Society is constantly changing, and education should change at the same time. However, innovation in education is slower than changes in society. Active methodologies are of interest because they are one of the alternatives to linear, traditional and uniform methodologies that encourage reflection, motivation and creativity among other elements. In addition, they cater for different educational settings and the diversity found within the classroom. It is an interesting approach that is a far cry from traditional education in language teaching. The main objective of this paper is to explore whether project-based learning (hereinafter PBL) is a good practice for young vocational students. The problem to be addressed here by this methodology is the lack of motivation and involvement of vocational students in the subject of English–or English for specific purposes. To address this matter, we proposed a seven-session class design following the PBL methodology. This class proposal is designed following criteria that meet the current legislation and normative in Spain (LOMCE and LOMLOE laws) and criteria that meet the standards of European vocational formation and English for specific purposes (addressing the CERFL). Analyzing the results obtained, we can state that PBL seems to be an effective methodology with significant results especially in the field of teaching and learning ESL and EFL vocabulary.

What we know as Information and Communication Technologies, or ICTs, encompasses all electronic devices and network systems that enable society to interact digitally. There is, however, a key difference between ICT and the Information Technology (IT), as can be seen from common definitions of ICTs, which often, if not always, include terms such as interacting, transmitting, or sending, hence: communication is key. This paper aims at presenting a classroom project proposal based on the application of ICTs (a podcast), which allows the objectives set out in the English as a Second or Foreign Language curriculum to be effectively incorporated during the teaching-learning period for students. This paper also aims to serve as a guide for other teachers of the English language who seek to effectively integrate the use of innovative methodologies into their lessons, based on the effective use of ICT in the classroom. Among the methodologies that can be implemented in the classroom with ICTs and innovative methodologies such as the flipped classroom, project-based learning, or game-based learning, which will be discussed in detail.

This study aims to design a class proposal to improve student motivation in English as a foreign language in vocational formation in Spain through computer-assisted language learning (CALL) and gamification. Our main objective is to ensure that through this project, they not only gain a series of new tools, but that they can also learn both specific contents of the target subject: English as a foreign language in vocational formation in Spain. For this last objective, the use of multiple intelligences (MIs) in teaching can serve to destigmatize atypical intelligences. Atypical intelligences are understood as profiles that have historically stood out less in classic intelligence tests, which mainly measure logical-mathematical intelligence. This is because of the strong presence of this type of test throughout the 20th century and early 21st century that culturally more value has been given to individuals who stood out in types of intelligence like those rewarded by these IQ tests. Gardner (2011) noted the problem of putting the education system and MIs on the same plane: the fact that the education system primarily rewards linguistic and logical-mathematical skills, leaving the others in the background. As far as gamification is concerned, we could say that it is apparent that teaching-learning processes benefit from elements common to games, such as rewards, incentives, and social and individual reinforcement.