Development of Communicative

Competence: Written Skills C1

GUIDED ACTIVITY 1 – WRITING WORKSHOP

Javier Cañas Villarreal

English Language Instructor | PhD Candidate in Applied Linguistics

December 4, 2019
 Contents
1. Finding Information
2. Introduction
3. Methodology
4. Results and Discussion
5. Conclusions
6. Abstract
7. References
 Finding Information

• Google scholar (https://scholar.google.com/)

• Query: “gamification in education”

Reference

Direct
download

3
 Finding Information

• Google scholar (https://scholar.google.com/)

• Query: “filetype:pdf gamification in education”
No blanks

Direct
download

4
 Finding Information

• Google Books (https://books.google.com/)

• Query: “gamification in education”

5
 Finding Information
• Gamification in Education: A systemic mapping study

6
 Finding Information
• Gamification in Education: A systemic mapping study

7
 Finding Information
• Gamification of Education

8
 Finding Information
• Gamification of Education

9
 Introduction
Use Of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course
A. J. Gillett, University of Hertfordshire

Introduction Showing importance Previous literature Indicating a gap Outlining purpose

1During the past 10 years, the availability of computers in educational institutions has increased dramatically
(James, 1999). 2Progress in computer development has been made to the point that powerful, inexpensive
computers with large capacities are available in many classrooms and libraries for student use. 3Many
students also have purchased and are purchasing computers for their own use at home. 4Most studies seem
to agree that the microcomputer will continue to hold an important role in education in the future. 5For
example, James (1999) and Smith (2000) suggest large increases in the numbers of computers both in
educational institutions and the home in the near future. 6As far as education is concerned, Shaw (2001)
identified three main uses of computers: the object of a course, an administrative tool, and a means of
providing instruction. 7Fish and Cheam (2002) cite four uses of computers as a means of providing
instruction: exercise, tutorial, simulation and problem solving. 8A wide range of computer programmes are
now therefore available in all these areas for individual and classroom use.
9However, even though many studies have reported an increased use of computers in education, there has
been very little research reported on the effectiveness of such use. 10The purpose of the present study is
therefore to ascertain the effectiveness of using computer-assisted instruction as compared to traditional
classroom instruction in an EAP writing class. http://www.uefap.com/writing/writfram.htm

10
 Introduction
Use Of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course
A. J. Gillett, University of Hertfordshire

Introduction Showing importance Previous literature Indicating a gap Outlining purpose

1During the past 10 years, the availability of computers in educational institutions has increased dramatically
(James, 1999). 2Progress in computer development has been made to the point that powerful, inexpensive
computers with large capacities are available in many classrooms and libraries for student use. 3Many
students also have purchased and are purchasing computers for their own use at home. 4Most studies seem
to agree that the microcomputer will continue to hold an important role in education in the future. 5For
example, James (1999) and Smith (2000) suggest large increases in the numbers of computers both in
educational institutions and the home in the near future. 6As far as education is concerned, Shaw (2001)
identified three main uses of computers: the object of a course, an administrative tool, and a means of
providing instruction. 7Fish and Cheam (2002) cite four uses of computers as a means of providing
instruction: exercise, tutorial, simulation and problem solving. 8A wide range of computer programmes are
now therefore available in all these areas for individual and classroom use.
9However, even though many studies have reported an increased use of computers in education, there has
been very little research reported on the effectiveness of such use. 10The purpose of the present study is
therefore to ascertain the effectiveness of using computer-assisted instruction as compared to traditional
classroom instruction in an EAP writing class. http://www.uefap.com/writing/writfram.htm

11
 Introduction
Proposed Topic for Writing Workshop

COOPERATIVE LEARNING IN PRIMARY EDUCATION

12
 Introduction
1. Topic generalisation (Why is it important?)

During the past 20 years, a change in education has been observed. New methodologies have been
designed, in which students are more likely to participate actively in the classroom and collaborate with
other students, instead of using the traditional teacher-student dynamics. One of these methodologies
is cooperative learning, which has actually received a lot of attention (Howards 2003; Blackwell 2005;
McKenzie 2009; Carroll 2010; Smith 2013, among others).
Cooperative learning is based on [insert definition here] [insert reference for definition here]. This
methodology has become so popular because of all the positive implications and outcomes it has.

Go to next slide to see how the paragraph continues! à

13
 Introduction
2. Previous studies (What has been studied?)

… because of all the positive implications and outcomes it has. For example, cooperative learning has
been shown to be a powerful tool to increase motivation. Smith and Crawn (2008) revealed that [insert
whatever they revealed in their study here]. [Insert all those reasons here + references for each of
them].

14
 Introduction
3. Gap (What has not been studied yet?)
However, despite all these benefits, some teachers are reluctant to update their
methodologies because they think students are too used to old dynamics that they will not be
able to adapt successfully to a different one, since little attention has been paid to the process
of adaptation from traditional methodologies to cooperative learning dynamics.

Go to next slide to see how the paragraph continues! à

15
 Introduction

4. Purpose (What do you want to find out in your

study?)

…learning dynamics. Thus, the purpose of the present study is to see whether the change of
methodology might have a negative impact on students’ academic results.

16
 Introduction

5. Paper structure (What are the sections in

your report + a sentence about their contents?)

The remainder of the paper is organised as follows: section 2 presents the participants who
took part in the study, together with the materials used to measure their academic
performance and perspectives on their progress; section 3 displays the results obtained in
the tests taken and discusses their implications; finally, section 4 summarises the most
important conclusions drawn from the results and sets some guidelines for futureresearch.

17
 Methodology
Use Of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course.
A. J. Gillett, University of Hertfordshire

Method Overview Sample Restrictions Sampling technique

1The aim of the research was to compare the success of students using on-line teaching compared to students taught in
the traditional classroom context. 2This experimental approach adopted a positivist position by collecting primary
quantitative data from the students’ performance on an objective test taken after the teaching process has ended. 3It
then compare the observed results and came to conclusions regarding the effectiveness of on-line teaching.
4Two groups of international students on a one-year Pre-Masters English for Academic Purposes course, each comprising
50 students were taught academic writing by different methods and compared. 5In each group there were 50 students
from five different academic departments - computer science, business, engineering, life sciences and law. 6The subjects
were selected from the second semester - Semester B - of the University of Hertfordshire International Bridging
Programme in the 2004-2005 academic year. 7This programme accepts only students from a narrow English Language
Proficiency band (IELTS 5.00 - 5.5). 8Thus, comparable language level among the test subjects was insured.
9The subjects were selected from the 250 students on the International Bridging Programme on the basis of performance
at a satisfactory level in the Semester A examination. 10Students who had performed below the minimum level on the
semester A examination were excluded. 11This criterion was employed to ensure competent understanding of the tasks
and adequate motivation.

http://www.uefap.com/writing/writfram.htm

18
 Methodology
Use Of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course.
A. J. Gillett, University of Hertfordshire

Method Overview Sample Restrictions Sampling technique

1The aim of the research was to compare the success of students using on-line teaching compared to students taught in
the traditional classroom context. 2This experimental approach adopted a positivist position by collecting primary
quantitative data from the students’ performance on an objective test taken after the teaching process has ended. 3It
then compare the observed results and came to conclusions regarding the effectiveness of on-line teaching.
4Two groups of international students on a one-year Pre-Masters English for Academic Purposes course, each comprising
50 students were taught academic writing by different methods and compared. 5In each group there were 50 students
from five different academic departments - computer science, business, engineering, life sciences and law. 6The subjects
were selected from the second semester - Semester B - of the University of Hertfordshire International Bridging
Programme in the 2004-2005 academic year. 7This programme accepts only students from a narrow English Language
Proficiency band (IELTS 5.00 - 5.5). 8Thus, comparable language level among the test subjects was insured.
9The subjects were selected from the 250 students on the International Bridging Programme on the basis of performance
at a satisfactory level in the Semester A examination. 10Students who had performed below the minimum level on the
semester A examination were excluded. 11This criterion was employed to ensure competent understanding of the tasks
and adequate motivation.

http://www.uefap.com/writing/writfram.htm

19
 Methodology
Procedure Materials Variable Statistical treatment
12One group - Group A - studied English writing in the traditional way in a class with a teacher. 13This class met for 2 hours
each week in a classroom for 12 weeks and was supplemented with written homework assignments given by the teacher
each week. 14The second group - Group B - met together in a class with a teacher for one hour per week for 12 weeks
and were assigned a homework task of spending one hour per week doing exercises from the UEfAP web-site (Gillett,
2005).
15The test instrument employed in this study was a revised version of the University of Hertfordshire English Language
Writing Test (Roberts, 1997), which permits the assessment of academic written language performance. 16It consists of an
academic reading text and comprehension questions, followed by a discursive essay on the subject of the reading text.
17Both groups A and B were given the same written examination at the end of the semester. 18The students took the
examination under standard university examination conditions as part of their end of semester examination. 19The tests
were marked using the following categories: task achievement; communicative quality; organisation; ideas, content and
relevance; and grammar and vocabulary, by two experienced writing examiners and moderated in the standard way to
ensure reliability. 20In this way it was possible to see the relationship between the students' main academic subjects, and
the improvement in their writing ability depending on the teaching method.
21A 3 x 5 analysis of variance was used to test for academic department, method of teaching and language achievement
differences.

http://www.uefap.com/writing/writfram.htm

20
 Methodology
Procedure Materials Variable Statistical treatment
12One group - Group A - studied English writing in the traditional way in a class with a teacher. 13This class met for 2 hours
each week in a classroom for 12 weeks and was supplemented with written homework assignments given by the teacher
each week. 14The second group - Group B - met together in a class with a teacher for one hour per week for 12 weeks
and were assigned a homework task of spending one hour per week doing exercises from the UEfAP web-site (Gillett,
2005).
15The test instrument employed in this study was a revised version of the University of Hertfordshire English Language
Writing Test (Roberts, 1997), which permits the assessment of academic written language performance. 16It consists of an
academic reading text and comprehension questions, followed by a discursive essay on the subject of the reading text.
17Both groups A and B were given the same written examination at the end of the semester. 18The students took the
examination under standard university examination conditions as part of their end of semester examination. 19The tests
were marked using the following categories: task achievement; communicative quality; organisation; ideas, content and
relevance; and grammar and vocabulary, by two experienced writing examiners and moderated in the standard way to
ensure reliability. 20In this way it was possible to see the relationship between the students' main academic subjects, and
the improvement in their writing ability depending on the teaching method.
21A 3 x 5 analysis of variance was used to test for academic department, method of teaching and language achievement
differences.
http://www.uefap.com/writing/writfram.htm

21
 Methodology

1. Overview (remind the reader your

topic/purpose)

This study analyses the impact of a new methodology on students’ academic results; more
specifically, the introduction of cooperative learning in a traditional classroom.

22
 Methodology
2. Participants or sample (what was analysed?)

…classrooom. In order to do so, two groups of the second course of Primary education (6-8
years old) were selected. They were part of a private school in Toledo, Spain. Each group
consisted of 20-25 students, with boys and girls distributed almost evenly. All of them shared
the same mother tongue (Spanish), and most of them had an A2.1 English level, with some
cases of A2.2. None of them had had any previous experiences with cooperative learning
before, and the same teacher was in charge of the English classes in both groups.

23
 Methodology
3. Materials (what did you use to analyse it?)

A pre-test was used to measure the children’s initial level at the beginning of the course, in
September, in order to measure the progress along the study and check that their level was
actually A2.1 and A2.2 (see Appendix 1 for a pre-test example). Two additional tests were used
to measure students’ academic performance, one after the first term (December) and
another one after the second term (March) (see Appendix 2 for a test example). All these
tests addressed the four skills, namely reading, writing, speaking and listening, with similar
questions, so that any differences in the results could not be due to an easier or more
complex way to ask for the information.
In addition, a questionnaire was administered to the children and their families to know
about students’ study habits and their feelings regarding the classes (see Appendix 3 for a
questionnaire example).

24
 Methodology

4. Procedure (how did you use the

participants/materials and the sample?)

As said above, the pre-test was taken at the beginning of the academic year, while the term
tests were taken after the first and second terms, respectively. All the children were taught
following the traditional methodology during the first term (see Appendix 4 for a traditional
lesson plan example). In the second term, students in group A (the control group), continue
with that methodology, while group B (experimental group) was introduced the new dynamics:
cooperative learning (see Appendix 5 for a cooperative learning lesson plan). After the test
taken when the second term was over, the questionnaire was delivered and collected after a
week.

25
 Results and Discussion
Use Of A Writing Web-Site By Pre-Masters Students On
An English for Academic Purposes Course. Group B Group A
A. J. Gillett, University of Hertfordshire
Overview Where results can be found Findings Grammar and
Vocabulary
1Two groups of Students in Higher Education - Group A
and Group B - on a one-year Pre-Masters English for Ideas, content &
Academic Purposes course, each comprising 50 relevance
students were taught academic writing by different
methods and compared. 2Figure 3 displays the mean Organisation
percentile scores on the five subsections of the
academic writing test. 3Students in Group B, which used
the computer assisted facilities, performed considerably Communicative
better than their non computer-assisted peers on all five quality
subsections of the test by more than two to one in terms
of scores attained in each of the subcategories. 4For Task achievement
example, in the task achievement subcategory, Group A
scored an average of 80 percent, while Group B
students scored an average of 14 percent.
0 50 100

26
 Results and Discussion
Use Of A Writing Web-Site By Pre-Masters Students On
An English for Academic Purposes Course. Group B Group A
A. J. Gillett, University of Hertfordshire
Overview Where results can be found Findings Grammar and
Vocabulary
1Two groups of Students in Higher Education - Group A
and Group B - on a one-year Pre-Masters English for Ideas, content &
Academic Purposes course, each comprising 50 relevance
students were taught academic writing by different
methods and compared. 2Figure 3 displays the mean Organisation
percentile scores on the five subsections of the
academic writing test. 3Students in Group B, which used
the computer assisted facilities, performed considerably Communicative
better than their non computer-assisted peers on all five quality
subsections of the test by more than two to one in terms
of scores attained in each of the subcategories. 4For Task achievement
example, in the task achievement subcategory, Group A
scored an average of 80 percent, while Group B
students scored an average of 14 percent.
0 50 100

27
 Results and Discussion
Data paraphrasing Possible explanations Comparison with other studies Wrapping-up

5The students who took part in the computer assisted element of the writing course
outperformed those who followed the traditional course in every aspect as shown by their
performance on the University of Hertfordshire Writing test. 6They showed particular strengths
in the task achievement element of the assessment, suggesting that the computer assisted
materials really help the students to understand and focus on the purpose of their writing. 7It
also seems to be the case that the individually directed nature of the on-line materials helps
the students to focus on their own specific needs as well as allowing them to access their
materials in their own time. 8Another reason for the success of the materials may be that it
allows students to spend more time on the course than is normally the case in a classroom
based programme. 9This supports and adds to the findings of Jones & Smith (1997) and
Harris (2002), who showed similar results for an on-line grammar course.
11As the results have shown, in answer to the question of whether Students in Higher
Education on an EAP writing course would benefit from computer assisted instruction, the
findings clearly suggest that they do.

http://www.uefap.com/writing/writfram.htm

28
 Results and Discussion
Data paraphrasing Possible explanations Comparison with other studies Wrapping-up

5The students who took part in the computer assisted element of the writing course
outperformed those who followed the traditional course in every aspect as shown by their
performance on the University of Hertfordshire Writing test. 6They showed particular strengths
in the task achievement element of the assessment, suggesting that the computer assisted
materials really help the students to understand and focus on the purpose of their writing. 7It
also seems to be the case that the individually directed nature of the on-line materials helps
the students to focus on their own specific needs as well as allowing them to access their
materials in their own time. 8Another reason for the success of the materials may be that it
allows students to spend more time on the course than is normally the case in a classroom
based programme. 9This supports and adds to the findings of Jones & Smith (1997) and
Harris (2002), who showed similar results for an on-line grammar course.
9As the results have shown, in answer to the question of whether Students in Higher
Education on an EAP writing course would benefit from computer assisted instruction, the
findings clearly suggest that they do.

http://www.uefap.com/writing/writfram.htm

29
 Results and Discussion
1. Remind the reader about your topic/purpose

This study addressed the important issue of the effects of changing the course methodology
during the academic year, tested in a private school in a Spanish city, more specifically,
whether introducing cooperative learning when students are used to traditional dynamics
can be detrimental to their academicperformance.

30
 Results and Discussion
2. Introduce data (figures and tables)

Figure 1 shows the results for the pre-test carried out at the beginning of the course. [go to
next slide to see how the paragraph continuesà]
Figure 2 displays the data obtained for the first end-of-term exam, before which both groups
had followed a traditional methodology. [go to next slide to see how the paragraph
continuesà]
Figure 3 illustrates the results for the second end-of-term exam, before which group A had
continued with a traditional methodology, while group B had been introduced cooperative
learning activities. [go the next slide to see how the paragraph continuesà]
Finally, Figure 4 introduces the data collected from the questionnaires, where questions about
students’ study habits were asked.[go the next slide to see how the paragraph
continuesà]

31
 Results and Discussion
3. Explain data with words (findings)

(Figure 1…à) It can be seen that students share a similar level in both groups. As
abovementioned, most of them have an A2.1. level, with some exceptions in A2.2. in writing
and reading tasks.
(Figure 2…à) Similarly to the pre-test results, students have equivalent grades (mean grade of
6.7/10 points). This means that all students have progressed at a comparable pace.
(Figure 3…à) As it is shown, students in group B (cooperative learning group) outperformed
group A (traditional methodology group), since they obtained a mean of 7.1 and 6.5,
respectively. This points to the fact that students were not only not affected negatively by
the change in their classroom dynamics, but they managed to acquired new knowledge
more successfully.
(Figure 4…à) As can be seen in the figure, students in the cooperative learning classroom
devoted the same amount of hours at home to the English subject as students in the
traditional one, so the increase in group B performance is not due to additional activities or
a higher workload.

32
 Results and Discussion
4. Interpret data (explanations for findings)

The improvement in group B’s results can be due to a higher engagement in the classroom, as
the answers to questions 6 and 7 in the questionnaire may indicate. Another possible
explanation is the type of tasks done in the classroom: while group A (traditional) tasks
focused mainly on reading and writing activities, with little attention to speaking and listening
beyond the teacher’s speech and teacher-student interaction, group B (cooperative learning)
tasks promoted speaking as a means for students to work with other classmates.

33
 Results and Discussion
5. Wrapping-up (brief conclusion to finish the section)

Therefore, after having examined the results in detail, it can be said that the introduction of
cooperative learning is not detrimental to students, even if the methodology is totally new to
them. On the contrary, it has been shown to increase students’ performance.

34
 Conclusions
Importance of the topic Purpose Key findings Limitations and further study

1During the past 10 years, the use of computers in education has increased dramatically
and a wide range of educational computer programmes are now widely available for
individual and classroom use. 2However, there has been very little research reported on
the effectiveness of such use. 3The purpose of the present study was therefore to
ascertain the effectiveness of using computer-assisted instruction as compared to
traditional classroom instruction in an EAP writing class. 4The findings clearly suggest
that the inclusion of web-based materials in EAP writing courses for post-graduate
students from East-Asia on an English language preparation course is effective. 5Further
research is needed, however, before the use of such materials can be recommended for
all students in all subject areas at all levels.

http://www.uefap.com/writing/writfram.htm

35
 Conclusions
Importance of the topic Purpose Key findings Limitations and further study

1During the past 10 years, the use of computers in education has increased dramatically
and a wide range of educational computer programmes are now widely available for
individual and classroom use. 2However, there has been very little research reported on
the effectiveness of such use. 3The purpose of the present study was therefore to
ascertain the effectiveness of using computer-assisted instruction as compared to
traditional classroom instruction in an EAP writing class. 4The findings clearly suggest
that the inclusion of web-based materials in EAP writing courses for post-graduate
students from East-Asia on an English language preparation course is effective. 5Further
research is needed, however, before the use of such materials can be recommended for
all students in all subject areas at all levels.

http://www.uefap.com/writing/writfram.htm

36
 Conclusions
1. Importance of the topic (similar to Introduction)

Cooperative learning has been shown to be a very useful tool in teaching, due to the number of
positive aspects if addresses and promotes. However, the introduction of this methodology
finds some resistance in traditional classrooms, where students are used to a different kind of
activities.

37
 Conclusions
2. Purpose

For this reason, this paper analysed the impact of the introduction of this methodology in a
Spanish classroom, and compared students’ academic performance to another group in which
traditional learning was followed.

38
 Conclusions
3. Key finding(s)

The results of the end-of-term taken showed that students who had followed the new
methodology did not see their grades lowered. In fact, they outperformed students in the
traditional classroom, especially in their speaking and listening tasks.

39
 Conclusions
4. Brief explanation on key findings

This is probably due to the engaging nature of cooperative learning activities and the higher
attention this methodology pays on peer work and speaking as a way to interact with other
students.

40
 Conclusions
5. Limitations and further study

Nevertheless, it must be said that different results could be obtained if older students were
analysed, since 7 year-old children are not as used to a methodology as 17 year-old students.
Therefore, further study is needed in methodology changes in older students to see whether
their adaptive capabilities are progressively lost or the introduction of cooperative learning is
adequate at all age ranges.

41
 Abstract
Use Of A University of HeWriting Web-Site By Pre-Masters Students On An English for
Academic Purposes Course
A. J. Gillett,rtfordshire
Background Purpose Method Results Conclusion

Abstract
1During the last 10 years, use of the World-Wide-Web for educational purposes has increased
dramatically. 2However, very little empirical research has been carried out to determine the
effectiveness of this use. 3The aim of this study was therefore to investigate the effectiveness
of using the World-Wide-Web on an EAP writing course. 4Two groups of students were taught
writing by two different methods: one group was taught by a teacher in a traditional classroom,
while a second group included use of an on-line web-site in their course. 5The two groups
were assessed in the same way after a twelve-week period of instruction. 6Results of the
assessment showed significant differences between the two groups, the group that used the
on-line web-site performing much better on all aspects of the test. 7This suggests that the use
of computer assisted learning programmes for at least some of the teaching time available
can be recommended for EAP writing courses.
http://www.uefap.com/writing/writfram.htm

42
 Abstract
Use Of A University of HeWriting Web-Site By Pre-Masters Students On An English for
Academic Purposes Course
A. J. Gillett,rtfordshire
Background Purpose Method Results Conclusion

Abstract
1During the last 10 years, use of the World-Wide-Web for educational purposes has increased
dramatically. 2However, very little empirical research has been carried out to determine the
effectiveness of this use. 3The aim of this study was therefore to investigate the effectiveness
of using the World-Wide-Web on an EAP writing course. 4Two groups of students were taught
writing by two different methods: one group was taught by a teacher in a traditional classroom,
while a second group included use of an on-line web-site in their course. 5The two groups
were assessed in the same way after a twelve-week period of instruction. 6Results of the
assessment showed significant differences between the two groups, the group that used the
on-line web-site performing much better on all aspects of the test. 7This suggests that the use
of computer assisted learning programmes for at least some of the teaching time available
can be recommended for EAP writing courses.
http://www.uefap.com/writing/writfram.htm

43
 Abstract
1. Background

Although new methodologies have been designed in the last decades, it is sometimes difficult
to introduce them in the classroom, since students are used to traditional dynamics.

44
 Abstract
2. Purpose

Thus, this paper studies the impact that the introduction of a different methodology,
cooperative learning, may have on 6-8 year-old students’ academicperformance.

45
 Abstract
3. Methodology

Two groups were tested with end-of-term exams, after one of them had changed to
cooperative learning while the other one followed a traditionalmethodology.

46
 Abstract
4. Results (finding)

The results showed that students who had been introduced cooperative dynamics
outperformed those in the other group, with especially higher results in speaking and listening
activities.

47
 Abstract
5. Conclusion

It can be therefore concluded that the introduction of cooperative learning is not only free
from any detrimental effects on students’ grades but it improves their learning in comparison
with traditional methodologies.

48
 References
Things you should take into account:
• What should be written initalics?
• Should I use quotation marks “”?
• Should I use brackets ( )?
• Should I write the author’s full name or just the initials?
• Should I write the first name or the surname first?
• What’s the order of the elements (date, title, publication, page...)?

Examples:
• Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher
• Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC:
American Psychological Association.
• Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volumenumber(issue
number), pages. https://doi.org/xx.xxx/yyyy
• Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological
Psychology, 55, 893-896.
• Author, A. A., & Author, B. B. (Date of publication). Titleof article. Title of Online Periodical, volume number(issue
number if available). Retrieved from
https://www.someaddress.com/full/url/
• Bernstein, M. (2002). 10 tips on writing the living web. A List Apart: For People Who Make Websites, 149. Retrieved from
https://www.alistapart.com/articles/writeliving
49
https://owl.purdue.edu/owl/research_and_citation/resources.html
Suggested Topics for Reports (Group & Final)

Remember to be specific! Here are some ideas:

• How Can CLIL Improve Communicative Skills and the Motivation

• The impact of CLIL on Students’ Willingness to Communicate
• Using Flipped Classroom Methodology in Bilingual Classes of
Primary Education
• Literature (Fairytales) for Teaching English (general)
• ICT in Education as a Way to Improve Learning (general)
• The Use of Projects in the Classroom (general)

Of course you can always come up with your own topics!

50
https://owl.purdue.edu/owl/research_and_citation/resources.html
Further Tips for your Reports!
Under Recursos y Materiales>Materiales del profesor>Report Materials and Tips
 Next Live Session: Webinar
• Discussion on compulsory readings
DATE: 01/08/2020
TIME: 7 – 10pm

How to prepare for the Webinar:

• Read the two compulsory readings under Recursos y Materiales>Materiales del
profesor>Seminar Materials. Go over the instructions in the file “Seminar discussion questions”.
• Get familiar with the instructions for Webinar Activity.

52
Time for Questions!