Abstract
In recent decades, the use of new technologies in the field of language teaching has been introduced in a variety of ways. Some examples are the evaluation through the use of applications that make it possible to carry out level tests or examinations, the creation in digital format of the contents that traditionally were used in physical format, and mobile apps that make it possible to reach a certain level of language proficiency. Scratch is a visual programming language created to teach the basics of programming. However, language features that are useful for teaching in other knowledge domains. In this article, the use of Scratch is described as a tool that can be useful for teachers and students in the acquisition of second languages.
Highlights
One of the most important objectives in the teaching of second languages is to ensure that students acquire the skills to face various communicative activities of production and comprehension, both orally and in writing [14], of the language under study
The goal of this paper was to show the potential that the Scratch programming language has to be used as a teaching toll in second-language teaching
Some potential strategies for use of language have been shown to cover some of the needs that arise in this kind of teaching
Summary
One of the most important objectives in the teaching of second languages is to ensure that students acquire the skills to face various communicative activities of production and comprehension, both orally and in writing [14], of the language under study. For the activities of expression, interaction or mediation, it is necessary to be able to try different production models (public presentations, oral monologues, written essays, etc.) [32]. Second-language teaching involves [39], among other aspects, the acquisition of the ability to face various language communication activities and the strategies required to do so [14] These are divided into oral and written production and comprehension activities [42]. As for expression activities, students must be able to try various production models (public presentations, oral monologues, written essays, etc.) [32].The goal of all these resources and activities is to provide students with various comprehension (identification of key points and inferences) and production (planning, compensation, control, and correction) strategies. The same goes for interaction or mediation activities [27]
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