MA Thesis

2016

Cantalejo Roncada, C. (2016). The effects of teacher questions on secondary school CLIL students’ production. M.A. in Linguistics Applied to English, UAM. Co-supervised by N. Evnitskaya.

Gimbert Rivera, N. (2016). Syllabus planning 2016/2017. M.A. in Secondary Teacher Education, UAM. Supervised by N. Evnitskaya.

Gómez Rey, Z. (2016). A Metadiscoursive Analysis of Written Texts in Secondary Education: a Comparative Study between ESO and Bachillerato Students across Three Different Tasks. M.A. in Secondary Teacher Education, UAM. Supervised by N. Evnitskaya.

Hernández Paz, Ruth A. (2016). La enseñanza del inglés en educación infantil (0-6) años, en Barcelona. Màster Universitari de Recerca en Educació, UAB. Supervised by C. Escobar Urmeneta.

Sandoval Hernández, B. (2016). Comparing student-initiated turns in primary education classroom interaction in English as a Foreign Language (EEFL) and Content and Language Integrated Learning (CLIL) classrooms: a learner-centred approach. M.A. in Linguistics Applied to English, UAM. Supervised by N. Evnitskaya.

2015

Baffetti, N. (2015). "Self-monitoring Error Chart". Charting errors as an innovative approach to support the development of students' language accuracy in a secondary school EFL classroom. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

Chiriuc Rapeanu, C. (2015). Didactic Syllabus, the 3rd year of Compulsory Secondary Education. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

Gallego Ortega, R. (2015). Attention to mixed-abilities in a secondary school EFL classroom: catch-up classes. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

Jiménez Galán, R. (2015). Coherence under the glass. – An exploratory study on the writing proficiency of Pre-Service Teacher Education students from a CLIL perspective. UAB. Supervised by C. Escobar Urmeneta.

Pérez Torremocha, L. (2015). Sexism across secondary school English textbooks: Analysis and a new pedagogical proposal. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

Rapesta Montmany, B. (2015). Millora de la competència discursiva en un programa Integrating Content Language in Higher Education (ICLHE): Avaluació de l'argumentació acadèmica escrita en el Grau d'Educació Primària en Anglès (GEPa). Màster Universitari de Recerca en Educació, UAB. Supervised by C. Escobar Urmeneta.

Vidal, L. (2015). 

2014

Asor, E. (2014). The timing of head nods is constrained by prosodic structure. Master in Theoretical and Applied Linguistics, UPF. Supervised by P. Prieto and J. Borràs-Comes.

Benaque Pérez, M. (2014). From Disputational to Constructive Discussion: Enhancing Cooperative Work and Exploratory Talk in

Blanco Gil, E. (2014). Towards equal participation in mixed-ability grouping. UAB. Supervised by O. Pallarés.

Carod Royo, M. (2014). Group Participation: Are Students On-Task?. UAB. Supervised by O. Pallarés.

Carrasco Martínez, C. (2014). Analysing and Comparing Role-Plays: Guided Versus Improvised Dialogs. UAB. Supervised by A. Corredera.

Carreras Moragrega, M. (2014). What factors in the learning environment contributed to the integration achievement of a student with special needs in a CLIL classroom? – A case study. UAB. Supervised by C. Escobar Urmeneta.

Casanovas Ferrés, B. (2014). Leaner's Strategies in Communication. Avoid or Encourage?. UAB. Supervised by E. Eixarch.

Cazacu, A. R. (2014). Let's Write. Peer interaction, a beneficial approach to collaborative writing. UAB. Supervised by C. Escobar Urmeneta.

Chicano Carmona, P. (2014). Can you be quiet, please? A Study on How to Silence our Students. UAB. Supervised by E. Eixarch.

Conrado Arredondo, L. (2014). Bringing the Real World Into the Classroom. UAB. Supervised by E. Eixarch.

Cruz Balcázar, C. (2014). Peer-to-peer Interaction. Analysis and Reflections on the Turn-taking strategies adopted during a Role-play Activity. UAB. Supervised by O. Pallarés.

De la Orden Segura, M. (2014). A Study on a Peer Interaction Activity. Coexistence between L1 and English. UAB. Supervised by A. Corredera.

Díaz García, L. (2014). Reading Comprehension and the Construction of Meaning Through Peer Interaction. UAB. Supervised by O. Pallarés.

Díaz Inglés, M. (2014). How Role Plays Foster Real Conversational Interaction. UAB. Supervised by O. Pallarés.

Domingo Mas, A. (2014). In Need of Motivation. Analysing Strategies in a Second Language Acquisition Class. UAB. Supervised by E. Eixarch.

Fernández Bailón, M. (2014). Including Students in the Classroom. UAB. Supervised by C. Escobar Urmeneta.

Fernández Tomás, I. (2014). Cooperative Learning? How to achieve it. UAB. Supervised by E. Eixarch.

Giménez Romero, J. (2014). Action Research Analysis of Teaching Roles' Influence in Oral English Productions when working with Cooperative Group Learning in CLIL Environments. UAB. Supervised by E. Eixarch.

Giner Vendrell, S. (2014). The Power of Belonging. UAB. Supervised by O. Pallarés.

Gómez Criado, J. M. (2014). Promoting Creative Writing from Literary Prompts in a Cooperative Way. An Innovative Proposal for the EFL Secondary Classroom. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

Jawo Jawo, H. (2014). Teacher Scaffolding and Peer Asymmetry as Learning Strategies. Letting our "children" walk alone taking a step forward. UAB. Supervised by E. Eixarch.

López Marco, L. (2014). The Purposes and Effects of Using L1 and English in a Content-Rich Context. UAB. Supervised by A. Corredera.

Mascaró Coll, M. (2014). Writing Together: the Analysis of a Cooperative Writing Task. UAB. Supervised by C. Escobar Urmeneta.

Mena Olivella, A. (2014). A Rubric for Improving Academic Writing Skills: Reliability and Performance. UAB. Supervised by C. Escobar Urmeneta.

Náger Duch, N. (2014). From teacher-fronted discourse to student-oriented interaction: Enhancing small-group talk in ESL classrooms. A case study of a contrasting dyad. UAB. Supervised by E. Eixarch.

Olivotti, I. (2014). Analysis of Collaborative Writing in A Foreign Language Classroom. UAB. Supervised by A. Corredera.

Ortega Fernández, E. (2014). A Study of Secondary Class Activity: The Unexpected Twist From and Individual Activity Into a Cooperative Activity. UAB. Supervised by A. Corredera.

Pérez Collado, A. (2014). Teaching Strategies to foster a Learning Community and overcome the obstacles during the Learning Process. UAB. Supervised by A. Corredera.

Planchart Comellas, M. (2014). Leading Peers. How does leadership in group work affect cooperative work and peers' learning?. UAB. Supervised by E. Eixarch.

Rebullida, S. (2014). Fostering Exploratory Talk and Enhancing Students' Spoken Production. UAB. Supervised by A. Corredera.

Ruíz Caballero, E. (2014). To Speak or not to Speak, that's the question. UAB. Supervised by A. Corredera.

Ruíz Palacios, M. J. (2014). KASIA: The Outcome of an Effective Interacion in a Cooperative Learning Environment. UAB. Supervised by A. Corredera.

Silva Ibáñez, M. C. (2014). How can a teacher encourage students' participation through feedback?. UAB. Supervised by C. Escobar Urmeneta.

Torrents Sabidó, C. (2014). The Five Elements of Oral Interaction in Cooperative Work. UAB. Supervised by E. Eixarch.

Vallejo, A. (2014). Maximising the Benefits of Cooperative Work: A Jigsaw Reading Task. UAB. Supervised by O. Pallarés.

Vert Bolaños, O. (2014). Learning to Teach. An on-task and off-task, cooperative work and group-talk analysis. UAB. Supervised by O. Pallarés.

2013

Magadán Maroto, L. (2013). Corrective Feedback. Investigating the Effects of Recasts Versus Metalinguistic Clues and Elicitations on Grammar Accuracy of Vocational Education EFL Students. MA thesis in Master Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional, Enseñanzas de Idiomas y Enseñanzas Artísticas y Deportivas. Universidad Autónoma de Madrid. Supervised by N. Evnitskaya.

2012

Martínez Ciprés, H. (2012).Improving written production through self-assessment in a CLIL Science classroom: a case study. Research in Language and Literature Teaching Official Master's Degree Dissertation. (Unpublished)

Simon Auerbach, J. (2012). Tackling density and opacity in a CLIL science classroom through learning task sequencing: a case study. Research in Language and Literature Teaching Official Master's Degree Dissertation. (Unpublished)

Badia Tomasa, A. (2012). Class participation: Students and teacher cooperation to co-construct a conversation. MSEC.

Vila Casas, I. (2012). Students in the forest: from being lost to guessing the right path. MSEC.

Tost, G. (2012). "I'm surprised as I improved a little more every time": Bettering pronunciation reading aloud by Peer Appraisal. MSEC.

Widawska, K. (2012). "Soutenir l'apprentissage (étayer), c'est ouvrir un chemin…". MSEC.

Simats Jiménez, M. (2012) Silent turns in class Threat or opportunity?. MSEC.

Guasch Sanabra, M. (2012). Oral speech in CLIL context: Learning to speak, speaking to learn. Does the help size really matter?. MSEC.

2011

Fuentes Arjona, M.A. (2011). Pathways to CLIL assessment: an approach to the idiosyncrasies of classroom-based evaluation practices in a Science in English CLIL classroom. Research in Language and Literature Teaching Official Master's Degree Dissertation. (Unpublished)

Martínez Ciprés, H. (2011). A case study of code switching in small group interaction. Master's Dissertation. Teacher Education Master's Degree. UAB. (Unpublished)

Murillo Castro, G. (2011). Anàlisi de tasques de Coneixement del Medi a l'aula AICLE a l'ensenyament primari. Màster oficial en Didàctica de la llengua i la literatura de la UAB. (Unpublished)

Pelaez, N. (2011). Exploración de los criterios de evaluación del profesorado en contextos AICLE. Primera aproximación. Màster oficial en Didàctica de la llengua i la literatura de la UAB. (Unpublished)

2010

Eixarch Domènech, E. (2010). Activitats d'avaluació i ensenyament-aprenentatge en aules de secundària AICLE: un estudi de cas. Treball de recerca. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

Fuentes Arjona, M.A.. (2010). The first steps of a secondary school teacher: experiences and studies of a student-teacher. Master's Dissertation. Teacher Education Master's Degree. UAB. .

Hernández Ramos, E. (2010). The learning process as a cooperative task among teachers and students. Master's Dissertation. Teacher Education Master's Degree. UAB.

Pallarés Monge, O. (2010). 'Think and Discuss': Disseny de tasques per a la construcció de competències discursives a l'aula AICLE de matemàtiques. Un estudi de cas. Treball de recerca. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

Tapias Nadales, N. (2010). El camí de la tasca a l'activitat: el treball en petit grup en enfocaments AILCE des de la perspectiva de la Teoria de l'Activitat. Treball de recerca. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

2009

Aparicio Arcas, A. (2009). Anàlisi dels diaris d'aprenentatge d'alumnes participants d'alemany en els cicles formatius de grau superior de turisme. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

Corredera Capdevila, A. (2009). Evolución que el profesor de música experimenta en la forma de percibir y categorizar la enseñanza en la lengua extranjera durante una experiencia de aprendizaje integrado de contenidos y lengua (AICLE) en inglés. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

Jiménez Jiménez, M. (2009). Aprenentatge Integrat de Continguts i Llengües (AICLE) i alumnes amb necessitats educatives especials: un estudi de cas. Treball de recerca. Màster oficial en Didàctica de la llengua i la literatura de la UAB.

Ottin Pecchio, G. (2009). Primi testi in tre lingue.

2008

Evnitskaya, N. (2008). Analyzing complexity in foreign language monologic oral production in a CLIL context. Research in Language and Literature Teaching Official Master's Degree Dissertation.

Horrillo Godino, Z. (2008). Professional Skills form implementing a CLIL History Approach. A case study. Research in Language and Literature Teaching Official Master's Degree Dissertation.

Jiménez Jiménez, M. (2008). A study of the development of students-teacher's interactive strategies in a CLIL context. MSEC.

Tàpias Nadales, N. (2008). Becoming reporters in a CLIL classroom: Development of shared understanding of task requirements in group work. MSEC.

2006

Cordeiro Azevedo, A. (2006). Construcción del conocimiento en el área de Ciencias Naturales a través de tareas colaborativas en lengua extranjera.

2005

Llobet Garcés, L. (2005). Tasques de lectura en aules AICLE: Expectatives i realitats.

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