{"id":1293,"date":"2022-10-03T11:29:17","date_gmt":"2022-10-03T09:29:17","guid":{"rendered":"http:\/\/www.ub.edu\/realtic\/?p=1293"},"modified":"2024-09-19T19:47:46","modified_gmt":"2024-09-19T17:47:46","slug":"libros-y-capitulos","status":"publish","type":"post","link":"https:\/\/www.ub.edu\/realtic\/libros-y-capitulos\/","title":{"rendered":"Libros y Cap\u00edtulos"},"content":{"rendered":"<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(u002du002dcontrast);\"><span>2024<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Appel, C. (2024). Computer-mediated communication (CMC) as a pedagogical framework. In C. A. Chapelle &amp; M. Sato (Eds.),<em>\u00a0The Encyclopedia of applied linguistics, second edition: Instructed second language acquisition<\/em>. Wiley-Blackwell.<\/li>\n\n\n\n<li>Cerezo, L., &amp;&nbsp;Pujol\u00e0, J.-T.&nbsp;(2024).&nbsp;Pedagog\u00eda L\u00fadica Digital&nbsp;(PLD): videojuegos, minijuegos,&nbsp;realidades extendidas&nbsp;y&nbsp;robots. En J.&nbsp;Mu\u00f1oz-Basols, M. Fuertes Guti\u00e9rrez, &amp; L. Cerezo (Eds.).&nbsp;<em>La ense\u00f1anza del espa\u00f1ol mediada por tecnolog\u00eda: de la justicia social a la Inteligencia Artificial (IA)&nbsp;<\/em>(1st ed.) (pp.&nbsp;311-340).&nbsp;Routledge.&nbsp;<a href=\"https:\/\/doi.org\/10.4324\/9781003146391-16\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.4324\/9781003146391-16<\/a><\/li>\n\n\n\n<li>Fern\u00e1ndez, S.S., &amp; Appel, C. (2024) Language learning during lockdown: Narratives of confinamiento\/confinement in Spanish &#8211; English bilingual online conversations. In Levisen, C. &amp; Ye, Z. (2023)\u00a0<em>The Cultural Pragmatics of Danger<\/em> (pp 135-157). John Benjamins.<\/li>\n\n\n\n<li>Gonz\u00e1lez, V.,&nbsp;Pujol\u00e0, J.-T<strong>.<\/strong>, &amp; Mena, M. (2024). Aprendizaje dialogado: An\u00e1lisis del discurso entre una docente de ELE y ChatGPT.&nbsp;&nbsp;En&nbsp;R. Gonz\u00e1lez Vallejo,&nbsp;M.&nbsp;E.&nbsp;Badillo&nbsp;Mendoza, F. R. A. Bordignon, &amp; I. Navarro Neri (Coord.)&nbsp;&nbsp;&nbsp;<em>IA aplicada a la ense\u00f1anza y el aprendizaje&nbsp;<\/em>(pp.&nbsp;209-231).<em>&nbsp;<\/em>Dykinson, S.L.&nbsp;ISBN 978-84-1170-769-5.&nbsp;<a href=\"https:\/\/www.dykinson.com\/cart\/download\/ebooks\/20076\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.dykinson.com\/cart\/download\/ebooks\/20076\/<\/a><\/li>\n\n\n\n<li> Gonz\u00e1lez Arg\u00fcello, M.V., &amp; Rosado, E. (2024). \u201cRompiedo fronteras\u201d: catal\u00e1n y castellano, lenguas en contacto,. En F. Trujillo &amp; B. Cortina-P\u00e9rez (coord.) <em>Estudios sobre y desde la frontera<\/em> (pp. 409-428), Dykinson,<\/li>\n\n\n\n<li> Gonz\u00e1lez Arg\u00fcello, M. V, &amp; Montmany, B. (2024). El an\u00e1lisis de materiales para la ense\u00f1anza de ELE. En  C.Tatoj,  R. Fern\u00e1ndez J\u00f3dar, &amp; R. S. Balches Arenas  (eds.), 2023:&nbsp;<em>Retos contempor\u00e1neos de la ense\u00f1anza de ELE en Europa : tendencias y perspectivas generales<\/em> (pp. 155-173), Katowice: Wydawnictwo Uniwersytetu \u015al\u0105skiego.<\/li>\n\n\n\n<li>Pujol\u00e0,&nbsp;J.-T<strong>.<\/strong>, &amp; Birello, M. (2024). Visual Reflective Practice. En T<em>he TESOL Encyclopedia of English Language Teaching<\/em>&nbsp;(eds J. I. Liontas, T. International Association and M. DelliCarpini).&nbsp;<a href=\"https:\/\/doi.org\/10.1002\/9781118784235.eelt1024.pub2\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1002\/9781118784235.eelt1024.pub2<\/a><\/li>\n\n\n\n<li>Pujol\u00e0, J.-T.&nbsp;&nbsp;(2024).&nbsp;&nbsp;La gamificaci\u00f3n: una estrategia did\u00e1ctica en el \u00e1mbito educativo&nbsp;.&nbsp;En Ripoll, O. &amp; Pujol\u00e0, J. T.&nbsp;&nbsp;(ed.) (2024).&nbsp;&nbsp;<em>La gamificaci\u00f3n en la educaci\u00f3n superior<\/em>.<em> Teor\u00eda, pr\u00e1ctica y experiencias did\u00e1cticas<\/em>(pp.&nbsp;17-26). Octaedro \/ ICE-UB<\/li>\n\n\n\n<li>Batlle, J., &amp; Gonz\u00e1lez Arg\u00fcello, M;. V. (2024). GAMELEX: gamificar la formaci\u00f3n continua de los profesores de lenguas extranjeras en la educaci\u00f3n superior. En Ripoll, O. &amp; Pujol\u00e0, J. T.&nbsp;&nbsp;(ed.) (2024).&nbsp;&nbsp;<em>La gamificaci\u00f3n en la educaci\u00f3n superior<\/em>. <em>Teor\u00eda, pr\u00e1ctica y experiencias did\u00e1cticas<\/em> (pp.&nbsp;135-142).  Octaedro \/ ICE-UB<\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(u002du002dcontrast);\"><span>2023<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Alcaraz Andreu, C. &amp; Cantarero Aybar, Z. (2023) Desmontando estereotipos. Un viaje gamificado por la Espa\u00f1a del S.XIX &nbsp;a trav\u00e9s de la mirada de Gautier. Dins Giacoma, L., Odicino, R., Pioletti, A. M. (ed.), &nbsp;I<em>n Viaggio. Esperienze e racconti da e per l&#8217;Europa (<\/em>p. 146-159), FrancoAngeli.&nbsp;<a href=\"https:\/\/series.francoangeli.it\/index.php\/oa\/catalog\/book\/1086\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/series.francoangeli.it\/index.php\/oa\/catalog\/book\/1086<\/a>&nbsp;<\/li>\n\n\n\n<li>Cuesta, A., Gonz\u00e1lez Arg\u00fcello, M.V., &amp; Batlle, J. (2023). \u00bfDe qu\u00e9 cuento estamos hartos? D\u00e1ndole vueltas al lenguaje inclusivo<em>. <\/em>En A. Urrutia et al. (eds.) <em>Innovaci\u00f3n educativa en Educaci\u00f3n Superior<\/em> (pp. 82-87). Universidad del Pa\u00eds Vasco.<\/li>\n\n\n\n<li>Espejel, O., Concheiro, P., &amp; Pujol\u00e0, J. T. (2023). Multimodal communication landscapes on language learning telecollaboration: A cyberpragmatic analysis of WhatsApp interactions. En S. Di Sarno-Garc\u00eda, S. Montaner-Villalba, &amp; A. M. Gimeno-Sanz , <a href=\"https:\/\/www.igi-global.com\/book\/telecollaboration-applications-foreign-language-classrooms\/306185\"><em>Telecollaboration Applications in Foreign Language Classrooms<\/em><\/a> (pp.46-68). IGI Global. <a href=\"https:\/\/doi.org\/10.4018\/978-1-6684-7080-0.ch003\">https:\/\/doi.org\/10.4018\/978-1-6684-7080-0.ch003<\/a><\/li>\n\n\n\n<li>Montes, A. L., &amp; Gonz\u00e1lez Arg\u00fcello, M. V. (2023). : Una primera aproximaci\u00f3n a la innovaci\u00f3n en las pr\u00e1cticas docentes. En E. \u00c1lvarez Garc\u00eda, &amp; M. Villayandre Llamazares (2023). <em>Creatividad, innovaci\u00f3n y diversidad en la ense\u00f1anza del espa\u00f1ol como LE\/L2<\/em> (pp. 309-322). Universidad de Le\u00f3n.<\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(u002du002dcontrast);\"><span>2022<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Mart\u00ednez, D. &amp; Appel, C. (2022). Emotional and social engagement of teenager and young adult students of EFL using MIM (Mobile Instant Messaging). In B.&nbsp;Arnbj\u00f6rnsd\u00f3ttir, B. B\u00e9di, L. Bradley, K. Fri\u00f0riksd\u00f3ttir, H. Gar\u00f0arsd\u00f3ttir, S.Thou\u00ebsny, and M.J. Whelpton (Eds.) <em>Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022<\/em>.&nbsp;Research-publishing.net. <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.61.1468\">https:\/\/doi.org\/10.14705\/rpnet.2022.61.1468<\/a><\/li>\n\n\n\n<li>Rosso, A., Robbins, J. &amp; Appel, C. (2022). Exploring the impact of a group dynamics training activity on learner engagement during online classes of French as a foreign language. In B.&nbsp;Arnbj\u00f6rnsd\u00f3ttir, B. B\u00e9di, L. Bradley, K. Fri\u00f0riksd\u00f3ttir, H. Gar\u00f0arsd\u00f3ttir, S.Thou\u00ebsny, and M.J. Whelpton (Eds.)&nbsp;<em>Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022<\/em>.&nbsp;Research-publishing.net. <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.61.1481\">https:\/\/doi.org\/10.14705\/rpnet.2022.61.1481<\/a><\/li>\n<\/ul>\n\n\n\n<p>__________<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Appel, C. (2022). Hay premio: enganchados a la gamificaci\u00f3n en la clase de lengua.  En F. Herrera y N. Sans (Eds.) <em>Cuadernos de did\u00e1ctica: Innovaci\u00f3n y creatividad en el aula de espa\u00f1ol<\/em>, (pp. 67-75). Difusi\u00f3n S.L.<\/li>\n\n\n\n<li>Batlle, J. (2022). Estas son las reglas: juegos serios en la ense\u00f1anza de lenguas. En F. Herrera y N. Sans (Eds.) <em>Cuadernos de did\u00e1ctica: Innovaci\u00f3n y creatividad en el aula de espa\u00f1ol<\/em>, (pp. 77-81). Difusi\u00f3n S.L.<\/li>\n\n\n\n<li>Espejel, O. (2022). FTW (For The Win): con el ABJ se gana siempre. En F. Herrera y N. Sans (Eds.) <em>Cuadernos de did\u00e1ctica: Innovaci\u00f3n y creatividad en el aula de espa\u00f1ol<\/em>, (pp. 85-92). Difusi\u00f3n S.L.<\/li>\n\n\n\n<li>Gonz\u00e1lez, V. (2022). \u00bfA qui\u00e9n le toca? planificar tareas gamificadas. En F. Herrera y N. Sans (Eds.) <em>Cuadernos de did\u00e1ctica: Innovaci\u00f3n y creatividad en el aula de espa\u00f1ol<\/em>, (pp. 95-104). Difusi\u00f3n S.L.<\/li>\n\n\n\n<li>Pujol\u00e0, J.T. (2022). Abran juego: el enfoque l\u00fadico en la did\u00e1ctica de la lengua extranjera. En F. Herrera y N. Sans (Eds.) <em>Cuadernos de did\u00e1ctica: Innovaci\u00f3n y creatividad en el aula de espa\u00f1ol<\/em>, (pp. 57-65). Difusi\u00f3n S.L.<\/li>\n<\/ul>\n\n\n\n<p>__________<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cuesta, A., Batlle, J., Gonz\u00e1lez, V. &amp; Pujol\u00e0, J.T. (2022). Approaches to the development of pre-service language teachers\u2019 e-Portafolios. En Schwab, G. &amp; M. Oesterle (ed.) <em style=\"font-size: inherit; color: var(--contrast);\">Promoting Professionalism, Innovation and Transnational Collaboration<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> (pp.191-212<\/span>)<span style=\"font-size: inherit; color: var(--contrast);\">. Research Publishing Net.<\/span> <a href=\"http:\/\/dx.doi.org\/10.14705\/rpnet.2022.57.9782383720041\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.14705\/rpnet.2022.57.1388<\/a><\/li>\n\n\n\n<li>Cuesta, A. &amp; Batlle, J. (2022). Personal Pronouns as linguistic features in the construction of pre-service language teacher identity. En Schwab, G. &amp; M. Oesterle (ed.) <em style=\"font-size: inherit; color: var(--contrast);\">Promoting Professionalism, Innovation and Transnational Collaboration<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> (pp.215-221<\/span>)<span style=\"font-size: inherit; color: var(--contrast);\">. Research Publishing Net.<\/span><a href=\"https:\/\/research-publishing.net\/manuscript?10.14705\/rpnet.2022.57.1389\"> https:\/\/doi.org\/10.14705\/rpnet.2022.57.1389<\/a><\/li>\n\n\n\n<li>Pujol\u00e0<strong>, <\/strong>J. T. , &amp; Gonz\u00e1lez, (2022). Images to foster student teachers\u2019 reflective practice and professional development. En G. Schwab, M. Oesterle &amp; A. Whelan (Eds.). <em>Promoting professionalism, innovation and transnational collaboration. A new approach to foreign language teacher education <\/em>(p. 223-232).<em> <\/em>Research-Publishing. net. <a href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.14705%2Frpnet.2022.57.1390&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw0rmaOb8A5dPILTRW4QA8Ar\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.14705\/rpnet.2022.57.1390<\/a><\/li>\n<\/ul>\n\n\n\n<p>__________<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Appel, C., &amp; Fern\u00e1ndez, S. S. (2022).&nbsp;Reimagining Language Learning in Higher Education: Key-Roles for Technology. In: Auer, M.E., Pester, A., May, D. (eds) <em>Learning with Technologies and Technologies in Learning. Lecture Notes in Networks and Systems<\/em>, vol 456, pp. 581\u2013602. Springer, Cham.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/978-3-031-04286-7_28\">https:\/\/doi.org\/10.1007\/978-3-031-04286-7_28<\/a><\/li>\n\n\n\n<li>Espejel, O., Concheiro, P., &amp; Pujol\u00e0, J. T. (2022). Socialization in telecollaboration: the smart use of Whatsapp to develop social presence in the HI-UB project. En J. Colpaert y G. Stockwell (Eds.). <em style=\"font-size: inherit; color: var(--contrast);\">Smart CALL<\/em><span style=\"font-size: inherit; color: var(--contrast);\">. London: Castledown Publishers. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.29140%2F9781914291012-7&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw0rXR1cekXIJDmN-_GBQ3Vm\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.29140\/9781914291012-7<\/a> <\/li>\n\n\n\n<li>Pujol\u00e0, J. T., &amp; Appel, C. (2022). Gamification for Technology-Enhanced Language Teaching and Learning. En Information Resources Management Association (Ed.), <em>Research Anthology on Developments in Gamification and Game-Based Learning<\/em> (pp. 992-1010). IGI Global. &nbsp;<a href=\"https:\/\/doi.org\/10.4018\/978-1-6684-3710-0.ch045\">https:\/\/doi.org\/10.4018\/978-1-6684-3710-0.ch045<\/a><\/li>\n<\/ul>\n\n\n\n<p>__________<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Robbins, J. &amp; Hopkins, J. (chapter accepted). Webinars as a rapid response for training language teachers to teach online in 2020. En U. Stickler &amp; M. Emke (Eds.) <em style=\"font-size: inherit; color: var(--contrast);\">Developing online language pedagogies: Crises and creativities. <\/em><span style=\"font-size: inherit; color: var(--contrast);\">Castledown, London, United Kingdom.<\/span> <\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2021<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Batlle, J., &amp; Seedhouse, P. (2021). Integrating the Video Enhanced Observation (VEO) app in Peer Observation Feedback Interaction. En P. Seedhouse (ed.). Video Enhanced Observation for Language Teaching: Reflection and Professional Development (pp. 117-134). Bloomsbury, <\/li>\n\n\n\n<li>Batlle, J., &amp; Gonz\u00e1lez, V. (2021). Jugando con la formaci\u00f3n continua: Percepciones de la gamificaci\u00f3n a medio plazo en la ense\u00f1anza de lenguas extranjeras, a REDINE, Red de Investigaci\u00f3n e innovaci\u00f3n educativa (Eds.) EDUNOVATIC Conference Proceedings (pp. 1305-1309). Adaya Press. Retrieved from: <a style=\"font-size: inherit;\" href=\"http:\/\/www.edunovatic.org\/wp-content\/uploads\/2021\/02\/EDUNOVATIC20.pdf\">http:\/\/www.edunovatic.org\/wp-content\/uploads\/2021\/02\/EDUNOVATIC20.pdf<\/a><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;<\/span> <\/li>\n\n\n\n<li>Batlle, J., &amp; Gonz\u00e1lez (2021). Discurso did\u00e1ctico desde la perspectiva del profesor: discurso del aula y discurso reflexivo como herramienta de desarrollo profesional. En Arrieta, C. (ed.). <em style=\"font-size: inherit; color: var(--contrast);\">Discurso, comunicaci\u00f3n y gesti\u00f3n del aula <\/em><span style=\"font-size: inherit; color: var(--contrast);\">(pp. 55-83) enClave-ELE.<\/span> <\/li>\n\n\n\n<li>Batlle, J., &amp; Gonz\u00e1lez, V. (2021). Observar para aprender: Valoraci\u00f3n del uso de la herramienta Video Enhanced Observation (VEO) en la formaci\u00f3n del profesorado de espa\u00f1ol como lengua extranjera. En R. Satorre Cuerda (coord.), Redes de Investigaci\u00f3n e Innovaci\u00f3n en Docencia Universitaria. Volumen 2021 (pp. 175-184) Institut de Ci\u00e8ncies de l\u2019Educaci\u00f3 (ICE) de la Universitat d\u2019Alacant. <\/li>\n\n\n\n<li>Gonz\u00e1lez, V., &amp; Pujol\u00e0, J. T. (2021). Del juego a la gamificaci\u00f3n: Una exploraci\u00f3n de las experiencias l\u00fadicas de profesores de lenguas extranjeras. En F. C. Hinojo, S. Mateo, N. Campos y S. Pozo (Eds.). <em>Innovaci\u00f3n e investigaci\u00f3n educativa para la formaci\u00f3n docente<\/em> (pp. 398-412). Dykinson S.L. ISBN: 978-84-1122-023-1<\/li>\n\n\n\n<li>Pujol\u00e0, J. T. (2021). Gamification: motivating language learning with gameful elements. En T. Beaven &amp; F. Rosell-Aguilar (Eds.), Innovative language pedagogy report (pp. 109-114). Research-publishing.net.&nbsp;&nbsp;<a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2021.50.1244\">https:\/\/doi.org\/10.14705\/rpnet.2021.50.1244<\/a> <\/li>\n\n\n\n<li>Pujol\u00e0, J. T. &amp; Gonz\u00e1lez, V. (2021).&nbsp; El portafolio digital docente en la formaci\u00f3n en l\u00ednea de profesores de ELE: una experiencia de acompa\u00f1amiento.&nbsp; En M. Alcocer &amp; Z. Bozu (Eds.), El portafolio del profesorado en educaci\u00f3n superior. Uso y experiencias en el contexto iberoamericano (pp. 65-92). Universidad de Rosario.&nbsp; <a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.12804\/urosario9789587846751\">https:\/\/doi.org\/10.12804\/urosario9789587846751<\/a> <\/li>\n\n\n\n<li>Pujol\u00e0, J. T., Magalashvili, T., Petrosyan, S., Brutyan, M., Prarouski, A. ,&amp; Yanitskaya, L. (2021). Active learning and ICT-enhanced teaching: m-learning and gamification. En PRINTEL PROJECT, Innovative and technology-enhanced teaching and learning. Teacher\u2019s handbook (pp. 85-136). ISBN 978-5-8084-2505-7. <\/li>\n\n\n\n<li>Su\u00e1rez, M. M. (2021). Incentivar l\u2019alumnat a trav\u00e9s de la gamificaci\u00f3 i la coavaluaci\u00f3 en un projecte de m\u00e0rqueting i publicitat. En T. Hern\u00e1ndez Morlans &amp; A. For\u00e9s Miravalles (Coords.), <a style=\"font-size: inherit;\" href=\"http:\/\/hdl.handle.net\/2445\/180956\"><i>De la necessitat a l\u2019oportunitat: propostes metodol\u00f2giques per als nous temps<\/i><\/a><span style=\"font-size: inherit; color: var(--contrast);\"> (pp. 49-56). IDP\/ICE UB &amp; Octaedro. ISBN: 978-84-19023-02-5.<\/span> <\/li>\n\n\n\n<li>Su\u00e1rez, M. M. (2021). Incentivar al alumnado a trav\u00e9s de la gamificaci\u00f3n y la coevaluaci\u00f3n en un proyecto de marketing y publicidad. En T. Hern\u00e1ndez Morlans &amp; A. For\u00e9s Miravalles (Coords.), <a style=\"font-size: inherit;\" href=\"http:\/\/hdl.handle.net\/2445\/180933\"><i>De la necesidad, oportunidad: propuestas metodol\u00f3gicas para los nuevos tiempos<\/i><\/a><span style=\"font-size: inherit; color: var(--contrast);\"> (pp. 50-57). IDP\/ICE UB &amp; Octaedro. ISBN: 978-84-19023-01-8.<\/span> <\/li>\n\n\n\n<li>Su\u00e1rez, M. M. &amp; Batlle, J. (2021). Modificaciones en la iteraci\u00f3n de pr\u00e1cticas gamificadas desde la perspectiva del profesorado. En Hinojo, F.J., S. Arias, M.N. Campos &amp; S. Pozo (eds.). <em>Innovaci\u00f3n e investigaci\u00f3n educativa para la formaci\u00f3n docente<\/em>. (pp. 949-961) Dykinson.&nbsp;&nbsp;ISBN: 978-84-1122-023-1<\/li>\n\n\n\n<li>Su\u00e1rez, M. M., Gesa, F., &amp; Frigol\u00e9, N. (2021). Gamificaci\u00f3n de la pr\u00e1ctica de la gram\u00e1tica inglesa con memes en tiempos de COVID-19. En R. Satorre Cuerda (Ed.), <a style=\"font-size: inherit;\" href=\"https:\/\/octaedro.com\/en\/book\/nuevos-retos-educativos-en-la-ensenanza-superior-frente-al-desafio-covid-19\/\"><i>Nuevos retos educativos en la ense\u00f1anza superior frente al desaf\u00edo COVID-19<\/i><\/a><span style=\"font-size: inherit; color: var(--contrast);\"> (pp. 243-254). Octaedro. ISBN: 978-84-19023-19-3.<\/span> <\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2019<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Batlle, J. (2019). El portafolio digital en acci\u00f3n: posibilidades para su puesta en pr\u00e1ctica. En &nbsp;J.T. Pujol\u00e0 (Ed.). <em style=\"font-size: inherit; color: var(--contrast);\">El portafolio digital en la docencia universitaria <\/em><span style=\"font-size: inherit; color: var(--contrast);\">(pp. 87-103). Octaedro.<\/span> <\/li>\n\n\n\n<li>Batlle, J., &amp; Rosado, E. (2019). Investigaci\u00f3n y pr\u00e1ctica docente en L2: de la mano y en movimiento. En L\u00f3pez, C. &amp; J.T. Pujol\u00e0 (eds.).&nbsp;<i>La did\u00e1ctica de lenguas de par en par: Di\u00e1logo entre teor\u00eda y pr\u00e1ctica&nbsp;<\/i>(pp.23-39). Difusi\u00f3n.<\/li>\n\n\n\n<li>Cristofol, B., Appel, C.,&amp; Liviano, D. (2019). Foreign Language Anxiety in e-Tandem Learners: Is it Predictable? <em style=\"font-size: inherit; color: var(--contrast);\">The European Conference on Language Learning: Independence &amp; Interdependence. Official Conference<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> <\/span><em style=\"font-size: inherit; color: var(--contrast);\">Proceedings.&nbsp;<\/em><span style=\"font-size: inherit; color: var(--contrast);\">ISSN:2188-112X.<\/span> <\/li>\n\n\n\n<li>Ernest, P., Hopkins, J, Emke, M., Germain-Rutherford, A., Heiser, S., Robbins, J., &amp; Stickler, U. (2019). New media in language education. In D. Newby, F. Heyworth, &amp; M. Cavalli (Eds.). <i style=\"font-size: inherit; color: var(--contrast);\">Changing contexts, evolving competences: 25 years of inspiring innovation in language education<\/i><span style=\"font-size: inherit; color: var(--contrast);\">, (pp. 89\u201399). Strasbourg: Council of Europe Publishing.<\/span> <\/li>\n\n\n\n<li>L\u00f3pez Ferrero, C., &amp; Pujol\u00e0, J. T. (eds.) (2019). <em style=\"font-size: inherit; color: var(--contrast);\">La did\u00e1ctica de lenguas de par en par. Di\u00e1logo entre teor\u00eda y pr\u00e1ctica.<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> Barcelona: Difusi\u00f3n, S.L. ISBN 978-84-17710-82-8.<\/span> <\/li>\n\n\n\n<li>Gonz\u00e1lez, V.,,&amp; Montmany, B. (2019). Iniciarse en el \u00e1mbito de los portafolios digitales. En &nbsp;J.T. Pujol\u00e0 (Ed.). <em style=\"font-size: inherit; color: var(--contrast);\">El portafolio digital en la docencia universitaria,<\/em><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;(pp. 11-26). Octaedro Editorial \u2013 IDP\/ICE. ISBN: 978-84-17667-92-4<\/span> <\/li>\n\n\n\n<li>Pujol\u00e0, J. T. (ed.) (2019).&nbsp; <em style=\"font-size: inherit; color: var(--contrast);\">El portafolio digital en la docencia universitaria<\/em><span style=\"font-size: inherit; color: var(--contrast);\">. Barcelona: Octaedro Editorial \u2013 IDP\/ICE. ISBN: 978-84-17667-92-4<\/span> <\/li>\n\n\n\n<li>Pujol\u00e0, J. T., Espejel, O., &amp; Concheiro, P. (2019).&nbsp; First encounters in a virtual exchange project: analysis of students\u2019 interactions and their reflections. En J.Colpaert, A. Aerts, Q. Ma,&nbsp; &amp; J. L. Fung King&nbsp; (comp.) <i style=\"font-size: inherit; color: var(--contrast);\">Social CALL. Proceedings <\/i><span style=\"font-size: inherit; color: var(--contrast);\">(pp. 227-234). Universiteit Antwerpen. ISBN 9789057286230<\/span> <\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2018<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Cristofol Garcia, B., &amp; Appel, C.. (2018). <i>Online Speaking Interaction in Foreign Language: How and Why Do Students Feel Nervous<\/i>? En&nbsp; Simons , Mathea; Smits , Tom F.H.&nbsp; (Eds) Language Education and Emotions. Proceedings of theThird International Conference on Language Education and Testing.&nbsp; Antwerp: University of Antwerp. <a href=\"https:\/\/doi.org\/10.4324\/9781003019497-6\">https:\/\/doi.org\/10.4324\/9781003019497-6<\/a><\/li>\n\n\n\n<li>Gonz\u00e1lez, V., &amp; Herrera, F. (2018). La gram\u00e1tica est\u00e1 en juego: enfoque l\u00fadico y ense\u00f1anza de la gram\u00e1tica en el aula de ELE. <em>Ense\u00f1ar gram\u00e1tica en el aula de ELE. Nuevas perspectivas y propuestas (<\/em>pp. 161-173). Editorial Difusi\u00f3n. ISBN 978-84- 16943-89.<\/li>\n\n\n\n<li> Pujol\u00e0, J. T., &amp; Herrera F. (2018). Gamificaci\u00f3n. En &nbsp;J. Mu\u00f1oz-Basols, E. Gironzetti, &amp; M. Lacorte (Eds.). <i style=\"font-size: inherit; color: var(--contrast);\">The Routledge Handbook of Spanish Language Teaching. Metodolog\u00edas, contextos y recursos para la ense\u00f1anza del espa\u00f1ol L2 (<\/i><span style=\"font-size: inherit; color: var(--contrast);\">pp. 583-595).&nbsp;Routledge.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/goo.gl\/eR7Psq\">https:\/\/goo.gl\/eR7Psq<\/a> <\/li>\n\n\n\n<li>Robbins, J. (2018). Is there anybody out there? A Review of research on the role of the teacher in online language learning (2007\u20132017). In <i>EDULEARN18 Proceedings<\/i> <i>10th International conference on education and new learning technologies<\/i>, (pp. 927\u2013937). <a href=\"https:\/\/doi.org\/10.21125\/edulearn.2018\">https:\/\/doi.org\/10.21125\/edulearn.2018<\/a><\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2017<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li> Batlle, J., &amp; Miller, P. (2017). Video Enhanced Observation and Teacher Development: Teachers\u2019 Beliefs as Technology Users.&nbsp;<em style=\"font-size: inherit; color: var(--contrast);\">Edulearn 17 Proceedings<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> (pp. 2351-2362). IATED Academy.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/veoeuropa.com\/wp-content\/uploads\/2017\/07\/Batlle_MIller_2017.pdf\">https:\/\/veoeuropa.com\/wp-content\/uploads\/2017\/07\/Batlle_MIller_2017.pdf<\/a> <\/li>\n\n\n\n<li>Batlle, J. &amp; Gonz\u00e1lez, V. (2017). An\u00e1lisis de secuencias gamificadas para la ense\u00f1anza de lenguas extranjeras: la importancia de la narrativa en la gamificaci\u00f3n. V Congreso Internacional de videojuegos educaci\u00f3n.&nbsp;<a style=\"font-size: inherit;\" href=\"http:\/\/riull.ull.es\/xmlui\/handle\/915\/6640\">http:\/\/riull.ull.es\/xmlui\/handle\/915\/6640<\/a> <\/li>\n\n\n\n<li>Batlle, J. &amp; Gonz\u00e1lez, V. (2017). The relationship between the self-perception of foreign language teachers with respect to game-playing and their gamified learning activities.<em style=\"font-size: inherit; color: var(--contrast);\">&nbsp;1st workshop on Gamification and Games for Learning (GAMILEARN\u2019 17)<\/em><span style=\"font-size: inherit; color: var(--contrast);\">.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/riull.ull.es\/xmlui\/handle\/915\/4767\">https:\/\/riull.ull.es\/xmlui\/handle\/915\/4767<\/a> <\/li>\n\n\n\n<li>Canals, L., &amp; Robbins, J. (2017). An exploratory study of feedback practices for written and oral tasks in an online English course. En K. Borthwick, L. Bradley &amp; S. Thou\u00ebsny (Eds.), <i>CALL in a climate of change: adapting to turbulent global conditions \u2013 short papers from EUROCALL 2017<\/i>, pp. 62\u201366.&nbsp;<a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.eurocall2017.690\">https:\/\/doi.org\/10.14705\/rpnet.2017.eurocall2017.690 <\/a><\/li>\n\n\n\n<li>Pujol\u00e0, J. T. (2017). El uso de las tecnolog\u00edas para la ense\u00f1anza y el aprendizaje del l\u00e9xico. En F. Herrera y N. Sans (Ed.)&nbsp;<em>Ense\u00f1ar l\u00e9xico en el aula de espa\u00f1ol. El poder de las palabras<\/em>&nbsp;(pp. 187-195). Barcelona: Difusi\u00f3n. ISBN: 9788416943883.<\/li>\n\n\n\n<li> Pujol\u00e0, J. T., Berr\u00edos, A. &amp; Appel, C. (2017). Applying DMC in a gamified teacher training course on gamification.&nbsp;<em style=\"font-size: inherit; color: var(--contrast);\">1st Workshop on Gamification and Games for Learning<\/em><span style=\"font-size: inherit; color: var(--contrast);\">.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/riull.ull.es\/xmlui\/handle\/915\/4769\">https:\/\/riull.ull.es\/xmlui\/handle\/915\/4769<\/a><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;<\/span><\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2016<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li> Batlle, J. (2016). Gamificaci\u00f3n para el desarrollo de la competencia intercultural en el aula de espa\u00f1ol como lengua extranjera. En R. Roig-Vila (ed). <em style=\"font-size: inherit; color: var(--contrast);\">Tecnolog\u00eda, innovaci\u00f3n e investigaci\u00f3n en los procesos de ense\u00f1anza-aprendizaje<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> (pp. 114-120). Octaedro. Retrieved from: <\/span><a style=\"font-size: inherit;\" href=\"http:\/\/rua.ua.es\/dspace\/handle\/10045\/61787\">http:\/\/rua.ua.es\/dspace\/handle\/10045\/61787<\/a><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;<\/span> <\/li>\n\n\n\n<li> Malerba, M.L. &amp; Appel, C (2016) Telecollaboration in online communities for L2 learning. En S. Jager, M. Kurek. &amp; B. O\u2019Rourke (Eds.). New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education (pp.305-312). <a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2016.telecollab2016.522\">https:\/\/doi.org\/10.14705\/rpnet.2016.telecollab2016.522<\/a><\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2010<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Sweeney, P., Palomeque, C., Gonz\u00e1lez, D. et al. (2010). Task design for language learning in an embodied environment. En G. Vincenti, &amp; J. &nbsp;Braman (Eds.) <i>Teaching through multi-user virtual environments: applying dynamic elements to the modern classroom<\/i>. Location: I.G.I. Global.<\/li>\n<\/ul>\n\n<\/div><\/details><\/div>\n\n<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2009<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Pujol\u00e0, J. T., Garc\u00eda, M. \u00c1. &amp; Gonz\u00e1lez, V. (2009). Textos generados en la web 2.0. En A. Penas &amp; R. Gonz\u00e1lez (Eds.): <i>Estudios sobre el texto. Nuevos enfoques y propuestas&nbsp;<\/i>(pp.&nbsp;279-302). Peter Lang.<\/li>\n<\/ul>\n\n<\/div><\/details><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":1140,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","footnotes":""},"categories":[69,68],"tags":[],"wf_post_folders":[104],"class_list":["post-1293","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-libros-capitulos","category-publicaciones"],"uagb_featured_image_src":{"full":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos.jpg",2558,1630,false],"thumbnail":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-150x150.jpg",150,150,true],"medium":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-300x191.jpg",300,191,true],"medium_large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-768x489.jpg",768,489,true],"large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-1024x653.jpg",1024,653,true],"1536x1536":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-1536x979.jpg",1536,979,true],"2048x2048":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos-2048x1305.jpg",2048,1305,true],"ultp_layout_landscape_large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos.jpg",1200,765,false],"ultp_layout_landscape":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos.jpg",870,554,false],"ultp_layout_portrait":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos.jpg",600,382,false],"ultp_layout_square":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/capitulos.jpg",600,382,false]},"uagb_author_info":{"display_name":"Sofia","author_link":"https:\/\/www.ub.edu\/realtic\/author\/sofia\/"},"uagb_comment_info":0,"uagb_excerpt":null,"_links":{"self":[{"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/1293","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/comments?post=1293"}],"version-history":[{"count":24,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/1293\/revisions"}],"predecessor-version":[{"id":4944,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/1293\/revisions\/4944"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/media\/1140"}],"wp:attachment":[{"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/media?parent=1293"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/categories?post=1293"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/tags?post=1293"},{"taxonomy":"wf_post_folders","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/wf_post_folders?post=1293"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}