Analysis of the learners’ language process in the spanish vocational training education

Innovación e investigación educativa para la formación docente Francisco Javier Hinojo Lucena Salvador Mateo Arias Romero María Natalia Campos Soto Santiago Pozo Sánchez Junta de Andalucía Innovación e investigación educativa para la formación docente Francisco Javier Hinojo Lucena Salvador Mateo Arias Romero María Natalia Campos Soto Santiago Pozo Sánchez Financiado con fondos públicos en convocatoria competitiva por la Dirección General de Investigación y Transferencia del Conocimiento de la Consejería de Economía, Conocimiento, Empresas y Universidad de la Junta de Andalucía, mediante el programa de ayudas a proyectos de I+D+i, destinadas a las universidades y entidades públicas de investigación calificadas como agentes del Sistema Andaluz del Conocimiento, en el ámbito del Plan Andaluz de Investigación, Desarrollo e Innovación (PAIDI 2020), cofinanciado con fondos FEDER europeos (Referencia: PY20_00077) Todos los derechos reservados. Ni la totalidad ni parte de este libro, incluido el diseño de la cubierta, puede reproducirse o transmitirse por ningún procedimiento electrónico o mecánico. Cualquier forma de reproducción, distribución, comunicación pública o transformación de esta obra solo puede ser realizada con la autorización de sus titulares, salvo excepción prevista por la ley. Diríjase a CEDRO (Centro Español de Derechos Reprográficos) si necesita fotocopiar o escanear algún fragmento de esta obra (www.conlicencia.com; 91 702 19 70 / 93 272 04 47) © Copyright by Los autores Madrid, 2021 Editorial DYKINSON, S.L. Meléndez Valdés, 61 - 28015 Madrid Teléfono (+34) 91 544 28 46 - (+34) 91 544 28 69 e-mail: [email protected] http://www.dykinson.es http://www.dykinson.com Consejo Editorial véase www.dykinson.com/quienessomos Los editores del libro no se hacen responsables de las afirmaciones ni opiniones vertidas por los autores de cada capítulo. La responsabilidad de la autoría corresponde a cada autor, siendo responsable de los contenidos y opiniones expresadas. El contenido de este libro ha sido sometido a un proceso de revisión y evaluación por pares ciegos. ISBN: 978-84-1122-023-1 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE I ISBN: 978-84-1122-023-1 INTRODUCCIÓN En las tres últimas décadas, se ha observado un cambio en las instituciones educativas a raíz del desarrollo tecnológico y “la emergencia del capitalismo cognitivo” (Zambrano, 2014). En todos los niveles del sistema educativo se ha visto emerger nuevos fines y funciones (Zambrano, 2021). Precisamente, uno de los principales objetivos de la reforma de la Educación Superior en Europa, es adoptar un nuevo paradigma de enseñanzaaprendizaje en el que el centro de este proceso sea el alumnado. Es decir, pasar de la metodología tradicional, en la que el protagonista era el docente, a una metodología más innovadora, en la que el estudiante tenga un papel activo (Bautista-Vallejo, 2005; citado en Peralta-Jaén, et al., 2020). Para poder alcanzar este objetivo, cabe considerar que el contexto educativo carece de recetas mágicas, pero sí cuenta con los ingredientes y las experiencias necesarias para demostrar que sí se pueden realizar distintos cambios y tener éxito, y que estas diferentes visiones se alcanzan mejor trabajando en grupo, a través de la colaboración, responsabilidad compartida y la plena participación (Ortiz-Jiménez et al., 2021). A partir de lo expuesto, surge la idea de realizar este trabajo con el objetivo de recoger experiencias y reflexiones de docentes, de diferentes etapas educativas, sobre sus prácticas educativas y de esta manera contribuir en las tomas de decisiones de cada colectivo escolar. A su vez, presentan elementos teóricos sobre la innovación educativa y su relación con la práctica docente, para una mejor comprensión del paso de la formación pedagógica a la formación didáctica del profesorado (Caldeiro-Pedreira, et al., 2020). La necesidad de contar con docentes con la formación necesaria, en función de las necesidades del alumnado del siglo XXI, justifica el diseño de la obra que a continuación se presenta. Se trata de un estudio compuesto por 119 capítulos en los que se desarrollan experiencias de todos los niveles educativos sobre innovación, investigación y INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE II ISBN: 978-84-1122-023-1 metodologías activas y por docentes de distintas partes del mundo, por lo que los trabajos se presentan en diferentes idiomas: italiano, inglés, portugués y español. En esta obra se recogen experiencias que nos hacen comprender la necesidad de conectar los distintos saberes que se producen en las aulas de diferentes países. REFERENCIAS Bautista-Vallejo, J. M. (2005). Universidad y Espacio Europeo en la encrucijada de la calidad. Hergué Caldeiro-Pedreira, M.C., Sarceda-Gogoso, M.C. y Barreira-Cerqueiras, E.M. (2020). Innovación e investigación aspectos clave en la formación del futuro profesorado de FP. En R. Roig-Vilna, (Ed.), La docencia en la Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas (pp. 41-51). Octaedro. Ortiz-Jiménez, L., Torres-González, J.A. Carrión-Martínez, J.J., Fernández-Larragueta, S. Peña-Hita, M.A. y Pérez-Navío, E. (2021). Organización educativa para todas las personas. Wolters Kluwer. Peralta-Jaén, A., Bautista-Vallejo, J., Hernández-Carrera, R. y Vieira-Fernández, I. (2020). Aprendizaje y evaluación por competencias. Una experiencia de innovación en la formación del profesorado de Educación Primaria. Cuaderno de Pedagogía Universitaria, 17(34), 83-98. Zambrano-Leal, A. (2014). Ser docente y sociedad de control. Lo oculto en lo visto. Praxis & Saber, 5(9), 149-164. Zambrano-Leal, A. (2021). Desarrollo profesional docente y práctica aportes para la investigación educativa. Revista Científica de Estudios Transdisciplinaria, 6(16), 3846. INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 1 ISBN: 978-84-1122-023-1 ÍNDICE CAPÍTULO 1. HABILIDADES SOCIALES Y RESOLUCIÓN DE CONFLICTOS EN LOS CENTROS DOCENTES PRIVADOS-CONCERTADOS MARTA MONTENEGRO RUEDA, JOSÉ FERNÁNDEZ CERERO, JUAN JOSÉ VICTORIA MALDONADO, INMACULADA ÁVALOS RUIZ........................ 21 CAPÍTULO 2. UNA REVISIÓN DE PERCEPCIONES SOBRE LA LEY ORGÁNICA PARA LA MEJORA DE LA CALIDAD EDUCATIVA (LOMCE) INMACULADA ÁVALOS RUIZ, JUAN JOSÉ VICTORIA MALDONADO, MARTA MONTENEGRO RUEDA, JOSÉ FERNÁNDEZ CERERO ................ 31 CAPÍTULO 3. TEACHING DIGITAL COMPETENCE: A KEY ELEMENT FOR EDUCATIONAL UPDATING SANTIAGO POZO-SÁNCHEZ, ARTURO FUENTES-CABRERA, NOEMÍ CARMONA-SERRANO AND JESÚS LÓPEZ-BELMONTE ............................ 40 CAPÍTULO 4. EL ROL DEL TUTOR DOCENTE DURANTE LA COVID-19. FORMACIÓN Y RETOS DE LA CRUZ CAMPOS, JUAN CARLOS, GARCÍA SEMPERE, PABLO JOSÉ, RODRÍGUEZ JIMÉNEZ, CARMEN Y VICTORIA MALDONADO, JUAN JOSÉ ............................................................................................................................... 51 CAPÍTULO 5. EL APRENDIZAJE A TRAVÉS DE INFLUENCERS DE REDES SOCIALES JOSÉ ANTONIO MARTÍNEZ-DOMINGO, CARMEN RODRÍGUEZ-JIMÉNEZ, JUAN CARLOS DE LA CRUZ-CAMPOS Y MAGDALENA RAMOS-NAVASPAREJO ................................................................................................................ 63 CAPÍTULO 6. WRITING FOR INCLUSION: PRATICHE DI INCLUSIONE PER LA COSTRUZIONE DELLA NUOVA CITTADINANZA PLANETARIA INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 2 ISBN: 978-84-1122-023-1 ROSSELLA CERTINI .......................................................................................... 71 CAPÍTULO 7. EL IMPACTO DE LA NOMOFOBIA EN LOS JÓVENES: UNA REVISIÓN SISTEMÁTICA COMO APROXIMACIÓN CIENTÍFICA JESÚS RUEDAS-CALETRIO, SARA SERRATE GONZÁLEZ, JOSÉ MANUEL MUÑOZ RODRÍGUEZ ........................................................................................ 86 CAPÍTULO 8. DEVELOPING A STUDENT DASHBOARD PROTOTYPE: WHAT WE CAN DO WITH WHAT WE GET FROM MOODLE? LUDMILA MARTINS, ELOI PUERTAS PRAT Y ESTIBALIZ MARTINEZ CANO ................................................................................................................... 99 CAPÍTULO 9. EL IMPACTO DE LA VIOLENCIA DE GENERO EN EL AVANCE EDUCATIVO DE MUJERES ADOLESCENTES DURANTE LA CONTINGENCIA DEL COVID-19 EN YUCATAN MARÍA CRISTINA OSORIO VÁZQUEZ ........................................................ 106 CAPÍTULO 10. PAISAJES IMAGINARIOS: UNA INTERVENCIÓN ARTÍSTICA MULTIDISCIPLINAR EN EDUCACIÓN PRIMARIA ADOLF MURILLO, JESÚS TEJADA Y BORJA MATEU-LUJÁN ................ 119 CAPÍTULO 11. ANÁLISIS DE TAREAS SOBRE VISUALIZACIÓN PROPUESTAS POR FUTUROS MAESTROS DE PRIMARIA ESPERANZA LÓPEZ CENTELLA Y JOSÉ ANTONIO SÁNCHEZ PELEGRÍN ............................................................................................................................. 133 CAPÍTULO 12. LOS GRUPOS DE DISCUSIÓN COMO HERRAMIENTA PARA CONOCER LAS PERCEPCIONES DEL ALUMNADO UNIVERSITARIO DE EDUCACIÓN DURANTE LA PANDEMIA AZAHARA ARÉVALO GALÁN ...................................................................... 147 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 3 ISBN: 978-84-1122-023-1 CAPÍTULO 13. LA FORMACIÓN DE PROFESIONALES DE LA EDUCACIÓN DESDE EL ENFOQUE DE CIUDADANÍA GLOBAL. UNA EXPERIENCIA INTERUNIVERSITARIA ADELINA CALVO SALVADOR, AQUILINA FUEYO GUTIÉRREZ Y CARLOS RODRÍGUEZ HOYOS ...................................................................... 162 CAPÍTULO 14. EMPLOYABILITY E ALTA FORMAZIONE. UNA RICERCA EMPIRICA CON GLI STUDENTI DEL CORSO DI LAUREA MAGISTRALE IN SCIENZE DELL’EDUCAZIONE DEGLI ADULTI, DELLA FORMAZIONE CONTINUA E SCIENZE PEDAGOGICHE DELL’UNIVERSITÀ DI FIRENZE VANNA BOFFO Y GLENDA GALEOTTI ...................................................... 175 CAPÍTULO 15. EDUREV: INVESTIGACIÓN EN DISEÑO EDUCATIVO PARA UN RECURSO EN ABIERTO EN REVISIONES SISTEMÁTICAS EN EDUCACIÓN MARGARITA MARTÍN MARTÍN, DELIA ARROYO RESINO, MARÍA CASTRO MORERA Y JOSÉ ANTONIO BUENO ÁLVAREZ ....................... 184 CAPÍTULO 16. PERCEPCIÓN DEL PROFESORADO EN FORMACIÓN INICIAL SOBRE EL USO DE LA I.A. EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DESIRÉE AYUSO DEL PUERTO Y PRUDENCIA GUTIÉRREZ ESTEBAN ............................................................................................................................. 194 CAPÍTULO 17. LA INTELIGENCIA EMOCIONAL EN LOS NIÑOS CON DISCAPACIDAD VISUAL. PROPUESTA DE INTERVENCIÓN EDUCATIVA EN 5 AÑOS ESMERALDA DE MARÍA PARRO Y VALERIANA GUIJO BLANCO ....... 202 CAPÍTULO 18. CAROUSEL: UN PROGRAMA DE DESARROLLO DEL LENGUAJE Y LA LECTOESCRITURA A TRAVÉS DE LA EDUCACIÓN ASISTIDA CON ANIMALES (EAA) EN NIÑOS Y NIÑAS CON TEA INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 4 ISBN: 978-84-1122-023-1 BIBIANA REGUEIRO, ANTONIO VILLASENÍN Y PATRICIA ALONSORUIDO ................................................................................................................ 214 CAPÍTULO 19. PLANIFICACIÓN DEL CONTENIDO EN BACHILLERATO: PROYECTO “LUGARES GEOMÉTRICOS DEL PLANO” NATALIA MORENO PALMA .......................................................................... 224 CAPÍTULO 20. INTERVENCIÓN EN LAS ÁREAS DEL LENGUAJE EN UN NIÑO CON SÍNDROME DE DOWN. BENEFICIOS DE LA INTERVENCIÓN EN EL ÁMBITO LINGÜÍSTICO Y DESARROLLO GENERAL IRENE HURTADO BLANCO Y MÓNICA BELDA-TORRIJOS ................... 235 CAPÍTULO 21. VIRTUAL MINERALOGICAL MUSEUMS: GOALS, MOST COMMON CONTENTS AND ITS USE AS A MINERAL IDENTIFICATION TOOL GUIOMAR CALVO, PEDRO LUCHA ............................................................. 248 CAPÍTULO 22. UNA EXPERIENCIA LONGITUDINAL DE INNOVACIÓN DOCENTE: OPTIMIZACIÓN DE LOS APRENDIZAJES DEL GRADO DE EDUCACIÓN INFANTIL MEDIANTE UN TRABAJO POR PROYECTOS TRANSVERSAL MARIONA GRAELL MARTÍN Y NATALIA EVNITSKAYA ....................... 260 CAPÍTULO 23. LAS COMPETENCIAS TIC DEL ALUMNADO UNIVERSITARIO EUROPEO EN TIEMPOS DE PANDEMIA, UN ESTUDIO COMPARATIVO BEATRIZ BERRIOS AGUAYO Y ANTONIO PANTOJA VALLEJO ........... 273 CAPÍTULO 24. LET’S SING THIS CLIL LESSON: INTEGRATING LANGUAGE, CONTENT, MUSIC AND VIDEO AMAIA AGUIRREGOITIA MARTÍNEZ Y EUNATE GONZALEZ ETXEBARRIA ................................................................................................... 282 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 11 ISBN: 978-84-1122-023-1 CRISTINA VIDAL-MARTÍ Y PAULO PADILLA-PETRY ............................ 750 CAPÍTULO 61. PROS AND CONS OF USING “BREAKOUT ROOMS” IN POSTGRADUATE ONLINE STUDIES JAVIER PINILLA AND GUILLERMO REHER .............................................. 762 CAPÍTULO 62. ANALYSIS OF THE LEARNERS’ LANGUAGE PROCESS IN THE SPANISH VOCATIONAL TRAINING EDUCATION ANTONIO DANIEL JUAN RUBIO Y ISABEL MARÍA GARCÍA CONESA 772 CAPÍTULO 63. VALORACIÓN DE LAS TIC ENTRE LOS PROFESIONALES DE LA EDUCACIÓN SOCIAL EN ESPAÑA ALEJANDRO MARTÍNEZ-PÉREZ .................................................................. 786 CAPÍTULO 64. LA UTILIDAD DE LA TRADUCCIÓN PEDAGÓGICA PARA LOS ESTUDIANTES ESPAÑOLES DE ALEMÁN. ESTUDIO DE CASOS ANA ISABEL DÍAZ MENDOZA ..................................................................... 799 CAPÍTULO 65. LAS MOTIVACIONES PARA EL EJERCICIO DE LA PROFESIÓN DEL FUTURO PROFESORADO DE SECUNDARIA EN ESPAÑA ALICIA ROS-GARRIDO Y JUAN GARCÍA-RUBIO ...................................... 814 CAPÍTULO 66. LA ASIGNATURA DE HABILIDADES Y COMPETENCIAS DE LA PERSONA DE LA UNIVERSIDAD FRANCISCO DE VITORIA. UN PROCESO DE DESARROLLO INTEGRAL DE LA PERSONA FRANCISCO DE BORJA CASTAÑEDA PÉREZ, SUSANA GARCÍA CARDO, MARIÁN QUEIRUGA DE DIOS Y PAULA CRESPÍ ..................................... 826 CAPÍTULO 67. FUNDAMENTACIÓN DEL USO DEL LENGUAJE DE SIGNOS EN EL PRIMER AÑO DEL BEBÉ INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 12 ISBN: 978-84-1122-023-1 JOSÉ QUINTANAL DÍAZ ................................................................................ 838 CAPÍTULO 68. LA LECTURA Y COMUNICACIÓN CON TIC EN ALUMNOS DE EDUCACIÓN ESPECIAL MARIANO G. FERNÁNDEZ ALMENARA Y LUCÍA GARCÍA LECHUGA 848 CAPÍTULO 69. LA TAREA DE SÍNTESIS EN EL CONTEXTO UNIVERSITARIO. ANÁLISIS DE LA EFICACIA DE DOS CONDICIONES INSTRUCCIONALES Mª LOURDES ÁLVAREZ FERNÁNDEZ, OLGA ARIAS-GUNDÍN Y VANESA LÓPEZ ALONSO ............................................................................................... 860 CAPÍTULO 70. VERSON UN QUADRO COMUNE EUROPEO PER LA FORMAZIONE INCLUSIVA DEI DOCENTI MATTEO MAIENZA ......................................................................................... 872 CAPÍTULO 71. IDENTIFICACIÓN DE LOS SERVICIOS ECOSISTÉMICOS DE LA COMUNIDAD PLATÓNICA DEL HUMEDAL DE CÓRDOBA POR MEDIO DE LA BIOINDICACIÓN DE MORFOTIPOS. LUIS FELIPE AMADO MEJIA, ÁLVARO ANDRÉS VARGAS FIGUEROA, LILIANA SALAZAR LÓPEZ Y DAYAM SORET CALDERÓN RIVERA ... 884 CAPÍTULO 72. IMPACTO DEL DIVORCIO EN EL RENDIMIENTO ACADÉMICO EN LOS HIJOS/AS TANIA DEL CARMEN GONZÁLEZ MARTEL , FRANCISCO J. BALEAFERNÁNDEZ ,ARIADNA SANTANA FIÉRREZ Y LARA JANICE REYES SARMIENTO ..................................................................................................... 902 CAPÍTULO 73. APRENDIZAJE BASADO EN PROBLEMAS (ABP): UNA METODOLOGÍA DINAMIZADORA EN TIEMPOS DE PANDEMIA INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 13 ISBN: 978-84-1122-023-1 MARCIA POBLETE RÍOS, SUSANA RALPH VÁSQUEZ Y GISELLA NARANJO SAAVEDRA ................................................................................... 913 CAPÍTULO 74. DIVERSIDAD FUNCIONAL Y MÚSICA: ¿CÓMO SE REPRESENTA EN LOS LIBROS DE TEXTO? MARÍA DEL MAR BERNABÉ VILLODRE .................................................... 925 CAPÍTULO 75. “TEACHING TO BE". UN PROYECTO EUROPEO PARA LA MEJORA DEL BIENESTAR PROFESIONAL DOCENTE SALVADOR REYES-DE-CÓZAR, IRENE GARCÍA-LÁZARO Y PABLO NAVAZO-OSTUA ............................................................................................. 935 CAPÍTULO 76. MODIFICACIONES EN LA ITERACIÓN DE PRÁCTICAS GAMIFICADAS DESDE LA PERSPECTIVA DEL PROFESORADO MARIA DEL MAR SUÁREZ Y JAUME BATLLE ......................................... 949 CAPÍTULO 77. ALFABETIZACIÓN INICIAL DURANTE EL CURSO 2020 EN CHILE: INTERACCIONES PEDAGÓGICAS EN DOS AULAS VIRTUALES DURANTE LA COVID-19. FRANCISCA CERÓN RIVERA ........................................................................ 962 CAPÍTULO 78. GAMIFICAR PARA AUTORREGULAR EL APRENDIZAJE MEDIANTE DISPOSITIVOS MÓVILES EN LA FORMACIÓN DOCENTE INICIAL GEMMA TUR, MARIA ROSA ROSSELLÓ, ALBERT RIQUELME, CARME PINYA ................................................................................................................ 974 CAPÍTULO 79. EN BUSCA DE UN CURRÍCULO INCLUSIVO. FUENTES ESTADÍSTICAS Y NORMATIVAS PARA EL ESTUDIO DE LA DISCAPACIDAD EN ESPAÑA LAURA SÁNCHEZ BLANCO Y ANA LUGONES HOYA ............................ 987 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 14 ISBN: 978-84-1122-023-1 CAPÍTULO 80. LA AUTOEVALUACIÓN EN INFANTIL: EXPERIENCIA CON ACTIVIDADES DE ROBÓTICA PARA DESARROLLAR EL SENTIDO DEL NÚMERO Y EL ÁMBITO GEOMÉTRICO-ESPACIAL SARA ÁLVAREZ MORÁN ............................................................................ 1001 CAPÍTULO 81. BARRERAS Y FACILITADORES PERCIBIDOS POR LAS FAMILIAS SOBRE LA ACTIVIDAD FÍSICA DE NIÑAS Y NIÑOS ENTRE LOS 2-3 AÑOS EN TIEMPOS DE COVID-19: RESULTADOS PROVISIONALES VLADIMIR MARTÍNEZ-BELLO, MARÍA DEL MAR BERNABÉ-VILLODRE, HERMINIA VEGA-PERONA, YOLANDA CABRERA GARCÍA-OCHOA 1014 CAPÍTULO 82. METODOLOGÍA DEL AULA-TALLER DE CARPINTERÍA COMO HERRAMIENTA DE INCLUSIÓN EDUCATIVA RAFEL ARGEMÍ-BALDICH .......................................................................... 1023 CAPÍTULO 83. IDEAS ALTERNATIVAS SOBRE LAS FLORES EN LA FORMACIÓN INICIAL DE MAESTROS DE EDUCACIÓN PRIMARIA ELENA BRAVO LUCAS ................................................................................ 1035 CAPÍTULO 84. UN AÑO EXTRAÑO PARA LA ENSEÑANZA: MEDIDAS CONTRA EL COVID19 EN LAS AULAS DE SECUNDARIA EN EL CURSO 2020-2021 REIS LLORÍA ADANERO .............................................................................. 1046 CAPÍTULO 85. EL DISEÑO UNIVERSAL DE APRENDIZAJE: HERRAMIENTAS PARA EL ANÁLISIS DE LA MEJORA DE LA COMPETENCIA LECTOESCRITORA EN ALUMNADO CON SORDERA ANA LUISA LÓPEZ-VÉLEZ, NOELIA MUÑOZ GASTÓN, MONIKE GEZURAGA AMUNDARAIN, SUSANA CHÁVARRI PÉREZ ................... 1060 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 15 ISBN: 978-84-1122-023-1 CAPÍTULO 86. ANÁLISIS DE LA INVESTIGACIÓN SOBRE LA GESTIÓN DE LAS TECNOLOGÍAS PARA UNA EDUCACIÓN SOSTENIBLE EMILIO ABAD-SEGURA Y MARIANA-DANIELA GONZÁLEZ-ZAMAR ........................................................................................................................... 1075 CAPÍTULO 87. REVISIÓN SISTEMÁTICA DE FLIPPED CLASSROOM Y ANATOMÍA HUMANA, ¿UNA ALTERNATIVA AL MODELO TRADICIONAL DE APRENDIZAJE? GEMA JIMÉNEZ GONZÁLEZ ....................................................................... 1088 CAPÍTULO 88. LA EVALUACIÓN COMO PARTE ESENCIAL DE LA MEJORA DOCENTE AZUCENA ESTEBAN ALONSO ................................................................... 1100 CAPÍTULO 89. REVISIÓN SISTEMÁTICA SOBRE LA RELACIÓN DE INTERVENCIONES INTERDISCIPLINARES EN EDUCACIÓN FÍSICA CON EL RENDIMIENTO ACADÉMICO Y FRECUENCIA DE ACTIVIDAD FÍSICA EN NIÑOS Y ADOLESCENTES JOSE LUIS SOLAS-MARTÍNEZ, ALBA RUSILLO MAGDALENA, ALBA CÁMARA MARTÍNEZ Y SARA SUÁREZ MANZANO .............................. 1113 CAPÍTULO 90. A FRAMEWORK FOR CREATING TEACHING-LEARNING ENVIRONMENTS BASED ON E-LEARNING MARIA-VICTORIA REQUENA-GARCIA-CRUZ Y EMILIO ROMEROSANCHEZ ........................................................................................................ 1122 CAPÍTULO 91. EL FLAMENCO EN EL AULA. APORTACIONES Y EXPERIENCIAS DOCENTES: UN ESTUDIO DE CASO ELENA CARRERA PÉREZ ............................................................................ 1131 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 16 ISBN: 978-84-1122-023-1 CAPÍTULO 92. ENSEÑANZAS ARTÍSTICAS Y DISEÑO DIGITAL EN EL ÁMBITO UNIVERSITARIO: TENDENCIAS DE INVESTIGACIÓN. MARIANA DANIELA GONZÁLEZ-ZAMAR Y EMILIO ABAD-SEGURA ........................................................................................................................... 1145 CAPÍTULO 93. MATEMÁTICAS Y TAREAS ESCOLARES PARA EL HOGAR: UN ANÁLISIS BIBLIOMÉTRICO SOLEDAD FERNÁNDEZ SÁNCHEZ, LUCÍA PÉREZ VERA Y JUAN JOSÉ MARABÉ ALZÁS ............................................................................................ 1158 CAPÍTULO 94. EDUCACIÓN PARA EL DESARROLLO SOSTENIBLE (EDS) EN LA FORMACIÓN DEL PROFESORADO DE SECUNDARIA ANABELLA GARZÓN FERNÁNDEZ, ENRIQUE LÓPEZ CARRIQUE Y CRISTÓBAL LÓPEZ SÁNCHEZ .................................................................... 1168 CAPÍTULO 95. LA BASE DE DATOS CIENTÍFICA COMO RECURSO DE BÚSQUEDA PARA INVESTIGADORES NOVELES LUCÍA PÉREZ VERA Y SOLEDAD FERNÁNDEZ SÁNCHEZ .................. 1184 CAPÍTULO 96. EL MAL USO DE LAS TIC: RIESGOS Y ADICCIONES. POSIBLES MODELOS DE PREVENCIÓN E INTERVENCIÓN EN SECUNDARIA ANDREA ARROYO MENGUAL, JUAN JOSÉ GUZMÁN PÉREZ, ÁNGELA ELISA MARTÍNEZ MARTÍN, PAULA ORTEGA BERENGUEL Y KAREN GISELA TORO LERMA .................................................................................. 1192 CAPÍTULO 97. LA GAMIFICACIÓN EN EL AULA: REALIDAD Y RECURSOS BLANCA ORTIZ GODOY, ANA MARÍA TORRES GARCÍA, GEMMA SOTO IBÁÑEZ E INMACULADA MARÍA REQUENA JIMÉNEZ. ....................... 1206 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 17 ISBN: 978-84-1122-023-1 CAPÍTULO 98. IMPLEMENTACIÓN DE LAS TECNOLOGÍAS DE INFORMACIÓN GEOGRÁFICA EN LA ENSEÑANZA SECUNDARIA OBLIGATORIA EN UN PROCESO DE ENSEÑANZA-APRENDIZAJE COMPETENCIAL. ISABEL JIMÉNEZ RODRÍGUEZ Y MIGUEL ÁNGEL MEJÍAS VERA ..... 1219 CAPÍTULO 99. EL PAPEL DE LA MEDIACIÓN ESCOLAR EN EL TEA LARA JANICE REYES SARMIENTO, FRANCISCO J. BALEA-FERNÁNDEZ, ARIADNA SANTANA FIERREZ Y TANIA DEL CARMEN GONZÁLEZ MARTE ............................................................................................................. 1233 CAPÍTULO 100. LA MATERNIDAD Y PATERNIDAD ADOLESCENTE UNA PROPUESTA DE INTERVENCIÓN PARA LA MEJORA DE SUS COMPETENCIAS PARENTALES ARIADNA SANTANA FIÉRREZ, FRANCISCO J. BALEA-FERNÁNDEZ, LARA JANICE REYES SARMIENTO Y TANIA DEL CARMEN GONZÁLEZ MARTEL .......................................................................................................... 1246 CAPÍTULO 101. REVISIÓN SISTEMÁTICA DEL MODELO TPACK EN EDUCACIÓN FÍSICA JACOB PERIS-PERALES Y CONCEPCIÓN ROS ROS ............................... 1258 CAPÍTULO 102. EL EJERCICIO DEL LIDERAZGO Y EL CUIDADO DEL HOGAR DE DIRECTORAS ESCOLARES EN PANDEMIA COVID-19 ANDREA CARRASCO SÁEZ, DIEGO BARRAZA RUBIO ........................ 1272 CAPÍTULO 103. ESTUDIO SOBRE LA AUTOPERCEPCIÓN CREATIVA EN CIENCIAS DE MAESTROS Y MAESTRAS EN FORMACIÓN EVA IZQUIERDO SANCHIS Y JOAN J. SOLAZ-PORTOLÉS ................... 1285 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 18 ISBN: 978-84-1122-023-1 CAPÍTULO 104. IMPACTO DE LA PANDEMIA COVID-19 EN LA DOCENCIA DEL GRADO DE EDUCACIÓN INFANTIL FRANCISCO J. BALEA-FERNÁNDEZ, TANIA DEL CARMEN GONZÁLEZ MARTEL, ARIADNA SANTANA FIERREZ Y LARA JANICE REYES SARMIENTO. .................................................................................................. 1298 CAPÍTULO 105. CURRICULAR DEVELOPMENT OF THE MATHEMATICS IN LESSON STUDY: ELEMENTARY SCHOOL TEACHERS PERSPECTIVES ADRIANA RICHIT, LUZIELLI FRANCESCHI, MAURI LUÍS TOMKELSKI ........................................................................................................................... 1312 CAPÍTULO 106. COOPERATIVE LEARNING AS A PEDAGOGICAL MODEL TO INCLUDE STUDENTS AT-RISK IN PHYSICAL EDUCATION CARLOS EVANGELIO AND ALBERTO PÉREZ-TORRALBA .................. 1325 CAPÍTULO 107. LOS LIBROS DE NO FICCIÓN INFANTILES EN LA CREACIÓN DE HÁBITOS LECTORES INCLUSIVOS. UN ESTUDIO DE CASO CON ALUMNOS CON DISLEXIA DIANA MUELA BERMEJO Y LAURA PALOMAR CAMPILLOS ............ 1339 CAPÍTULO 108. AICLE, DIVERSIDAD Y BILINGUISMO EN EDUCACIÓN PRIMARIA ANA MARÍA PÉREZ-CABELLO Y MARÍA FERNÁNDEZ-LÓPEZ .......... 1353 CAPÍTULO 109. LA TRANSFORMACIÓN DE LA EDUCACIÓN EN TIEMPOS DE PANDEMIA Y SU INFLUENCIA EN LO SOCIAL. MANUELA LÓPEZ OLIVARES, MARÍA DANIELA MARTÍN HURTADO Y PEDRO PERERA MÉNDEZ ............................................................................ 1368 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 19 ISBN: 978-84-1122-023-1 CAPÍTULO 110. INNOVACIÓN EDUCATIVA DESDE LA ARTICULACIÓN DOCENTE CLAVE PARA EL DESARROLLO DE LA TRAYECTORIA FORMATIVA DE PROFESORES DE EDUCACIÓN BÁSICA MARÍA ELENA ARRIAGADA ARRIAGADA, DANIELA BRAVO VALDIVIA, SOLEDAD ANDREA CASTILLO TRITTINI Y MARÍA REBECA SERRANO GUTIÉRREZ .................................................................................................... 1381 CAPÍTULO 111. EL FLOW COMO EXPERIENCIA MOTIVADORA EN TIEMPOS DE PANDEMIA: ESTUDIO EN EL AULA DE MÚSICA DE EDUCACIÓN SECUNDARIA OBLIGATORIA GEMMA REDONDO DELGADO Y VICENTE ALEJANDRO MARCH-LUJÁN ........................................................................................................................... 1393 CAPÍTULO 112. LA INFLUENCIA DE LAS EMOCIONES EN LA EDUCACIÓN SECUNDARIA ANTE LA COVID-19. UN ESTUDIO DESDE LA PERCEPCIÓN DE LAS FAMILIAS MIQUEL OLIVER-TROBAT, ANTONI CERDÀ-NAVARRO, MIQUEL ÀNGEL GUERRERO-COMPANY Y MARIA CECILIA BOCCHIO ........... 1407 CAPÍTULO 113. PERCEPCIONES, EXPERIENCIAS, ACTITUDES Y CONOCIMIENTOS DE LOS ESTUDIANTES DE POSTGRADO SOBRE INTEGRIDAD EN LA INVESTIGACIÓN. CARMEN TOUZA, BARTOMEU MUT-AMENGUAL Y ELVIRA CURIEL MARÍN ............................................................................................................. 1422 CAPÍTULO 114. ESTRATEGIAS INNOVADORAS PARA LA ESCUELA INTERCULTURAL E INCLUSIVA EN CENTROS MULTICULTURALES ROSA BENABARRE RIBALTA .................................................................... 1439 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 20 ISBN: 978-84-1122-023-1 CAPÍTULO 115. ANÁLISIS DE LOS RETOS QUE ENFRENTA EL PUEBLO GITANO EN LOS PERÍODOS DE TRANSICIÓN EDUCATIVA ROCÍO MERCHÁN RÍOS, SILVIA ABAD MERINO Y BLAS SEGOVIA AGUILAR ......................................................................................................... 1452 CAPÍTULO 116. LA ATENCIÓN A LA DIVERSIDAD AFECTIVO-SEXUAL Y DE GÉNERO EN EL PLAN DE ESTUDIOS DE EDUCACIÓN INFANTIL DE LA UNIVERSIDAD DE GRANADA ADRIÁN SALVADOR LARA-GARRIDO Y MARTA GARCÍA-JIMÉNEZ 1465 CAPÍTULO 117. LA ACTIVIDAD FÍSICA Y LA SALUD COMO MEDIO PARA REALIZAR UN PROGRAMA DE APRENDIZAJE-SERVICIO CON EL ALUMNADO DE CIENCIAS DE LA ACTIVIDAD FÍSICA Y EL DEPORTE. OLALLA GARCÍA TAIBO, BERTA BENITO COLIO, PEDRO RUIZMONTERO Y FRANCISCO TOMÁS GONZÁLEZ FERNÁNDEZ .............. 1478 CAPÍTULO 118. FORMACIÓN ONLINE EN MATEMÁTICAS PARA LOS DOCENTES DE LAS ESCUELAS RURALES DE GUATEMALA AINHOA GONZÁLEZ URIARTE, ANA LÓPEZ SAINZ Y ELSA SANTAOLALLA PASCUAL .......................................................................... 1491 CAPÍTULO 119. CONSIDERACIONES PREVIAS A LA PUESTA EN PRÁCTICA DE UNA UNIDAD DIDÁCTICA MEDIANTE EL ENFOQUE POR TAREAS BERNARDINO RODRÍGUEZ CONTRERAS ................................................ 1504 INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 778 ISBN: 978-84-1122-023-1 English was one of the things that had helped them to learn English the most. Out of all 55 students who took part in the survey, 25 pupils (45.4%) mentioned that school was also one of the things that has helped them to learn English. 15 pupils (27.2%) made a reference to speaking, either at school or with native speakers and said that it helped them to improve their English. 15 pupils considered that attending an English language school outside of school was one of the things that helped to improve their English, although out of all, only 1 attributed private tuition as the sole factor that has helped to improve their English the most. Hereby, it can be confirmed that the use of ICT and modern technology has had a significant positive impact in various senses of English language learning, although the most valued factor according to this survey is in fact attending English classes at school. Regarding survey question 7, more opportunities that pupils would like to have in class, 8 pupils reflected specifically on the fact that there is a heavy focus on grammar and vocabulary and little practice or activities that enable them to use their English. In general, 26 pupils said that they would like to speak in English more. Therefore, over half of the pupils (56.5%) who took part in this study claimed that speaking was something that they would like more opportunities to do in class. In addition, 1 student commented on the idea of separating English classes according to language ability and level, as they do not feel able to express themselves in class due to lower comprehension levels. Furthermore, 15 pupils (27.2%) made numerous references to taking part in more activities, projects or dynamic classes that would enable them to put their English into practice. Out of all 55 students, 6 pupils claimed that they would not change anything or did not know what they would change or like more opportunities to do in class. The data collected from question 7 reoccurs in a different format in question 8, given that many students made references to speaking voluntarily. Survey answers from question 8 reveal that 36 pupils (65.4%) feel that they are indeed given enough opportunities to speak English in class, although 19 pupils (34.5%) reported that they do not feel that they are given enough opportunities to speak English in class. Therefore, it could be concluded that whilst 36 pupils are currently satisfied with the amount of speaking done in class, 19 pupils are not satisfied. Subsequently, approximately a quarter of pupils (26.1%) replied that they use the opportunities given in class to speak and practise their English. 25 pupils (45.4%) said that they sometimes used the opportunities to speak in English in class, signifying that 15 pupils (27.2%) do not speak English in class when others or the teacher interact INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 779 ISBN: 978-84-1122-023-1 with them in English. According to survey question 10, 18 pupils (32.7%) made reference to feelings of embarrassment or nervousness when speaking English in class. 25 pupils (45.4%) stated that they either were not able to speak English, found it difficult or didn’t know how to speak English in class. 10 pupils (21.8%) said that speaking Spanish was easier or that they spoke Spanish naturally in class without thinking about it. When comparing communication levels and survey question 9 (when you are given opportunities to speak English in class, do you actually speak English?), no pupil who achieved lower than a basic communication level said yes. In addition, this group of pupils also answered that they did not feel comfortable speaking English. A conclusion can consequently be drawn regarding self-esteem and progress levels: pupils with low levels of English are likely to feel uncomfortable speaking English and therefore, do not speak English or practise in class, even when asked questions in English first. 4. DISCUSSION It is of fundamental importance to analyse the quality of the data provided in this study in order to judge whether it is credible. There were many ways of conducting the study but due to the global pandemic and other factors, there were some limitations of the study. It can be argued that due to the conversation dialogue and the 5-minute time limit, an element of approximation was able to be maintained amongst all conversations held. Furthermore, all questions were asked in the same order. However, survey answers may have varied more, had they been given in a private online survey that pupils had to complete themselves. Although, it could also be argued that the more personal approach that was taken allowed pupils to verify that they understood the questions. It also encouraged pupils to answer in depth. Upon reflection of both the conversation dialogue questions and the survey questions, various modifications could have been made in order to analyse certain areas of the study more accurately. Firstly, the conversations varied heavily depending on the week. It was difficult for pupils to talk about what they did over the weekend or what their plans were for the following week. Hereby, pupils answered differently according to the data and the then-current restrictions. In addition, whilst confidentiality was maintained in most senses, it is likely that pupils who participated later on were more likely to understand the investigation procedure, as well as which questions may be asked. This could have affected the comprehension variable of the evaluation rubric. INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 780 ISBN: 978-84-1122-023-1 Secondly, regarding the survey questions, certain study areas could have been analysed with greater quality had questions been more specific or given options from which to choose. For example, asking how many years of private tuition pupils had in order to obtain a more concrete answer instead of the general question asked. Many pupils did a few years of private classes in primary, stopped and took up classes again in secondary. Some pupils only took private classes when they were younger, others only when at secondary school. Therefore, there is no information as to the extent to which they are helped with their English outside of school. As opposed to asking a more specific question such as, “for how many years have you received English tuition outside of school in total?”, the answers had to be revised and counted in the spreadsheet. In addition, answers which enabled pupils to answer “sometimes” generalised answers, making them vague and difficult to estimate how often, when or in which situations “sometimes” signified “yes” or “no”. Thirdly, in addition to more concrete questions and answers, options could have been given to pupils to select, such as in question 6 (what is the thing that has helped you learn English the most?). Pupils could have ranked their answers in accordance with the things that have helped them to improve their English the most, as often pupils gave more than one answer without emphasising which had been the most impactful or important in terms of their English language improvement. And fourthly, it should be noted that only 55 students took part in this study and regardless as to it being the whole year group in the vocational cycle, it is a small-scale evaluation. Furthermore, the location and rural area of the school could affect results as pupils in more urban areas are likely to have more exposure to factors such as native speakers or teachers with higher levels of English. There were also various limitations of data collection which may have affected data collection negatively. These limitations were mainly due to factors such as timetables or internet connection, as well as the COVID-19 pandemic and maintaining class “bubbles”. Firstly, a factor that may have limited the study was that data collection was not all completed on the same day. Furthermore, towards the end of November and December, the study had to be done indoors in a ventilated classroom due to the increasingly cold temperatures outdoors. Therefore, pupils may have felt more comfortable in different environments and this may have impeded concentration, self-esteem and privacy. Secondly, internet connection was irregular due to the outdoor location but also due to the number of classes that were using their laptops. When many classes use their INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 781 ISBN: 978-84-1122-023-1 laptops, the internet connection slows immediately. Due to the chosen method of data collection (Google Spreadsheet and Google Forms), internet connection was needed throughout the whole of data collection. As a consequence, when internet connection was slow or down, it either slowed or halted data collection. And lastly, there were pupils who wished to explain more feedback when taking the survey. However, due to the limitation of time, whilst their main ideas or opinions were made known, it was not possible for pupils to expand on their opinions or arguments. Reflecting upon parts of the data collection process, it is now evident that certain elements could have been more adapted or suitable for such a study. For example, the interview questions that were formed to create a model of a similar conversation with every pupil and myself did exactly that; however, given the circumstances of the pandemic, asking what someone did last weekend and what their plans are for the following weekend does not enable much conversation variety. Many pupils would reply, “nothing” or “not much”, as during some of the weeks of data collection, bars, restaurants, gyms and theatres were closed, as well as extracurricular activities. A further aspect of data collection improvement could have been finding a way to analyse more natural language such as hellos and goodbyes, as well as small talk. Often when greeting pupils and meeting them to do the interview and survey, we would ask questions or say something in English in a natural language context and it was clear that some found it difficult to understand or reply naturally. Many times, when we said, “have a nice day” or “take care”, to pupils, they struggled to reply or understand the real-life language situation. A simple reply such as, “you too”, was rarely given, although occasionally those with a higher level of English were able to take part in some small talk prior or after the interview. An additional way of studying this could have been by completing the survey in English and evaluating language use and participation throughout the survey, as well. This could have been incorporated into the study in the event of a more detailed investigation. Moreover, an interesting factor that could have been developed more is enjoyment and importance in English language learning experience. The survey could have included questions asking for direct feedback concerning the education received at both primary school and secondary school. For example, do you remember learning English at primary and secondary school? Did you enjoy learning English? Do you enjoy learning English now? Do you want to learn English? Do you think English is important? Relating to survey question answer options, various elements could have been INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 782 ISBN: 978-84-1122-023-1 improved. As opposed to open questions in which pupils could reply anything, it could have been more effective to give a set of options, as well as permitting an open answer. This would have been particularly useful in the study of certain factors such as in question 7 for discovering which opportunities pupils would like to have in class; more speaking, less grammar, more activities in English, more games, exchange and experiences in English-speaking countries, etc. A technical matter on the organisation of the data collection was the difficulty of the authorisation process; the consent form which was approved by the centre headteacher to give to all pupils participating in the study. Before collecting data or interviewing, each pupil was required to hand in the consent form, signed by a parent or legal guardian. The main reason for this was to have written consent in order to record audios of the conversations. At first, it seemed necessary to record the conversations, should we decide to change an evaluation factor. It was also useful to play back conversation to doublecheck evaluation, although after the first few conversations, the evaluation process became more fluent and we could complete the evaluation rubric within the first couple of minutes of the conversation. In some cases, the consent forms were not problematic and pupils brought them back signed within the same week. However, in other cases, pupils lost the consent forms or forgot to ask their parents/guardians to sign them. There were several data collection sessions that were slowed down due to the collection of consent forms, as well as reminders that had to be given weekly in both classes. Whilst the initial plan was to carry out the study during each class’s scheduled English lesson, the extension of data collection sessions meant that some pupils were taken out of other subject classes in order to take part in the study. This was only done on two days at two different hours and permission was always given by the teacher of the subject. As a consequence, the consent forms slowed the process of data collection and the study itself, as many more data collection sessions had to be done than originally planned. Another aspect of data collection organisation was that the timescale for each recording and survey took between 5–15 minutes depending on the pupil. This was largely due to the survey as some pupils were able to answer quicker or in less depth, whereas other pupils shared more of their opinion and expanded their answers in depth. In addition to the varying timescale per pupil, there was also a transition period in which pupils had to summon others. This took between 2-10 minutes depending on the classroom and was also due to the location where the study was carried out. INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 783 ISBN: 978-84-1122-023-1 5. CONCLUSIONS The aim of this study was primarily to investigate the status of the students’ English language capacity after having completed primary and secondary education at school. It was also to conduct a study that would further explore the language acquisition process pupils undergo in order to achieve various language levels and abilities. In terms of needs, this study was able to identify popular demand for more dynamic English classes, activities using English language, as opposed to rigid exercises incorporating a heavy focus on grammar; perhaps a small introduction to CLIL or more project-based activities could satisfy these demands. The subject of language groups and classes was also mentioned; language groups could be divided into different groups according to their English level in order to equalise language abilities within classes and eliminate self-esteem or selfconsciousness issues in class. Furthermore, the interest in speaking with a native speaker was apparent. Essentially, demands concerning opportunities to speak English highlighted pupils’ needs for more speaking-orientated language learning. As for the language acquisition process that is undergone, many pupils acknowledged the grammar-based English language education that they had received at secondary school and the lack of experiences with native speakers, as well as few trips abroad. However, it should be noted that the COVID-19 pandemic interfered with this factor. Results from the speaking analysis of the study show that a mere 13% of pupils have achieved an expressive and comprehensive English communication level after 10 years of in-school language education. In most cases, few of these pupils had done so without private tuition or experiences abroad with native speakers. In turn, 28% of pupils fell on the opposite end of the spectrum, attaining less than basic English communication; a result which was also hypothesised earlier on in the study. A further topic addressed in this study was self-esteem and confidence in English language communication. Almost a third of pupils said that they did not feel comfortable speaking English, reaching the 20-50% hypothesis made earlier on in the study. Embarrassment or selfconsciousness proved to be a topic of concern amongst 13% of pupils. Ties of shame in language learning are not uncommon; however, the emotions intrinsically connected to shame such as introversion, self-consciousness and embarrassment also have a negative impact on learning. It is therefore of utmost INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 784 ISBN: 978-84-1122-023-1 importance to create an environment in which pupils are able to communicate freely in English without feeling judged or shamed. Solutions and changes that can improve English language teaching and learning experience which can be drawn from this study are the use of more dynamic classes and activities that enable pupils to use their language. In addition, the possibility of dividing pupils according to level could potentially aid those who feel uncomfortable speaking English to feel more confident in class amongst those of a similar level, as well as encourage pupils to improve their English. A pivotal change that will surely change language teaching and personal efforts to study amongst pupils is assessment methods. In the event that these assessments gave more importance to speaking, English language education would be more balanced and pupils would make more of an effort to learn and speak English in class. REFERENCES Caraker, R. (2016). Spain and the Context of English Language Education. Research Bulletin, (92), 23–35. Criado, R., & Sánchez, A. (2009). English Language Teaching in Spain: Do Textbooks Comply with the Official Methodological Regulations? A Sample Analysis. International Journal of English Studies, 9(1). Fernández Díaz, V. E. (2013). The teaching of English and Spanish as a foreign language in both national and foreign primary schools. Universidad de Almería. García, C. L. (2013). English language and Anglo-American culture: Its impact on Spanish language and society. Newcastle-upon-Tyne: Cambridge Scholars Publisher. Kocaman, O. (2017). Factors impeding the learning of a second language in Spanish school system: Valladolid University Sample. Journal of Language and Linguistic Studies, 13(2), 578–592. Martín, J.M. (2000). La lengua materna en el aprendizaje de una segunda lengua. Sevilla: Universidad de Sevilla. Rica-Peromingo, J. (2009). The Status of English in Spain. In S. Granger, E. Dagneaux, F. Meunier, & M. Paquot (Eds.), International Corpus of Learner English (2nd ed., pp. 168– 174). New Leuven: University Press of Leuven. INNOVACIÓN E INVESTIGACIÓN EDUCATIVA PARA LA FORMACIÓN DOCENTE 785 ISBN: 978-84-1122-023-1 Pastor, S. (2004). Aprendizaje de segundas lenguas. Lingüística aplicada a la enseñanza de idiomas. Alicante: Universidad de Alicante.