{"id":3535,"date":"2022-10-03T11:29:17","date_gmt":"2022-10-03T09:29:17","guid":{"rendered":"http:\/\/www.ub.edu\/realtic\/?p=3535"},"modified":"2024-09-14T10:17:16","modified_gmt":"2024-09-14T08:17:16","slug":"books-and-chapters","status":"publish","type":"post","link":"https:\/\/www.ub.edu\/realtic\/en\/books-and-chapters\/","title":{"rendered":"Books and Chapters"},"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>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. In 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>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;In&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>Pujol\u00e0,&nbsp;J.-T<strong>.<\/strong>, &amp; Birello, M. (2024). Visual Reflective Practice. In <em>The 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;In Ripoll, O. &amp; Pujol\u00e0, J. T.&nbsp;&nbsp;(ed.) (2024).&nbsp;&nbsp;<em>La gamificaci\u00f3n en la educaci\u00f3n superior<\/em> (pp.&nbsp;17-26). Barcelona: Octaedro Editorial.<\/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 \u00a0a trav\u00e9s de la mirada de Gautier. Dins Giacoma, L., Odicino, R., Pioletti, A. M. (ed.), \u00a0I<em>n Viaggio. Esperienze e racconti da e per l&#8217;Europa (<\/em>p. 146-159), FrancoAngeli.\u00a0<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>\u00a0<\/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. In 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<\/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 class=\"wp-block-paragraph\">__________<\/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 class=\"wp-block-paragraph\">__________<\/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. In 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. In 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. In 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 class=\"wp-block-paragraph\">__________<\/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. In 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. In 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 class=\"wp-block-paragraph\">__________<\/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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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(u002du002dcontrast);\"><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":[201,197],"tags":[],"wf_post_folders":[104],"class_list":["post-3535","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-books-and-chapters","category-publications"],"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\/3535","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=3535"}],"version-history":[{"count":13,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/3535\/revisions"}],"predecessor-version":[{"id":4889,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/3535\/revisions\/4889"}],"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=3535"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/categories?post=3535"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/tags?post=3535"},{"taxonomy":"wf_post_folders","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/wf_post_folders?post=3535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}