Juan Carlos Casañ-NúñezUniversity of Valencia | UV · Department of Language and Literature Teaching
Juan Carlos Casañ-Núñez
PhD in Language and Technology
Teaching L2, H5P, moodle, sustainable development goals, teacher education, listening/audiovisual comprehension
About
28
Publications
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Introduction
I am Associate Professor at the University of Valencia, a researcher at TALIS Research Group, and Assistant Editor of The EUROCALL Review. I hold a PhD in Language and Technology (UPV), an MA in English Studies (UJI), an MA in Teaching Spanish as a Foreign Language (UIMP-IC), and an MA in Spanish Studies (UV). My research interests lie in L2 learning and acquisition, educational technology and teacher education. In another life, I taught Spanish in several European countries and the USA.
Publications
Publications (28)
Los centros docentes de Infantil y Primaria de la Generalitat Valenciana utilizan una plataforma de aprendizaje (Aules) basada en Moodle. Por ello, es fundamental que el estudiantado de Magisterio aprenda a usar las actividades y recursos disponibles
en esta plataforma. Desde 2020 existe dentro de Moodle un nuevo conjunto de actividades interactiva...
Keywords: H5P, Moodle, inglés como lengua extranjera, competencia digital docente, aprendizaje en línea e híbrido
Keywords: Teacher Education, Sostenibilidad, Educación superior,
ODS, ESL Lesson Plans, Magisterio, English As a Second Language, Malala Yousafzai, Objetivos de Desarrollo Sostenible, Sustainable Development Goals (SDGs)
The pandemic has made it clearer than ever that health issues impact education and that schools play a key role in supporting the wellbeing of learners. As emotion and cognition are interconnected, educators should use educational strategies that generate positive emotions so that learning is associated with pleasure. The aim of this study was to i...
Poster presentation of the main results of the innovation project Multimedia learning objects in Moodle: An interdisciplinary approach to sustainable development goals (UV-SFPIE_PID-1356092)
La crisis del COVID-19 implicó el cierre de centros educativos en la mayor parte del mundo, y que las clases presenciales se convirtieran en clases a distancia. Flipgrid es una plataforma gratuita de comunicación asíncrona multimodal disponible en varios sistemas operativos. Esta herramienta puede ser beneficiosa en el aprendizaje en línea porque i...
The complexity of while-viewing activities (listening, viewing, reading, and writing simultaneously) has been mostly ignored in the fields of teaching and testing L2 listening. To address this gap, an innovative technique has been proposed: the use of audiovisual comprehension questions imprinted in the video in the form of subtitles. In essence, q...
Audiovisual comprehension activities are complex, especially in a foreign
language. On the one hand, there is a confict of visual attention between viewing a video
and completing a written task simultaneously. On the other hand, paying attention to the
image, the audio, and the activity at the same time can lead to working memory overload.
This pap...
Listening, watching, reading and writing simultaneously in a foreign language is very difficult. On the one hand, there is a conflict of visual attention between viewing a video and completing a written activity at the same time. On the other hand, paying attention to the image, the audio, and the task simultaneously can lead to working memory over...
The study reported in this paper is part of a multiphase mixed-methods investigation that explores the usage of audiovisual comprehension questions embedded within a video sequence in the form of subtitles and synchronized with the relevant fragments, for the purpose of language learning. The main objective of this paper is to account for the desig...
Las tareas de comprensión audiovisual para el aprendizaje o evaluación de lenguas extranjeras requieren que el estudiante
realice cuatro acciones simultáneamente: escuchar, ver, leer y escribir. Este trabajo forma parte de una investigación mayor
que explora el uso de tareas de comprensión audiovisual con preguntas integradas en la imagen a modo de...
This poster reports the goal, research design, main results and limitations of my PhD thesis.
Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing. Compare...
Escuchar, ver, leer y escribir al mismo tiempo en un idioma extranjero es muy complicado. Este trabajo es parte de una investigación que estudia el uso de preguntas de comprensión audiovisual integradas en el vídeo a modo de subtítulos y sincronizadas con los fragmentos relevantes para el aprendizaje de lenguas extranjeras. Frente a visionados con...
Poster session presented at the Tercer Congreso Internacional en Lingüística Aplicada a la Enseñanza de Lenguas: En camino hacia el plurilingüismo, Madrid, Spain. Casañ Núñez, J.C. (2016). Preguntas de comprensión audiovisual integradas en el vídeo en forma de subtítulos: la opinión de cinco profesores de ele universitarios. In M. C. Ainciburu (Ed....
This paper is part of wider doctoral research exploring the use of audiovisual comprehension questions embedded in the image as subtitles and synchronized with the relevant fragments. A framework describing this technique (Casañ Núñez, 2015b) and an example in a pedagogical sequence (Casañ Núñez, 2015a) have already been published.
This present wo...
Listening, viewing, reading and writing simultaneously is extremely difficult, especially in a foreign language. The present work exemplifies an innovative methodology in a pedagogical sequence for learning Spanish as a foreign language: the use of audiovisual comprehension questions embedded in the video as subtitles and synchronized with the rele...
Presentation of Subtitulación de preguntas de comprensión audiovisual en el aula de español como lengua extranjera
A FRAMEWORK FOR USING AUDIOVISUAL COMPREHENSION QUESTIONS EMBEDDED IN THE VIDEO AS SUBTITLES: A MIXED METHODS STUDY
Listening, reading and writing simultaneously is extremely difficult, especially in a foreign language (Underwood, 1989). An audiovisual comprehension activity can be even harder. On the one hand, there is a conflict of visual attent...
This work seeks to make readers reflect on the didactic use of video materials to develop comprehension and learning in the L2/FL classroom, and offers a series of recommendations for their best use. It draws on the analysis of key questions (among others, the nature of oral comprehension, the formal features of audiovisual recordings and how atten...
Suplemento del número 9 de marcoELE (julio - diciembre de 2009)
Este trabajo nace como respuesta al creciente uso de grabaciones audiovisuales en la enseñanza de segundas lenguas y la falta de investigaciones al respecto (Macwilliam, 1986; Anderson y Lynch, 1988; Ruiz, 2005; Wagner, 2007 y Yagüe, 2008a, 2008b). Se investiga cómo aprovechar las gra...
Pedagogical sequence for teaching Spanish as a foreign language.
Una muestra representativa del español hablado en el área metropolitana de Castellón de la Plana, a partir de una selección de 72 entrevistas semidirigidas a hablantes seleccionados por cuotas idénticas de sexo, edad y nivel de instrucción. Las entrevistas han sido extraídas del Macrocorpus sociolingüístico de Castellón y sus comarcas (MCSCS).
Short film script with vocabulary notes and activities. For Spanish as a foreign language learners. Script by Ruiz Rojo. Website (German): http://www.klett-sprachen.de/diez-minutos/t-1/9783125355460
Short film script with vocabulary notes and activities. For Spanish as a foreign language learners. Script by Rodríguez Melcón. Website (German) http://www.klett-sprachen.de/el-cumpleanos-de-carlos/t-1/9783125355484
El uso de cortometrajes no está demasiado extendido en la enseñanza del español como lengua extranjera debido principalmente a la falta de materiales adecuados para ciertos grupos u objetivos pedagógicos, y a la carencia o difícil acceso a los medios técnicos necesarios en algunos centros. La primera cuestión depende en gran medida de la habilidad...
Projects
Projects (5)
El proyecto de I+D+I Contenido interactivo H5P y ODS en la enseñanza de lenguas extranjeras, de las ciencias sociales y en la formación de futuros/as docentes (CIGE/2021/131) es una iniciativa del Grupo de Investigación TALIS – Enseñanza y adquisición de competencias solidarias e interculturales a través de las lenguas y la literatura (GIUV2015-218) y está financiado por la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana en 2022 y 2023.
Web: https://ci5ods.blogs.uv.es/
Noticias: https://ci5ods.blogs.uv.es/noticias/
The project aims at encouraging young people, who tend to be the most vulnerable to body shaming, to see through the constructed nature of mediated body imagery. It raises their awareness of media trends that call for undue attention to body esthetics understood in a very narrow way.
FORTHEM European University Alliance (Opole, PL)
Part of GRANT_NUMBER:
FORTHEM (ERASMUS+ European Universities Project, Reference 612489-EPP-1-2019-1-DE-EPPKA2-EUR-UNIV).
Principal investigator: Katarzyna Molek-Kozakowska
1. Introduce the SDGs in university teaching.
2. Offer training in the pedagogical use of H5P to students and teachers.
3. Study the use of H5P in the field of Education.
