Este estudio tiene como objetivo explorar el uso del storytelling digital como una forma de mejorar las habilidades lingüísticas de los estudiantes en inglés con fines específicos (ESP), particularmente en el caso del inglés del ámbito de los negocios, y desarrollar nuevas alfabetizaciones que podrían aplicarse en su futuro profesional. Para ello, en el marco teórico revisaremos la literatura relacionada con las competencias y habilidades que los estudiantes necesitan en la actualidad, la evolución del uso del storytelling en el aula física hasta su formato digital en entornos de enseñanza online, y su aplicación en el aula de ESP. Posteriormente, analizaremos los resultados obtenidos de una encuesta en la que los participantes aportaron información sobre sus percepciones tras completar una actividad de storytelling digital. Estos datos nos permitirán responder a las preguntas de investigación de nuestro estudio. En las conclusiones reflexionaremos sobre la importancia de realizar este tipo de estudios como forma de adecuar la formación a las competencias y habilidades que los estudiantes necesitan desarrollar en el siglo XXI.

Categoría de análisis: FRASEOLOGÍA Unidades de contenido Much coveted B-spot which is the direct counterpart of the natal female G-spot PLENA (17) El deseado punto B, el equivalente del punto G que tienen las mujeres por nacimiento. El tan codiciado punto B que equivale al punto G de una mujer biológica. El tan deseado punto B que es el equivalente del punto G de una persona nacida mujer El codiciado punto P, el equivalente del punto G en la anatomía femenina. El codiciado "punto B", que sería el equivalente al punto G en las mujeres. (2) El tan codiciado "punto B", que es el equivalente del "punto G" femenino. (3) El tan deseado "punto B", el equivalente exacto al "punto G" de las personas nacidas con el sexo femenino. El ansiado "punto B", el equivalente del "punto G" femenino de nacimiento. (2) El tan ansiado "punto B", que es le equivalente del "punto G" con el que nacen las mujeres. El codiciado "punto B", el equivalente del "punto G" femenino innato. El deseado punto B, el equivalente del punto G de una mujer cisgénero (2). El deseado "punto B", que es el equivalente del "punto G" femenino biológico.

The aim of this study is to present an innovative teaching proposal implemented in the English classroom in a Translation Degree that can be replicated in other disciplines, and to analyse the potential for an activity like this one to have a very positive effect on the way students engage with and learn a second language. The study was based on the hypothesis that the use of an escape room, chosen here from a range of possible gamified activities, could enhance students’ motivation to learn a second language and serve as an enjoyable and cooperative way to help them develop oral and writing skills. This paper opens with a review of relevant research in the field of English language learning and analyses the potential benefits of introducing gamification techniques to the classroom. The next section details the method used in the study, including information about the instrument, the participants and the academic context. The activity implemented is also described. After that, the results of the study are presented and illustrated with examples from the data. Finally, some implications of the study are discussed.

Computer-assisted translation tools are increasingly supplemented by the presence of machine translation (MT) in different areas and working environments, from technical translation to translation in international organizations. MT is also present in the translation of tourism texts, from brochures to food menus, websites and tourist guides. Its need or suitability for use is the subject of growing debate. This article presents a comparative analysis of tourist guides translated by a human translator and three machine translation systems. The aims are to determine a first approach to the level of quality of machine translation in tourist texts and to establish whether some tourist texts can be translated using machine translation alone or whether human participation is necessary, either for the complete translation of the text or only for post-editing tasks.

Being Spanish one of the most frequent languages of study, this paper aims to analyze, through a SWOT study, the strengths, weaknesses, opportunities, and threats of Spanish for tourism textbooks so as to determine their present and future. In doing so, the authors of this manuscript have carried out a qualitative and quantitative study. After an online discussion with four experienced language teachers, we have elaborated an observation checklist that contributes to the field of study and could serve as a tool to analyse language textbooks. We have applied this observation checklist to analyse ten Spanish for tourism textbooks. Results show that textbooks in this field have been adapted to the new realities of language teaching but still fail to include important elements for the correct development of all the skills.