Férez Mora, Pedro Antonio

Person:
Férez Mora, Pedro Antonio

Name

Férez Mora, Pedro Antonio

publication.page.department

Universidad de Murcia. Departamento de Didáctica de la Lengua y la Literatura(Español, Inglés y Francés)

Full item page

Search Results

Now showing 1 - 8 of 8

Open Access
Storytelling in EFL primary education: defining a sociocritical and participatory model with pre-service teachers
(Elsevier, 2023-06-25) Férez Mora, Pedro Antonio; Coyle Balibrea, Yvette; Didáctica de la Lengua y la Literatura
This study explores the challenges faced by 25 future primary school teachers of English as a foreign language (EFL) when designing a storytelling session aimed at promoting young learners’ linguistic competence—the norm in the practice of EFL storytelling—, while simultaneously activating their higher order thinking skills and raising their awareness of social justice issues. Data collection instruments included student reflective journals and recordings of the instructional sessions. The main difficulties the trainees encountered on developing this multi-faceted approach with the well-known fairy tale Little Red Riding Hood included designing tasks to successfully enhance the children's participation, encourage their critical thinking, and specifically target content related to social justice. The challenges reported in this study led to the definition of a comprehensible set of guidelines which teachers interested in conducting EFL storytelling from this expanded perspective might usefully employ with younger learners.
Open Access
¿Quién pudo ser Paloma? Libro del docente
(2026-03-10) Egea Vivancos, Alejandro; Arias Ferrer, Laura; Baños González, Isabel; Espín Buendía, José Ginés; Férez Mora, Pedro Antonio; Clares Clares, María Esperanza; López Ruiz, David; Colomina Molina, María Teresa; Didáctica de la Lengua y la Literatura; Didáctica de las Ciencias Experimentales; Expresión Plástica, Musical y Dinámica; Didáctica de las Ciencias Matemáticas y Sociales; Baños González, Isabel; Egea Vivancos, Alejandro; Arias Ferrer, Laura; Facultades de la UMU::Facultad de Educación
Estos materiales educativos se diseñan en el marco del proyecto de investigación "Iniciativa Meletea" financiado por la Fundación Séneca (más info en: https://meletea.um.es/). Se trata de una intervención orientada al uso de metodologías activas y estrategias científico-creativas para una enseñanza interdisciplinar, activa y competencial en Educación Secundaria. Esta intervención se articula bajo el enfoque aprendizaje basado en proyectos, a partir de la pregunta «¿Quién pudo ser Paloma?» y planteando al alumnado una serie de cuestiones abiertas (¿cuándo vivió?, ¿cómo era?, ¿cómo era su entorno?, ¿qué comía?, ¿cómo se comunicaba?), que requieren movilizar conocimientos de Geografía e Historia, Biología y Geología, Matemáticas, Inglés, Expresión Artística y Música. La clave es que el alumnado no recibe respuestas cerradas y unidireccionales, sino que las construye con tareas guiadas y productos parciales, hasta culminar en un producto final cuyo objetivo es la divulgación de los resultados obtenidos. La Prehistoria permite al alumnado iniciarse en la tarea de formular hipótesis, contrastarlas con evidencias científicas y elaborar respuestas argumentadas, en un proceso que reproduce, a escala escolar, algunas fases del trabajo científico.
Open Access
Poetry for EFL: Exploring Change in Undergraduate Students’ Perceptions
(Universidad de Granada, 2020-01-31) Férez Mora, Pedro Antonio; Coyle Balibrea, Yvette; Didáctica de la Lengua y la Literatura
This study explores undergraduate students’ beliefs concerning the potential of poetry as a resource for EFL before and after the administration of a lesson plan based on a poem. To this end, 132 students were surveyed to obtain both quantitative and qualitative data on the linguistic, motivational and intercultural benefits which literature has been said to contribute to EFL. The results show that, in the pretest, students believe poetry-based English lessons to be more useful for developing linguistic knowledge than for intercultural or motivational gains. In the post-test, however, students assign significantly more importance to the motivational and intercultural components. This change seems to highlight the overly instrumental nature of the instruction students received during their schooling in EFL.
Open Access
¿Quién pudo ser Paloma? Fichas de trabajo
(Proyecto Iniciativa Meletea. Metodologías activas y estrategias científico-creativas para una enseñanza interdisciplinar activa y competencial en Educación Secundaria [22638/PI/24], 2026-03-10) Arias Ferrer, Laura; Baños González, Isabel; Espín Buendía, José Ginés; Férez Mora, Pedro Antonio; Clares Clares, María Esperanza; López Ruiz, David; Colomina Molina, María Teresa; Didáctica de las Ciencias Matemáticas y Sociales; Didáctica de la Lengua y la Literatura; Didáctica de las Ciencias Experimentales; Expresión Plástica, Musical y Dinámica; Egea Vivancos, Alejandro; Baños González, Isabel; Arias Ferrer, Laura; Facultades de la UMU::Facultad de Educación
Estos materiales educativos se diseñan en el marco del proyecto de investigación "Iniciativa Meletea" financiado por la Fundación Séneca (más info en: https://meletea.um.es/). Se trata de una intervención orientada al uso de metodologías activas y estrategias científico-creativas para una enseñanza interdisciplinar, activa y competencial en Educación Secundaria. Esta intervención se articula bajo el enfoque aprendizaje basado en proyectos, a partir de la pregunta «¿Quién pudo ser Paloma?» y planteando al alumnado una serie de cuestiones abiertas (¿cuándo vivió?, ¿cómo era?, ¿cómo era su entorno?, ¿qué comía?, ¿cómo se comunicaba?), que requieren movilizar conocimientos de Geografía e Historia, Biología y Geología, Matemáticas, Inglés, Expresión Artística y Música. La clave es que el alumnado no recibe respuestas cerradas y unidireccionales, sino que las construye con tareas guiadas y productos parciales, hasta culminar en un producto final cuyo objetivo es la divulgación de los resultados obtenidos. La Prehistoria permite al alumnado iniciarse en la tarea de formular hipótesis, contrastarlas con evidencias científicas y elaborar respuestas argumentadas, en un proceso que reproduce, a escala escolar, algunas fases del trabajo científico.
Open Access
The use of films in the teaching of English as a foreign language: a systematic literature review
(SpringerOpen, 2023-04-03) Monroy Hernández, Fuensanta; Sánchez Auñón, Estefanía; Monroy Hernández, Fuensanta; Férez Mora, Pedro Antonio; Monroy Hernández, Fuensanta; Métodos de Investigación y Diagnóstico en Educación
Background:Especially over the last decades, the use of cinema in the English as a foreign language (EFL) class has been gaining momentum. Although this interest has resulted in a complex body of research, no review to date had aimed to systematically map out (i) the pedagogical guidelines available for English teachers to implement films in class; (ii) the perceptions of EFL teachers and learners on the educational use of films; and (iii) the impact of cinema‑based EFL on students’ learning, pertinent aspects as they contribute to deactivate instructors’ reported reluctance to use films as a proper teaching material. Thus, a systematic literature review has been conducted along the three previously‑mentioned research questions with the aim of highlighting in a com‑prehensive manner the robust pedagogical value of cinema in EFL contexts.Methods:A systematic search was carried out in Web of Science, ERIC, MLA Interna‑tional Bibliography, Education Database, and Scopus, which were last consulted on 2 December, 2022. Inclusion and exclusion criteria were applied, which covered journal papers written in English, peer‑reviewed, published in open‑access, and focusing on the exploitation of films for the teaching of English as a foreign language. Following the search and selection stages, a coding scheme was established, and the authors conducted a thematically based qualitative analysis to answer the research questions. Reliability was tested to check the agreement rate among the researchers.Findings:Of the 416 sources found, 44 were eligible. Twenty‑five percent of the selected references consist of theoretical or practical methodological orientations for the implementation of films in the EFL class, 16% of the sources explore EFL teach‑ers’ and students’ perceptions on the educational use of films, and the remaining 59% of the references tap into the impact of cinema‑based EFL on students’ learning. The results revealed that more informed guidelines on the exploitation of this resource are needed, that both instructors and teachers have a great attitude towards this method, and that films provide EFL learners with linguistic, intercultural, and motivational benefits.Interpretation:On a general note, scholars have adopted a narrow focus when exploring cinema‑based English teaching since they only address some of its benefits and they have mostly concentrated on the University educational context. Specific research gaps are highlighted in relation to each research further research are proposed. Finally, pedagogical implications for the educational use of cinema in the English class are provided., and avenues for
Open Access
Videoed storytelling in primary education EFL: exploring trainees’ digital shift
(De Gruyter, 2023-05-17) Férez Mora, Pedro Antonio; Coyle Balibrea, Yvette; Didáctica de la Lengua y la Literatura
This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.
Open Access
Foreign language students’ views on FL and critical literacies
(Taylor & Francis Group, 2022-04-04) Férez Mora, Pedro Antonio; Coyle Balibrea, Yvette; Dorado Otero, Ángela; Didáctica de la Lengua y la Literatura
This study reports on the journal entries written by undergraduate students (N = 42) after participating in Spanish as a foreign language classes with a critical pedagogy orientation which unfolded from the exploration of homophobia in a poem by Luis Cernuda. Students were requested to express their views on how the lessons had impacted their FL competence and critical literacies. The teaching proposal was held to successfully activate an increased awareness of the issue of social justice, empathy towards marginalized groups, and a desire to take social action. As for perceived benefits in FL literacy, while learners confirmed that lessons were useful for enhancing language skills and linguistic competence, they also highlighted issues which to date had remained uninformed in critical pedagogy (CP) research: a demand for more explicit instruction of grammatical forms, and the role in critical FL pedagogy of specific FL methodological principles such as the dynamism or the student-centredness of the lessons.
Restricted
Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation
(Elsevier, 2020-07-31) Coyle, Yvette; Solís Becerra, Juan Antonio; Férez Mora, Pedro Antonio; Didáctica de la Lengua y la Literatura
This article reports an empirical study in which we explore the role played by reformulation as a written corrective feedback technique on the use of reference cohesion in the collaboratively written narratives of young foreign language learners. The study was carried out with 11-to-12-year-old low proficiency pairs divided into a reformulation (RG) and a control group (CG), all of whom engaged in two multi-stage writing and feedback tasks over a three-month period. Features of reference cohesion were examined in four sets of narrative picture-story texts written by all the children before and after a treatment period during which the RG pairs completed a weekly writing task and received reformulated feedback, which they compared with their original drafts. The CG pairs also performed the weekly writing task and self-edited their texts. Results showed that the feedback proved useful in significantly promoting the accurate use of pronominal reference and sequence markers in the L2 by RG pairs and in contributing to a significant decrease in the misuse of articles in comparison to the CG. These findings are discussed and conclusions drawn for the role of reformulation in fostering cohesion in children’s L2 writing.