{"id":3544,"date":"2022-10-03T11:28:40","date_gmt":"2022-10-03T09:28:40","guid":{"rendered":"http:\/\/www.ub.edu\/realtic\/?p=3544"},"modified":"2024-09-13T18:47:16","modified_gmt":"2024-09-13T16:47:16","slug":"articles-2","status":"publish","type":"post","link":"https:\/\/www.ub.edu\/realtic\/ca\/articles-2\/","title":{"rendered":"Articles"},"content":{"rendered":"<div class=\"lightweight-accordion has-text-color\"><details><summary class=\"lightweight-accordion-title\" style=\"color:var(--contrast);\"><span>2024<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Batlle, J., &amp;&nbsp;Pujol\u00e0, J.-T.&nbsp;(2024). Las pr\u00e1cticas en remoto: una oportunidad para el desarrollo de la competencia digital docente.&nbsp;<em>Perspectiva<\/em>,&nbsp;<em>42<\/em>(1), 1\u201322.&nbsp;<a href=\"https:\/\/doi.org\/10.5007\/2175-795X.2024.e93692\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.5007\/2175-795X.2024.e93692<\/a><\/li>\n\n\n\n<li>Cuesta Garc\u00eda, A., Gonz\u00e1lez Arg\u00fcello, M. V., &amp;&nbsp;Pujol\u00e0, J.-T. (2024).&nbsp;El desarrollo del pensamiento cr\u00edtico en procesos de escritura con herramientas de Inteligencia Artificial Generativa en la formaci\u00f3n inicial de maestros.&nbsp;<em>Revista Nebrija de Ling\u00fc\u00edstica Aplicada a la Ense\u00f1anza de Lenguas<\/em>,&nbsp;<em>18<\/em>(36), 80\u2013106.&nbsp;<a href=\"https:\/\/doi.org\/10.26378\/rnlael1836569\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.26378\/rnlael1836569<\/a>.&nbsp;<\/li>\n\n\n\n<li>Mena Octavio, M., Gonz\u00e1lez Arg\u00fcello, M. V., &amp;&nbsp;Pujol\u00e0 , J.-T. (2024). ChatGPT as an AI L2 teaching support: A case study of an EFL teacher.&nbsp;<em>Technology in Language Teaching &amp; Learning<\/em>,&nbsp;<em>6<\/em>(1), 1\u201325.&nbsp;<a href=\"https:\/\/doi.org\/10.29140\/tltl.v6n1.1142\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.29140\/tltl.v6n1.1142<\/a>&nbsp;<\/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>2023<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Batlle, J. (2023) <em>Raymond, Chase Wesley y Olgu\u00edn, Luis Manuel, An\u00e1lisis de la Conversaci\u00f3n: fundamentos, metodolog\u00eda y alcances. <em>Discurso &amp; Sociedad,&nbsp;<\/em>17<\/em>(1), 249-252<em>.<\/em> <a href=\" http:\/\/www.dissoc.org\/ediciones\/v17n01\/DS17(1)BatlleRodriguez.pdf\"> http:\/\/www.dissoc.org\/ediciones\/v17n01\/DS17(1)BatlleRodriguez.pdf<\/a><\/li>\n\n\n\n<li>Birello, M.,<strong>\u00a0<\/strong>&amp;\u00a0Pujol\u00e0, J.-T.\u00a0 (2023).\u00a0Visual metaphors and metonymies in pre-service teachers\u2019 reflections: Beliefs and experiences in the learning and teaching of writing.\u00a0<em>Teaching and Teacher Education<\/em>, vol\u00a0122, February 2023, 103971.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.tate.2022.103971\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.tate.2022.103971<\/a><\/li>\n\n\n\n<li>Cuesta, A., Gonz\u00e1lez, V., &amp; Batlle, J. (2023). \u00bfDe qu\u00e9 cuento estamos hartos? D\u00e1ndole vueltas al lenguaje inclusivo.&nbsp;En A. Urrutia et al., <em> Innovaci\u00f3n educativa en Educaci\u00f3n Superior<\/em> (pp.82-87). Euskal Herriko Unibertsitateko Argitalpen Zerbitzua.<\/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>2022<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li>Cuesta, A.,  Gonz\u00e1lez, V. &amp; Pujol\u00e0, J.T. (2022). Irakaskuntzako portfolio digitala: irakasleen etengabeko prestakuntzarako ingurunea, <em>e-Hizpide. Helduen euskalduntzearen aldizkaria 100<\/em>. <a href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.54512%2FINGR9917&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw3pzJ-aPM75zXo_HPj-vEAx\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.54512\/INGR9917<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Espejel, O., Concheiro, P., &amp; Pujol\u00e0, J. T. (2022). TikTok en la ense\u00f1anza de espa\u00f1ol LE\/L2: telecolaboraci\u00f3n y competencia digital, <em>Journal of Spanish Language Teaching, 9(<\/em>1), 19-35. <a href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.1080%2F23247797.2022.2091843&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw2JOg4ebJhVIwR3430wqFNN\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/23247797.2022.2091843<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Mena, M. &amp; Gonz\u00e1lez, V. (2022). El potencial de OneNote para el desarrollo de la competencia digital docente.&nbsp;<i>Revista Tecnolog\u00eda, Ciencia y Educaci\u00f3n<\/i>, <i>21<\/i>, 115\u2013154. <a href=\"https:\/\/doi.org\/10.51302\/tce.2022.644\">https:\/\/doi.org\/10.51302\/tce.2022.644<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Michel, M, Appel, C. &amp; Cipriota, S (2022). Lexical and Syntactic Alignment during English-Spanish Teletandem Meetings. <em>System<\/em>, Vol 111, 102930.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.system.2022.102930\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1016\/j.system.2022.102930<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cuesta, A., Batlle, J. &amp; Gonz\u00e1lez, V. (accepted). La construcci\u00f3n de la identidad docente del profesor de Espa\u00f1ol como Lengua Extranjera: el conocimiento en el proceso de identificaci\u00f3n docente. <em style=\"font-size: inherit; color: var(--contrast);\">Revista Colombiana de Educaci\u00f3n<\/em><span style=\"font-size: inherit; color: var(--contrast);\">.<\/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><p>Alb\u00e1 Duran, J., Oggel, G., Espejel, O. &amp; Pujol\u00e0, J. T.&nbsp; (2020).&nbsp; Factores de \u00e9xito de un proyecto de telecolaboraci\u00f3n en el contexto de ense\u00f1anza y aprendizaje de segundas lenguas. <i>Culture Crossroads<\/i>, <i>15<\/i>, 31-60.&nbsp; <a href=\"http:\/\/www.culturecrossroads.lv\/pdf\/281\/en\">http:\/\/www.culturecrossroads.lv\/pdf\/281\/en<\/a><span style=\"color: var(--contrast);\"> <\/span><\/p><\/li>\n\n\n\n<li><p><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\">Appel, C., &amp; Pujol\u00e0, J. T. (2021). Designing speaking interaction in LMOOCs: an eTandem approach. <\/mark><\/span><i style=\"font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\">ReCALL<\/mark><\/i><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\"> <\/mark><\/span><i style=\"font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\">33<\/mark><\/i><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\">(2), 161-176. <\/mark><\/span><a style=\"font-size: inherit;\" href=\"http:\/\/dx.doi.org\/10.1017\/S0958344021000045\">http:\/\/dx.doi.org\/10.1017\/S0958344021000045<\/a><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\"><mark style=\"background-color:var(--base-2)\" class=\"has-inline-color\">. Premio al mejor art\u00edculo 2021 de la revista ReCALL.<\/mark><\/span><\/p><\/li>\n\n\n\n<li><p><span style=\"color: var(--contrast);\">Batlle, J. &amp; Deal., M. (2021). Teacher epistemic stance as a trouble in foreign language classroom interaction. <\/span><em style=\"color: var(--contrast); font-size: inherit;\">Journal of Pragmatics<\/em><span style=\"color: var(--contrast); font-size: inherit;\">, 176, 15-25. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.1016\/j.pragma.2021.01.023\">https:\/\/doi.org\/10.1016\/j.pragma.2021.01.023<\/a><span style=\"color: var(--contrast);\"> <\/span><\/p><\/li>\n\n\n\n<li>Batlle, J. (2021). \u2018Muy bien\u2019 as a transition token in teacher-student interactions in the Spanish as a foreign language classroom.&nbsp;<i style=\"font-family: Calibri, sans-serif; caret-color: #000000; color: #000000;\">System<\/i>, 97. <a href=\"https:\/\/doi.org\/10.1016\/j.system.2020.102438\">https:\/\/doi.org\/10.1016\/j.system.2020.102438<\/a><\/li>\n\n\n\n<li> Batlle, J. &amp; Ma\u00f1as, I. (2021). La interacci\u00f3n entre profesor y alumnos en el aula de ELE: preferencias de uso en funci\u00f3n de la experiencia y el contexto de ense\u00f1anza. <em style=\"font-size: inherit; color: var(--contrast);\">Marcoele, <\/em><span style=\"font-size: inherit; color: var(--contrast);\">33. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/marcoele.com\/descargas\/33\/batlle-manas-interaccion.pdf\">https:\/\/marcoele.com\/descargas\/33\/batlle-manas-interaccion.pdf<\/a><i style=\"font-size: inherit; font-family: Calibri, sans-serif; caret-color: rgb(0, 0, 0); color: rgb(0, 0, 0);\">&nbsp;<\/i> <\/li>\n\n\n\n<li> Concheiro, P., Espejel, O. &amp; Pujol\u00e0, J. T. (2021).&nbsp; Flipgrid, a video app for virtual exchange, propinquity, and language learning. <i style=\"font-size: inherit; color: var(--contrast);\">Perspectiva, 39<\/i><span style=\"font-size: inherit; color: var(--contrast);\">(1), 1-17. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.5007\/2175-795X.2021.e70066\">https:\/\/doi.org\/10.5007\/2175-795X.2021.e70066<\/a><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp; <\/span><\/li>\n\n\n\n<li> Crist\u00f2fol, B. &amp; Appel, C (2021). Student Engagement in an EFL\/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners\u2019 Social, Affective and Cognitive Dimensions. <i style=\"font-size: inherit; color: var(--contrast);\">English as Foreign Language International Journal, 25<\/i><span style=\"font-size: inherit; color: var(--contrast);\">(5), 98-118.<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/connect.academics.education\/index.php\/eflij\/article\/view\/72\"> https:\/\/connect.academics.education\/index.php\/eflij\/article\/view\/72<\/a><span style=\"font-size: inherit; color: var(--contrast);\"> Gonz\u00e1lez, V. (2021). Bigarren hizkuntzen klaseetako plangintza: hiru aldiko narratiba. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">e-Hizpide. 98<\/i><span style=\"font-size: inherit; color: var(--contrast);\">, 1 \u2013 9. HABE Editores. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=8190544\">https:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=8190544<\/a><\/li>\n\n\n\n<li>Mart\u00edn, C., &amp; Batlle, J. (2021). La gamificaci\u00f3n en juego: percepci\u00f3n de los estudiantes sobre un escape room educativo en el aula de espa\u00f1ol como lengua extranjera. <em>REIRE<\/em>. Revista<i> d\u2019Educaci\u00f3 i Recerca en Educaci\u00f3, 14<\/i>(1), 1\u201319. <a href=\"https:\/\/doi.org\/10.1344\/reire2021.14.132195\">https:\/\/doi.org\/10.1344\/reire2021.14.132195<\/a><\/li>\n\n\n\n<li>Rosso, Ana.&nbsp;\u201cSubversion in Ambiguity: The Female Revenant in three Fantastic Short Stories by Claude Vignon, Edith Nesbit, and Emilia Pardo Baz\u00e1n (1856\u2013 1908).\u201d&nbsp;<i>Women\u2019s Writing<\/i> <em>28(<\/em>4), 490-511.&nbsp;<\/li>\n\n\n\n<li>Su\u00e1rez, M\u00aa del M., Alcaraz Andreu, C., &amp; Gonz\u00e1lez Arg\u00fcello, V. (2021). \u00das de dispositius m\u00f2bils per a l\u2019activaci\u00f3 i promoci\u00f3 de la lectura.&nbsp;<i>Revista del Congr\u00e9s Internacional de Doc\u00e8ncia Universit\u00e0ria i Innovaci\u00f3 (CIDUI)<\/i>, [en l\u00ednia], 2021, N\u00fam. 5, <a href=\"https:\/\/raco.cat\/index.php\/RevistaCIDUI\/article\/view\/377518\">https:\/\/raco.cat\/index.php\/RevistaCIDUI\/article\/view\/377518<\/a>&nbsp;<\/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>2020<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li><p>Batlle, J.; Cuesta, A. &amp; Gonz\u00e1lez, V. (2020a). Desarrollo profesional del profesor de lenguas extranjeras a trav\u00e9s de la colaboraci\u00f3n transnacional y el uso de las TIC. <i>Contextos Educativos. <\/i><em>Revista de Educaci\u00f3n, 26<\/em>, 219-235.&nbsp;<a href=\"https:\/\/doi.org\/10.18172\/con.4323\">https:\/\/doi.org\/10.18172\/con.4323<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J., Cuesta, A. &amp;&nbsp;Gonz\u00e1lez, V. (2020b). El microteaching como secuencia did\u00e1ctica: inicios de los procesos reflexivos en la formaci\u00f3n de los profesores de ELE. &nbsp;<i style=\"color: var( --e-global-color-primary ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">E-SEDLL. 3,<\/i>&nbsp;62-73. Centro Virtual Cervantes \u2013 Instituto Cervantes.&nbsp;<a href=\"https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf\">https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J. &amp; Su\u00e1rez, M.M. (2020). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. <em>Classroom Discourse<\/em>, 12(4), 365-385. <a href=\"https:\/\/doi.org\/10.1080\/19463014.2020.1810724\">https:\/\/doi.org\/10.1080\/19463014.2020.1810724<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J.; Cuesta, A. &amp; Gonz\u00e1lez, V. (2020a). Desarrollo profesional del profesor de lenguas extranjeras a trav\u00e9s de la colaboraci\u00f3n transnacional y el uso de las TIC. <i>Contextos Educativos. <\/i><em>Revista de Educaci\u00f3n, 26<\/em>, 219-235.&nbsp;<a href=\"https:\/\/doi.org\/10.18172\/con.4323\">https:\/\/doi.org\/10.18172\/con.4323<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J., Cuesta, A. &amp;&nbsp;Gonz\u00e1lez, V. (2020b). El microteaching como secuencia did\u00e1ctica: inicios de los procesos reflexivos en la formaci\u00f3n de los profesores de ELE. &nbsp;<i style=\"color: var( --e-global-color-primary ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">E-SEDLL. 3,<\/i>&nbsp;62-73. Centro Virtual Cervantes \u2013 Instituto Cervantes.&nbsp;<a href=\"https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf\">https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J. &amp; Su\u00e1rez, M.M. (2020). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. <em>Classroom Discourse<\/em>, 12(4), 365-385. <a href=\"https:\/\/doi.org\/10.1080\/19463014.2020.1810724\">https:\/\/doi.org\/10.1080\/19463014.2020.1810724<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J. &amp; Seedhouse, P. (2020). Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development. <em>Applied Linguistics Review<\/em>. <a href=\"https:\/\/doi.org\/10.1515\/applirev-2020-0001\">https:\/\/doi.org\/10.1515\/applirev-2020-0001<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J., Cuesta, A. &amp; Gonz\u00e1lez, V. (2020). El microteaching como secuencia did\u00e1ctica: inicios de los procesos reflexivos en la formaci\u00f3n de los profesores de ELE. <em>E_SEDLL<\/em>, 3, 62-73.&nbsp;<a href=\"https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf\">https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/03\/05.pdf<\/a><\/p><\/li>\n\n\n\n<li><p>Birello, M. &amp; Pujol\u00e0, J. T.&nbsp; (2020). The affordances of images in digital reflective writing: an analysis of preservice teachers\u2019 blog posts. <i>Reflective Practice, 21<\/i>(4), 534-551. <a href=\"https:\/\/doi.org\/10.1080\/14623943.2020.1781609\">https:\/\/doi.org\/10.1080\/14623943.2020.1781609<\/a><\/p><\/li>\n\n\n\n<li>Robbins, J. (2020). The what, when and how of effective asynchronous moderated discussion forums in online language classrooms . <i>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature 13<\/i>(4), 1-22<i>. <\/i><a data-wplink-edit=\"true\" href=\"_wp_link_placeholder\">https:\/\/doi.org\/10.5565\/rev\/jtl3.898<\/a><\/li>\n\n\n\n<li>Robbins, J. (2020). The what, when and how of effective asynchronous moderated discussion forums in online language classrooms . <i>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature 13<\/i>(4), 1-22<i>. <\/i><a data-wplink-edit=\"true\" href=\"_wp_link_placeholder\">https:\/\/doi.org\/10.5565\/rev\/jtl3.898<\/a><\/li>\n\n\n\n<li><p>Su\u00e1rez, M. M., &amp; Gonz\u00e1lez, M.V.&nbsp;(2020).&nbsp;Becoming a good BookTuber.&nbsp;<i>RELC Journal, 51<\/i>(1), 158-167. <a style=\"font-family: var( --e-global-typography-text-font-family ), Sans-serif;\" href=\"https:\/\/doi.org\/10.1177\/0033688220906905\">https:\/\/doi.org\/10.1177\/0033688220906905<\/a><\/p><\/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><p> <span style=\"font-size: inherit; color: var(--contrast);\">Alcaraz-Andreu, C., &amp; Gonz\u00e1lez, V. (2019). Gamificaci\u00f3n y ELE: \u00bfmoda pasajera o ha venido para quedarse? <\/span><i style=\"font-size: inherit; color: var(--contrast);\">E-SEDL, 2<\/i><span style=\"font-size: inherit; color: var(--contrast);\">,&nbsp;57-73. Centro Virtual Cervantes \u2013 Instituto Cervantes. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/02\/05.pdf\">https:\/\/cvc.cervantes.es\/literatura\/esedll\/pdf\/02\/05.pdf<\/a><\/p><\/li>\n\n\n\n<li><p>Batlle, J., &amp; Appel, C. (2019). Instructional Sequences in Foreign Language Gamified Didactic Interventions. En J. Arnedo-Moreno, C. S.&nbsp;Gonz\u00e1lez,&nbsp;&amp; A. Mora (Eds.). <i>GamiLearn 2019 International Symposium on Gamification and Games for Learning<\/i>. <a href=\"http:\/\/ceur-ws.org\/Vol-2497\/paper12.pdf\">http:\/\/ceur-ws.org\/Vol-2497\/paper12.p<\/a><span style=\"font-size: inherit; color: var(--contrast);\"> <\/span><\/p><\/li>\n\n\n\n<li><p>Batlle, J. &amp; Gonz\u00e1lez, V. (2019). Interacci\u00f3n social y ense\u00f1anza de espa\u00f1ol como lengua extranjera: foco en las heterorreparaciones no correctivas como fen\u00f3meno interaccional.&nbsp;<i>Lengua y habla<\/i>, 23, 413-439.&nbsp;<a href=\"http:\/\/erevistas.saber.ula.ve\/index.php\/lenguayhabla\/article\/view\/15692\">http:\/\/erevistas.saber.ula.ve\/index.php\/lenguayhabla\/article\/view\/15692<\/a><\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Batlle, J., Gonz\u00e1lez, V., &amp; Pujol\u00e0, J. T. (2019). Gamelex: de gamificar se n\u2019apr\u00e8n gamificant. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">Perspectiva escolar, 407, <\/i><span style=\"font-size: inherit; color: var(--contrast);\">32-36.&nbsp; Barcelona:&nbsp; Rosa Sensat. ISSN: 0210-2331. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/www.rosasensat.org\/revista\/a-jugaaaaar-a-laula-num-407\/monografic-gamelex-de-gamificar-se-napren-gamificant\/\">https:\/\/www.rosasensat.org\/revista\/a-jugaaaaar-a-laula-num-407\/monografic-gamelex-de-gamificar-se-napren-gamificant\/<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Batlle, J., &amp; Su\u00e1rez, M.M. (2019). Secuencias did\u00e1cticas gamificadas por docentes de LE en formaci\u00f3n continua: puntos, insignias y tablas de clasificaci\u00f3n. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">E-AESLA, 5,<\/i><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;43-51. Centro Virtual Cervantes \u2013 Instituto Cervantes. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/cvc.cervantes.es\/lengua\/eaesla\/pdf\/05\/05.pdf\">https:\/\/cvc.cervantes.es\/lengua\/eaesla\/pdf\/05\/05.pdf<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Novillo, P., &amp; Pujol\u00e0, J. T.&nbsp; (2019). Analysing E-tutoring Strategies to Foster Pre-service Language Teachers\u2019 Reflective Practice in the First Stages of Building an E-portfolio. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">Universal Journal of Educational Research 7<\/i><span style=\"font-size: inherit; color: var(--contrast);\">(5), 1234 \u2013 1246. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.13189\/ujer.2019.070509\">https:\/\/doi.org\/10.13189\/ujer.2019.070509<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Pujol\u00e0, J. T., &amp; Gonz\u00e1lez, V.&nbsp; (2019).&nbsp; Stories or Scenarios: Implementing Narratives in Gamified Language Teaching, <\/span><i style=\"font-size: inherit; color: var(--contrast);\">GamiLearn 2019, International Symposium on Gamification and Games for Learning. CEUR Workshop Proceedings<\/i><span style=\"font-size: inherit; color: var(--contrast);\">, ISSN 1613-0073, Vol-2497. <\/span><a style=\"font-size: inherit;\" href=\"http:\/\/ceur-ws.org\/Vol-2497\/paper13.pdf\">http:\/\/ceur-ws.org\/Vol-2497\/paper13.pdf<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Pujol\u00e0, J. T. (2019). A qu\u00e8 juguem? Diversitat d\u2019experi\u00e8ncies l\u00fadiques en educaci\u00f3. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">Perspectiva escolar, 407, <\/i><span style=\"font-size: inherit; color: var(--contrast);\">6-11.<\/span><i style=\"font-size: inherit; color: var(--contrast);\">&nbsp; &nbsp;&nbsp;<\/i><span style=\"font-size: inherit; color: var(--contrast);\">Rosa Sensat. ISSN: 0210-2331. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/www.rosasensat.org\/revista\/a-jugaaaaar-a-laula-num-407\/monografic-a-que-juguem-diversitat-dexperiencies-ludiques-en-educacio\/\">https:\/\/www.rosasensat.org\/revista\/a-jugaaaaar-a-laula-num-407\/monografic-a-que-juguem-diversitat-dexperiencies-ludiques-en-educacio\/<\/a> <\/p><\/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><p> <span style=\"font-size: inherit; color: var(--contrast);\">Batlle, J. (2018). Heterorreparaciones y competencia interaccional del aula: el papel del profesor en la gesti\u00f3n de la interacci\u00f3n. <\/span><em style=\"font-size: inherit; color: var(--contrast);\">Didacticae<\/em><span style=\"font-size: inherit; color: var(--contrast);\">, 3(1), 35-52. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.1344\/did.2018.3.35-52\">https:\/\/doi.org\/10.1344\/did.2018.3.35-52<\/a> <\/p><\/li>\n\n\n\n<li><p>Batlle, J. &amp; Murillo-Wilstermann, I. (2018). Learner initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development. <em>Hacettepe Journal of Education<\/em>, 33 (special issue), 113-133. <a href=\"https:\/\/doi.org\/10.16986\/HUJE.2018038799\">https:\/\/doi.org\/10.16986\/HUJE.2018038799<\/a><\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Batlle, J., Gonz\u00e1lez, V., &amp; Pujol\u00e0, J. T.&nbsp; (2018). La narrativa como elemento cohesionador de tareas gamificadas para la ense\u00f1anza de lenguas extranjeras. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">RiME, Rivista dell\u2019Istituto di Storia dell\u2019Europa Mediterranea, 2<\/i><span style=\"font-size: inherit; color: var(--contrast);\">(s.n.),&nbsp;121-160. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.7410\/1357\">https:\/\/doi.org\/10.7410\/1357<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Palomeque, C. &amp; Pujol\u00e0, J. T. (2018). Managing multimodal data in virtual world research for language learning. <\/span><em style=\"font-size: inherit; color: var(--contrast);\">ReCALL, 30<\/em><span style=\"font-size: inherit; color: var(--contrast);\">(2), 177-195. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/doi.org\/10.1017\/S0958344017000374\">https:\/\/doi.org\/10.1017\/S0958344017000374<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Llanes, J., &amp; Novillo, P. (2018). Virtual Masters training: Implications for teaching. <\/span><em style=\"font-size: inherit; background-color: transparent; color: var( --e-global-color-primary ); font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\">Journal of Academic Perspectives, 3, <\/em><span style=\"font-size: inherit; color: var(--contrast);\">1-36.&nbsp;<\/span><a style=\"font-size: inherit; font-family: var( --e-global-typography-text-font-family ), Sans-serif; font-weight: var( --e-global-typography-text-font-weight );\" href=\"https:\/\/www.journalofacademicperspectives.com\/back-issues\/volume-2018\/volume-2018-no-3\/\">https:\/\/www.journalofacademicperspectives.com\/back-issues\/volume-2018\/volume-2018-no-3<\/a> <\/p><\/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><p> <span style=\"font-size: inherit; color: var(--contrast);\">Batlle, J. (2017). Parekoen behaketa irakasleen garapen profesionalean: Video Enhanced Observation (VEO) sistemarekin egindako esperientzia praktiko bat. <\/span><em style=\"font-size: inherit; color: var(--contrast);\">e-Hizpide, 90,<\/em><span style=\"font-size: inherit; color: var(--contrast);\"> 1-13. <\/span><a style=\"font-size: inherit;\" href=\"http:\/\/www.ikasten.ikasbil.eus\/pluginfile.php\/1945003\/mod_habecms\/doc_attachment_eu\/2036\/eH90_Batlle-Behaketa-1.pdf\">http:\/\/www.ikasten.ikasbil.eus\/pluginfile.php\/1945003\/mod_habecms\/doc_attachment_eu\/2036\/eH90_Batlle-Behaketa-1.pdf<\/a><span style=\"font-size: inherit; color: var(--contrast);\">&nbsp;<\/span> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Gonz\u00e1lez, V. &amp; Lorente, P. (2017). Camino de ida y vuelta en formaci\u00f3n continua de ELE: de la teor\u00eda a la pr\u00e1ctica pasando por la reflexi\u00f3n. <\/span><em style=\"font-size: inherit; color: var(--contrast);\">Mosaico 35<\/em><span style=\"font-size: inherit; color: var(--contrast);\">, 42-54. (Espa\u00f1a). ISSN 1887-0600. <\/span><a style=\"font-size: inherit;\" href=\"https:\/\/sede.educacion.gob.es\/publiventa\/descarga.action?f_codigo_agc=18950\">https:\/\/sede.educacion.gob.es\/publiventa\/descarga.action?f_codigo_agc=18950<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Knight, J., Barbera, E., &amp; Appel, C. (2017). A framework for learner agency in online spoken interaction tasks. <\/span><i style=\"font-size: inherit; color: var(--contrast);\">ReCALL,<\/i><span style=\"font-size: inherit; color: var(--contrast);\"> <\/span><i style=\"font-size: inherit; color: var(--contrast);\">29<\/i><span style=\"font-size: inherit; color: var(--contrast);\">(3), 276-293.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"https:\/\/www.doi.org\/10.1017\/S095834401700009X.\">https:\/\/www.doi.org\/10.1017\/S095834401700009X.<\/a> <\/p><\/li>\n\n\n\n<li><p> <span style=\"font-size: inherit; color: var(--contrast);\">Su\u00e1rez, M.M. (2017). Los portafolios electr\u00f3nicos como oportunidad para el aprendizaje de la multimodalidad. <\/span><i style=\"font-size: inherit; color: var( --e-global-color-primary ); font-family: var( --e-global-typography-text-font-family ), Sans-serif;\">Didacticae<\/i><span style=\"font-size: inherit; color: var(--contrast);\">,<\/span><em style=\"font-size: inherit; color: var(--contrast);\"> 1<\/em><span style=\"font-size: inherit; color: var(--contrast);\">, 130-141.&nbsp; <\/span><a style=\"font-size: inherit; font-family: var( --e-global-typography-text-font-family ), Sans-serif;\" href=\"http:\/\/dx.doi.org\/10.1344\/did.2017.1.130-141\">http:\/\/dx.doi.org\/10.1344\/did.2017.1.130-141<\/a> <\/p><\/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\"><li><p><p>Batlle, J. (2016a). An interview with Paul Seedhouse on Video Enhanced Observation (VEO): A new tool for teacher training, professional development and classroom research. Bellaterra Journal of Teaching &amp; Learning Language and Literature, 90(3), 90-97. <a href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.687\">https:\/\/doi.org\/10.5565\/rev\/jtl3.687<\/a><\/p><\/p><\/li><\/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><p>Garc\u00eda, M, \u00c1., Gonz\u00e1lez, V. y Ramos, C. (2010). Modelos de interacci\u00f3n en entornos virtuales de aprendizaje.&nbsp;<em>Tonos. Revista electr\u00f3nica de estudios filol\u00f3gicos, XIX<\/em>[http:\/\/www.tonosdigital.com].<\/p><\/li>\n\n\n\n<li><p>Gonz\u00e1lez, V. (2010). La interacci\u00f3n en el aula de ELE: discurso generado por el alumno.<em>Lenguaje y textos<\/em>, 2010, 32, 105-111, ISSN 1137-4770.<\/p><\/li>\n\n\n\n<li><p>Gonz\u00e1lez, V. (2010). An\u00e1lisis del discurso en el aula: una herramienta para nuestra <span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\">autoevaluaci\u00f3n.&nbsp;<\/span><em style=\"font-size: inherit; color: var(--contrast);\">Marco ELE<\/em><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\">, 2010, 10, pp. 83 \u2013 96. ISSN 1885-2211.&nbsp;<\/span><a style=\"font-size: inherit;\" href=\"http:\/\/marcoele.com\/descargas\/expolingua_2006.gonzalez.pdf\">PDF<\/a><span style=\"background-color: rgba(30, 30, 30, 0.2); font-size: inherit; color: var(--contrast);\">.<\/span><\/p><\/li>\n\n\n\n<li><p>Gonz\u00e1lez, V. y Atienza, E. (2010). El docente reflexivo: ventajas e inconvenientes del portafolio docente.&nbsp;<em>Lenguaje<\/em>, 2010, 35-65, ISNN 0120-3479.<\/p><\/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><p>Pujol\u00e0, J.T.; Gonz\u00e1lez V. y Font, D. (2009). Enxarxats a l\u2019ECAL 1, 1 \u2013 16. Fundaci\u00f3 Jaume Bofill, 2009. ISBN 978-84-85557-77-6.&nbsp;<\/p><\/li>\n\n\n\n<li><p>Gonz\u00e1lez, V. y Montmany, B. (2009). El moodle y el aula presencial: una relaci\u00f3n posible 1, &nbsp;1 \u2013 14. Universitat de Girona. Institut de Ci\u00e8ncies de l\u2019Educaci\u00f3 Josep Pallach. ISBN 978-84-8458-302-8.&nbsp;<\/p><\/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>2008<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li><p>Pujol\u00e0, J.T. y Gonz\u00e1lez, V. (2008). El uso del Portafolio para la autoevaluaci\u00f3n en la formaci\u00f3n continua del profesor.&nbsp;Marco ELE&nbsp;7, 92 \u2013 110. ISSN 1885-2211.<\/p><\/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>2007<\/span><\/summary><div class=\"lightweight-accordion-body\">\n\n<ul class=\"wp-block-list\">\n<li><p>Bartolom\u00e9, A.; Gran\u00e9, M.; Mercader, A.; Pujol\u00e0, J.T.; Rubinstein, V. y Willem, C. (2007). La web Audiovisual.&nbsp;<em>Tecnolog\u00eda y Comunicaci\u00f3n Educativas (TyCE), a\u00f1o 21, n\u00ba 45, Dic 2007.<\/em>&nbsp;M\u00e9xico: Instituto Latinoamericano de la Comunicaci\u00f3n Educativa (ILCE), 2007. ISSN 0187-0785.&nbsp;<a href=\"http:\/\/investigacion.ilce.edu.mx\/tyce\/45\/Articulo2.pdf\">PDF<\/a>.<\/p><\/li>\n<\/ul>\n\n<\/div><\/details><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":1142,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","footnotes":""},"categories":[230,228],"tags":[],"wf_post_folders":[104],"class_list":["post-3544","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles-publicacions","category-publicacions"],"uagb_featured_image_src":{"full":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas.jpeg",2558,1630,false],"thumbnail":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-150x150.jpeg",150,150,true],"medium":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-300x191.jpeg",300,191,true],"medium_large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-768x489.jpeg",768,489,true],"large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-1024x653.jpeg",1024,653,true],"1536x1536":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-1536x979.jpeg",1536,979,true],"2048x2048":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas-2048x1305.jpeg",2048,1305,true],"ultp_layout_landscape_large":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas.jpeg",1200,765,false],"ultp_layout_landscape":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas.jpeg",870,554,false],"ultp_layout_portrait":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas.jpeg",600,382,false],"ultp_layout_square":["https:\/\/www.ub.edu\/realtic\/wp-content\/uploads\/2021\/12\/revistas.jpeg",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\/3544","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=3544"}],"version-history":[{"count":11,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/3544\/revisions"}],"predecessor-version":[{"id":4880,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/posts\/3544\/revisions\/4880"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/media\/1142"}],"wp:attachment":[{"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/media?parent=3544"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/categories?post=3544"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/tags?post=3544"},{"taxonomy":"wf_post_folders","embeddable":true,"href":"https:\/\/www.ub.edu\/realtic\/wp-json\/wp\/v2\/wf_post_folders?post=3544"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}