152447 20250401114421.0 TAZ-TFM-2024-686 spa García Náñez, Jose María Action-Oriented Approach (AoA) in Third-ESO EFL: a videocall project with French EFL learners to design multimodal antiwar posters Action-Oriented Approach (AoA) in Third-ESO EFL: a videocall project with French EFL learners to design multimodal antiwar posters Zaragoza Universidad de Zaragoza 2024 by-nc-sa Creative Commons 3.0 http://creativecommons.org/licenses/by-nc-sa/3.0/ The present dissertation exemplifies the implementation of an Action-Oriented Approach (AoA) for the first unit plan of Third-ESO EFL. This proposal fulfills an innovation need that stems from pedagogic deficiencies detected during the Master’s learning activities. The most critical deficiency is teachers’ restriction of their learners’ agency, which is the autonomy to mobilize all resources strategically and accomplish real-world tasks. Such autonomy critically draws on self-regulation, which includes learners’ awareness of learning strategies, reflexive thinking, and self-efficacy.<br />The intercultural scenario of the unit is an ‘eTwinning’ telecollaboration with French EFL learners in order to compose multimodal antiwar posters about reconciliatory events from the Franco-Aragonese history. All the competences that this scenario requires are developed through a series of preparatory tasks, learning inductively ‘by doing’, so that by the last session students can autonomously plan, execute, and self-assess their projects. The language functions worked in the unit are ‘give instructions, suggestions and opinions’ and ‘give reasons by expressing purpose and result’. Furthermore, the preparatory tasks are peer-scaffolded by reflective discussion in small groups, in line with the Vygotskyan concept of mediation of learning within the ‘Zone of Proximal Development’. Thus, this proposal attends for inclusive education and learner diversity.<br />The second part of this dissertation concerns a critical commentary on the unit plan according to the criteria laid in the theoretical and curricular framework. The unit is entirely included in the appendices. Finally, the section of conclusions summarizes the critical analysis and proposes future lines of research and action.<br /><br /> Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas, Artísticas y Deportivas Derechos regulados por licencia Creative Commons 863451@celes.unizar.es 4552804 http://zaguan.unizar.es/record/152447/files/TAZ-TFM-2024-686.pdf Memoria (spa) oai:zaguan.unizar.es:152447 driver trabajos-fin-master 12 13 16 SDG 16.1 ‘Reduce violence everywhere’. The lesson plan consists in the creation of a poster campaign against the current Russian-Ukrainian conflict. SDG12.2 ‘Sustainable use of natural resources’, and SDG13.3 ‘Build knowledge and capacity to meet climate change’. The second task of session 7 consists of a debate to choose the type of viral campaign for the pacifist project. The options for the distribution of the posters are either the traditional physical format or digitally through social media posts. Before starting the debate, students read an article about the different CO2 footprints that both options would generate. SDG5.4 ‘Value unpaid care and promote shared domestic responsibilities’. The first task of session 6 requires listening to an interview about the Spanish government's smartphone application to fight the gender gap in housework chores. Delgado Crespo, Violeta dir. Universidad de Zaragoza Filología Inglesa y Alemana Filología Inglesa TAZ TFM FEDU 20240621133247.CREATION_DATE deposita:2025-04-01