Bibliografía
- Abdous, M., B. R. Facer y C. Yen. 2012. “Academic Effectiveness of Podcasting: A Comparative Study of Integrated versus Supplemental Use of Podcasting in Second Language Classes”. Computers and Education 58: 43-52. https://doi.org/https://doi.org/10.1016/j.compedu.2011.08.021.
- Alm, A. 2013. “Extensive Listening 2.0 with Foreign Language Podcasts”. Innovation in Language Learning and Teaching 7 (3): 266-280. https://doi.org/https://doi.org/10.1080/17501229.2013.836207.
- AlSaleem, B. I. 2018. “The Effect of Facebook Activities on Enhancing Oral Communication Skills for EFL Learners”. International Education Studies 11 (5): 144-153. https://doi.org/https://doi.org/10.5539/ies.v11n5p144.
- Androutsopoulos, J. 2013. “Online Data Collection”. En Data Collection in Sociolinguistics: Methods and Applications, eds. C. Mallinson, B. Childs, y G. Van Herk, 236-250. Londres y Nueva York: Routledge. https://doi.org/https://doi.org/10.4324/9780203136065.
- Ayu Prasetyawati, O. y P. Ardi. 2020. “Integrating Instagram into EFL Writing to Foster Student Engagement”. Teaching English with Technology 20 (3): 40-62.
- Barrot, J. S. 2021. “Effects of Facebook-based e-portfolio on ESL learners’ writing performance”. Language, Culture and Curriculum 34 (1): 95-111. https://doi.org/https://doi.org/10.1080/07908318.2020.1745822
- Boersma, P. y D. Weenink. 2022. “Praat: Doing Phonetics by Computer” (Version 6.2.05). http://www.praat.org/.
- Boulton, A. 2010. “Data-Driven Learning: Taking the Computer out of the Equation”. Language Learning 60 (3): 534-572. https://doi.org/https://doi.org/10.1111/j.1467-9922.2010.00566.x.
- Briz, A. 2001. El español coloquial en la conversación. Barcelona: Ariel.
- Briz, A. 2019. “El español coloquial”. En Manual de lingüística española, ed. E. Ridruejo, 614-637. De Gruyter.
- Chun, D., R. Kern y B. Smith. 2016. “Technology in Language Use, Language Teaching, and Language Learning”. The Modern Language Journal 100 (1): 64-80. https://doi.org/https://doi.org/10.1111/modl.12302.
- Daniel, J. 2012. “Making Sense of MOOCs: Musings in Maze of Myth, Paradox and Possibility”. Journal of Interactive Media in Education 3 (18). https://doi.org/http://doi.org/10.5334/2012-18.
- Ellis, R. 2009. “Corrective Feedback and Teacher Development”. L2 Journal 1 (1): 3-18. https://doi.org/http://doi.org/10.5070/l2.v1i1.9054.
- Erarslan, A. 2019. “Instagram as an Education Platform for EFL Learners”. Turkish Online Journal of Educational Technology-TOJET 18 (3): 54-69.
- Ferreira, A. 2006. “Estrategias efectivas de feedback positivo y correctivo en el español como lengua extranjera”. Revista signos 39 (62): 379-406. https://doi.org/https://doi.org/10.4067/s0718-09342006000300003.
- Ferrería Durán, B. 2020. “El feedback correctivo oral en aprendices principiantes de ELE: del desarrollo de la conciencia metalingüística a la autocorrección y la corrección entre pares”. En Perfiles, factores y contextos en la enseñanza y el aprendizaje de ELE/EL2. XXIX Congreso Internacional de ASELE, eds. P. Taboada-de-Zúñiga Romero y R. Barros Lorenzo, 299-312. Santiago de Compostela: Universidad de Santiago de Compostela.
- Flores, J. F. F. 2015. “Using Gamification to Enhance Second Language Learning”. Digital Education Review 27: 32-54. https://doi.org/https://doi.org/10.1344/der.2015.27.32-54.
- Fouz-González, J. 2017. “Pronunciation Instruction through Twitter: The Case of Commonly Mispronounced Words”. Computer Assisted Language Learning 30 (7): 631-663. https://doi.org/https://doi.org/10.1080/09588221.2017.1340309.
- García Botero, G., F. Questier y C. Zhu. 2019. “Self-Directed Language Learning in a Mobile-Assisted, Out-of-Class Context: Do Students Walk the Talk?”. Computer Assisted Language Learning 32 (1-2): 71-97. https://doi.org/https://doi.org/10.1080/09588221.2018.1485707.
- Gardner, R. C. 1985. Social Psychology and Language Learning: the role of Attitudes and Motivation. Londres: Edward Arnold.
- Gargallo, I. S. y M. Chaparro 2014. “Análisis descriptivo de las creencias y actitudes de alumnos no nativos de español ante los errores y las técnicas de corrección en la interacción oral”. Revista Internacional de Lenguas Extranjeras 3: 111-135. https://doi.org/https://doi.org/10.17345/rile2014111-135.
- Gee, J. P. 2005. “Semiotic Social Spaces and Affinity Spaces”. En Beyond Communities of Practice: Language, Power, and Social Context, eds. D. Barton y K. Tusting, 214-232. Cambridge: Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511610554.012.
- Gregory, M. y S. Carroll. 1978. Language and Situation. Language Varieties and their Social Contexts. Londres y Nueva York: Routledge.
- González Argüello, Mª. V. 2001. Modificaciones en el discurso del profesor de español como lengua extranjera. Tesis doctoral, Universitat de Barcelona.
- González Argüello, Mª. V. 2009. “Los pronombres personales sujeto en el discurso del profesor de español como lengua extranjera”. Lenguas Modernas 33: 33-48.
- González Argüello, Mª. V. 2011. “La repetición en el discurso del profesor de ELE: formas y funciones”. ELUA 25: 205-234. https://doi.org/https://doi.org/10.14198/elua2011.25.07.
- Jin, S. 2015. “Using Facebook to Promote Korean EFL Learners’ Intercultural Competence”. Language Learning & Technology 19 (3): 38-51.
- Halliday, M. 1985. Spoken and Written Language. Oxford: Oxford University Press.
- Hanauer, D. I. 2001. “The Task of Poetry Reading and Second Language Learning”. Applied linguistics 22 (3): 295-323. https://doi.org/https://doi.org/10.1093/applin/22.3.295.
- Horwitz, E. K., M. B. Horwitz y J. Cope. 1986. “Foreign Language Classroom Anxiety”. The Modern language journal 70 (2): 125-132. https://doi.org/https://doi.org/10.2307/327317.
- Izquierdo-Iranzo, P. y E. Gallardo-Echenique. 2020. “Studygrammers: Learning influencers”. Comunicar 62: 115-125. https://doi.org/https://doi.org/10.3916/C62-2020-10.
- Keefe, J. W. 1988. Profiling and Utilizing Learning Style. National Association of Secondary School (NASSP).
- Korzenny, F. 1978. “A Theory of Electronic Propinquity: Mediated Communication in Organizations”. Communication Research 5 (1): 3-24 https://doi.org/https://doi.org/10.1177/009365027800500101.
- Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
- Lyster, R. y L. Ranta. 1997. “Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms”. Studies in Second Language Acquisition 19 (1): 37-66. https://doi.org/https://doi.org/10.1017/s0272263197001034.
- Lyster, R. y K. Saito. 2010. “Oral Feedback in SLA Classroom Research: A Metaanalysis”. Studies in Second Language Acquisition 32 (2): 265-302. https://doi.org/https://doi.org/10.1017/S0272263109990520.
- Mackey, A. y J. Goo. 2007. “Interaction Research in SLA: A Meta-Analysis and Research Synthesis”. En Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies, ed. A. Mackey, 407-450. Oxford: Oxford University Press.
- Mittal, R. 2016. “Poetry is Language at Its Most distilled and Powerful: Bringing Poetry in Language Classes can Make Language Understanding and Communication Skills Better”. Linguistics and Literature Studies 4 (1): 52-56. https://doi.org/https://doi.org/10.13189/lls.2016.040108.
- Mompean, J. A. y J. Fouz-González. 2016. “Twitter-Based EFL Pronunciation Instruction”. Language Learning & Technology 20 (1): 166-190.
- Mondahl, M. y L. Razmerita. 2014. “Social Media, Collaboration and Social Learning a Case-Study of Foreign Language Learning”. Electronic Journal of E-learning 12 (4): 339-352. https://bit.ly/3IhvwUx.
- Murphey, T. 1992. “The Discourse of Pop Songs”. TESOL Quarterly 26 (4): 770-774. https://doi.org/https://doi.org/10.2307/3586887.
- Paul, J. Z. y E. Friginal. 2019. “The Effects of Symmetric and Asymmetric Social Networks on Second Language Communication”. Computer Assisted Language Learning 32 (5-6): 587-618. https://doi.org/https://doi.org/10.1080/09588221.2018.1527364.
- Pérez-Sinusía, M. 2021. Translocalidad y microcelebridad. Prácticas lingüísticas y multimodales en la construcción de la identidad de los jóvenes en Instagram. Tesis doctoral, Universidad Pompeu Fabra. https://bit.ly/3240pLw.
- Pereira, S., J. Fillol y P. Moura. 2019. “El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal”. Comunicar 58: 41-50. https://doi.org/https://doi.org/10.3916/C58-2019-04.
- Piscitelli, A., I. Adaime e I. Binder. 2010. El proyecto Facebook y la posuniversidad. Telefónica. https://bit.ly/3dQOt2m
- Reinhardt, J. 2018. “Social Media in Second and Foreign Language Teaching and Learning: Blogs, Wikis, and Social Networking”. Language Teaching 52 (01): 1-39. https://doi.org/https://doi.org/10.1017/s0261444818000356.
- Scolari, C. 2009. “Transmedia Storytelling: Implicit Consumers, Narrative Worlds, and Branding in Contemporary Media Production”. International Journal of Communication 3: 586-606. https://bit.ly/2ZYxQyA.
- Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: a Conversation Analysis Perspective. Malden, MA: Blackwell.
- Shafirova, L. y D. Cassany. 2017. “Aprendiendo idiomas en línea en el tiempo libre”. Revista de estudios socioeducativos 5: 49-62. https://doi.org/http://doi.org/10.25267/Rev_estud_socioeducativos.2017.i5.06.
- Tusón, A. 1997. Análisis de la conversación. Barcelona: Ariel.
- Varela Méndez, R. 2005. “Las ayudas visuales en la clase de español para fines específicos”. En La competencia pragmática y la enseñanza del español como lengua extranjera. Actas del XVI Congreso Internacional de ASELE, eds. A. Álvarez, L. Barrientos, M. Braña, V. Coto, M. Cuevas, C. de la Hoz, I. Iglesias, P. Martínez, M. Prieto y A. Turza, 834-845. Oviedo: Universidad de Oviedo. https://bit.ly/3yr9tGy
- VanPatten, B. 1992. “Second Language Acquisition and Foreign Language Teaching: Part 2”. The ADFL Bulletin 23: 23-27.
- Winans, M. D. 2020. “Busuu: A Social Network Application to Learn Languages”. CALICO Journal 37 (1): 117-126. https://doi.org/https://doi.org/10.1558/cj.37781.
- Wong, L., C. Sing-Chai y G. Poh-Aw. 2017. “Seamless Language Learning: Second Language Learning with Social Media”. Comunicar 50: 9-21. https://doi.org/https://doi.org/10.3916/C50-2017-01.
- Zhang, L. T. y D. Cassany. 2019. “El fenómeno danmu y la participación mediática: Comprensión intercultural y aprendizaje de lenguas a través de El Ministerio del Tiempo”. Comunicar 58: 19-29. https://doi.org/https://doi.org/10.3916/C58-2019-02.