe (2018) introduced scales to measure and evaluate online interaction. This article presents a systematised review of microblogging in language teaching and learning. Following the SALSA Framework stages (Grent & Booth, 2009), 18 articles were selected with the objective of exploring the research on microblogging carried out between 2010 and 2018, and the impact that this tool has on both the learners’ linguistic competence and the teachinglearning process. The results obtained inform about the usefulness of microblogging in the development of linguistic competence. Yet, these results should be taken with caution, as 11 out of the 18 revised articles are based on the learners’ self-perceived acquisition. The conclusions indicate the benefits of microblogging for linguistic competence and, more specifically, for three of its components – lexical, semantic and grammatical competences. The use of microblogging favours contextualised, authentic and informal learning and the overcoming of space and time constraints..

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