Tavira. Electronic Journal of Teacher Training in Linguistic and Literary Communication.

Review. Innovation and new approaches in teaching Spanish language, literature, and culture

Lidia Bellido Barea — 2025-12-30

Review. Innovation and new approaches in teaching Spanish language, literature, and culture

Editorial. Open science and internationalization

Manuel Francisco Romero Oliva — 2025-12-30

STEAM-themed non-fiction picture books in English: a bilingual application in Primary Education

Pablo Cruzado Sánchez — 2025-12-30

This study focuses on an investigation of a non-fiction science-themed picture book written in English for the bilingual primary school classroom. An analysis has been carried out in 3 phases: the first one is a bibliographic search; the second one involves the linguistic and didactic analysis of the selected resource, for subsequent fieldwork; and, finally, a case study of mixed non-probabilistic and intentional cut (n=40) to try to demonstrate the viability of the non-fiction picture book as an effective tool for the transformation of knowledge. The instrument used for data collection has been created ad hoc for the proposed purpose and has also been validated. The data obtained show the great acceptability and viability of the non-fiction picture book in learning processes in general and in the STEAM field in particular.

Between monuments and words: the linguistic landscape of historical heritage in language teaching

Margarita Robles Gómez — 2025-12-30

The authors Landry and Boris (1997) introduced the concept of Linguistic Landscape (LLS), and that idea refers to the study of linguistic signs that appear in public spaces. The objectives of the article are, on one hand, to demonstrate that the use of LLS as a pedagogical tool and the introduction of the tangible cultural heritage of a locality as Palencia works as content in teaching foreign languages are aligned with the SGD 11, which focus on sustainable cities and comunities, the cultural heritage protection policies approved by UNESCO and current Spanish educational laws; on the other hand, to analyze the pedagogical value of LLS in language teaching, with a special focus on cultural heritage. To this end, a series of didactic activities are proposed based on the informative signs that accompany monuments and historic buildings of the town of Palencia. The methodology employed focused on a review of current educational policies and international institutions information, although a literature review of specialized publications in LLS and education is used too. These proposals promote multilingualism and contribute to the development of global citizenship.

Perception and awareness of errors in Greek SFL learners (B2 level) potential participants for the ERASMUS+ program

Eirini Rammou — 2025-12-30

In the process of teaching and learning foreign languages, specialized teachers and researchers must consider all its facets in order to enhance learning effectiveness. For this reason, the present study examines Greek learners’perception and awareness of errors in SFL (Spanish as a foreign language) at the B2 level, aspects that are not often explored. The participants are university students aspiring to be selected for the ERASMUS+ exchange program in Spain. The objectives of this study are to examine whether Greek learners of SFL perceive errors positively or negatively, whether they are aware of committing errors, and in which grammatical areas they produce frequent errors. Data were collected through a series of questionnaires administered to the participants. The research approach is quantitative. The results of the study demonstrate that the majority of Greek learners of SFL have a positive perception of errors during the learning of SFL and are aware of their own error production.

Finnish social services students as facilitators of the linguistic adaptation of their international peers

Miira Häkkinen — 2025-12-30

This study examines the language support available to international students in Finnish higher education, focusing on informal language meetings organized by Bachelor of Social Services students at a University of Applied Sciences. These sessions aim to foster both social and linguistic integration. Using a focus group interview, the study examines the motivations of Social Services students in facilitating these activities, their self-perceptions as practice-oriented learners, and how these perceptions inform their pedagogical approaches. Grounded in the distinction between informative and transformative learning, the findings highlight key challenges: limited opportunities for oral Finnish practice, the ambivalent role of English —which facilitates daily communication but hinders Finnish acquisition— and the insufficiency of formal language education in promoting active use of Finnish. The study underscores the importance of accessible, peer-led language initiatives in promoting integration and well-being both on international campuses and beyond.

The Role of Artificial Intelligence in Spanish Language Teaching: Mediation, Interaction, and Global Competence

Inmaculada Caro Rodríguez — 2025-12-30

Artificial intelligence (AI) and digital technologies have revolutionized the teaching of Spanish as a foreign language, providing learning environments that are more accessible, personalized, and interactive. These tools not only facilitate the development of linguistic, communicative, and intercultural skills but are also essential in an increasingly globalized world. The purpose of this analysis is to explore how the incorporation of these technologies can enhance intercultural communication, socioemotional learning, and prepare students to face global challenges. To this end, the study examines the use of chatbots, virtual simulations, and automated feedback platforms in activities designed to promote active learning.The methodology is based on case studies and practical classroom experiences, allowing for an assessment of the impact of these tools on the development of linguistic and cultural competences. The results reveal benefits such as personalized learning, enriched interaction, and adaptability to individual needs. However, ethical and pedagogical challenges also emerge, such as the risk of technological dependency and the need for balanced didactic approaches.In conclusion, the integration of AI and digital technologies offers significant opportunities for teaching Spanish, provided they are used with solid pedagogical principles and a humanistic approach.

The teaching-learning process to be tested in the era of academic integrity (AI1) x artificial intelligence (AI2)

Cynthia Potvin — 2025-12-30

While Higher Education institutions aim students to develop the concept of academic integrity (AI¹), the arrival of artificial intelligence tools (AI²) like ChatGPT puts the process of teaching-learning to test. Respective to teachers, they must inculcate ethical values while students are confronted with a great deal of factors that influence them during their academic writings. Given this situation, the main objective of this article is to determine the competencies that must be developed in this era of continued immersion in AI² to guarantee AI¹. To do so, the results of a quantitative descriptive analysis of the relevant sections and questions from questionnaires of the faculty (1357 participants) and the students (4664 participants) who participated in this first data collection of the study by Partnership on University Plagiarism Prevention (PUPP), conducted in 2023, will be used to apply them to the discipline of Spanish as a foreign language (SFL). The conclusion will be that, to accomplish their respective tasks, it is necessary that faculty and students work hand in hand.

Reels for teaching Spanish for Specific Purposes at the University level

María de Eguiburu Hevia — 2025-12-30

In a world so digitized and constantly evolving with regard to new technologies, it is proposed to make use of the reels or shorts in communication classes for specific purposes in a university context. This way, we intend to put into operation all the mechanisms involved in oral presentations and speeches, especially in the academic field, emphasizing the importance of non-verbal communication and the ability to effectively transmit information in a very limited time. This activity is integrated into the student evaluation process and aims to reflect on the existing differences between languages and cultures in order to promote greater plurilingual and pluricultural awareness. Exposure to authentic communicative experiences empowers students as true language users and allows them to develop greater and more effective intercultural communicative competence.

The expression of silent cinema in the Spanish classroom: a teaching strategy for learning vocabulary

Pilar Úcar Ventura — 2025-12-30

Abstract:

The purpose is to analyse the possibilities of showing a short film without words in the Spanish classroom as a teaching resource for learning vocabulary in different language registers.

It has been found that at some levels of linguistic competence there is a certain stagnation in the progress of acquiring new terminology.

A teaching sequence with ‘short film stories’ is proposed. To this end, the advantages of contextualising images without words are analysed, thus favouring the deep structure that underlies verbal silences; activities related to verbal and non-verbal language are described: searching for synonyms in order to avoid the repetition of adverbs and deictic demonstratives, and the most common verbs that impoverish oral and written expression, such as: tener, dar, hacer, poner, decir and, above all, the verb ser. The list of exercises that can be carried out in the classroom activates synthesis, which is necessary for the practice of linguistic messages in the different forms of discourse that will be needed in subsequent levels.

Keywords: lexicon; short film; synthesis; idiomatic registers

Technology in teaching EL2 to the deaf: challenges and opportunities

AURA Schabl-Duarte — 2025-12-30

Abstract:
This article analyzes the use of technological applications in teaching Spanish as a second language (EL2) to deaf individuals, addressing both opportunities, and limitations. Through a qualitative and comparative approach, several digital tools were reviewed using the evaluation frameworks of Prieto (2020), Net-Learning (2018), and W3C accessibility guidelines (2018). The sample included eight applications selected for their padagogical potential, accessibility, and linguistic relevance. The analysis considered aspects such as functionality, usability, adaptability, and linguistic affiliation. Initial findings revealed tools that, although not specifically designed for deaf users, show strengths in visual accessibility and language support. The need for inclusive frameworks, bilingual approaches, and the integration of emerging technologies, such as artificial intelligence, was also emphasized to enhance educational accessibility. This study underscores the importance of a critical and contextualized evaluation of available technologies to promote more equitable and inclusive digital learning practices.

Keywords: El2; Communication; Inclusive technology; Deaf education.

Automated proofreading of Spanish texts in MS Word using a text clean-up macro

Juan Ramón Goberna Falque — 2025-12-30

This study presents the results of a teaching innovation project developed during the 2022-23, 2023-24 and 2024-25 academic years in the external internship subjects of the Master's Degree in Editorial Translation at the University of Murcia. The project focused on the implementation of 'Dr. Macro's Stain Remover,' a text cleaning macro as a tool for automating revision and correction processes in MS Word, created and distributed free of charge by philologist Antonio Martín.The research analyses the revision habits of three groups (60 students, 22 academic tutors and 10 editors) and their experience with this tool. Surveys were used to study revision methods, the application of orthotypographical rules, prior knowledge of macros, their perceived usefulness and the intention to use them in the future. The results reveal a 'paradox of knowledge and usefulness': although prior knowledge is limited (28.3 % among students, 45.5 % among tutors, and 0 % among editors), the assessment after use is very high (93.3 %, 100 %, and 100 %, respectively). The study concludes that these tools represent an efficient innovation, with benefits for both training and professional practice. The implementation of text cleaning macros in academic and professional environments demonstrates significant potential for optimizing editorial workflows and improving the quality of revisión and correction processes.

Evolution of automated feedback in SFL: Analysis of Claude Sonnet 3.7 and 4.0 as evaluators

Antoni Brosa Rodríguez — 2025-12-30

This research analyses the evolution of feedback capabilities between specific artificial intelligence for different Claude Sonnet language models in versions 3.7 and 4.0 as correction tools for texts written by students of Spanish as a foreign language. Through a qualitative comparative analysis of 15 texts from the CEDEL2 corpus, the study evaluates different items: accuracy in error detection, explanatory clarity, pedagogical appropriateness, and problems detected. Claude 4.0 increases error detection by 17% (189 vs 161) and develops greater sophistication in level adaptation, focusing on fundamental errors for beginners while providing comprehensive analysis for advanced students. The latest version introduces improvements in structural organisation through a tripartite format: ‘error → correction → explanation’. However, it presents worrying pedagogical setbacks: it eliminates complementary activities characteristic of Claude 3.7, degrades motivational feedback to generic third-person comments, and maintains biases towards peninsular varieties and hypercorrection. More problematic are the interlinguistic interferences generated by proposals in Spanish and English, resulting in inappropriate Spanglish. The analysis confirms that neither version can function autonomously without teacher mediation, establishing their optimal role as complementary tools with active pedagogical supervision. The findings show that technological evolution in educational AI does not constitute linear improvement, revealing complex exchanges between technical sophistication and pedagogical adequacy.