Coyle Balibrea, Yvette

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Coyle Balibrea, Yvette

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Coyle Balibrea, Yvette

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

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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.
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Overview of methodological procedures in research on written corrective feedback processing
(John Benjamins Publishing Company, 2023) Coyle Balibrea, Yvette; Nicolás Conesa, Florentina; Cerezo García, María Lourdes; Didáctica de la Lengua y la Literatura
This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches.
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
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.