Speaking and writing challenge: audio diaries with peer review

Abstract

This Master’s Thesis presents a teaching innovation project designed for 3rd-year ESO students in the subject of English as a Foreign Language. The proposal made in this project answers some of the difficulties observed in students with pronunciation, writing accuracy, and their confidence in using English. The activities introduced by this project are structured and collaborative; they are activities in which students have to record short audio diaries, transcribe and revise their texts, and exchange feedback with their peers. The methodology used in the project is task-based learning, collaborative work, and digital tools to perfect both oral and written competence in a meaningful way, with the student at the centre of the activities. The contextualisation shows a multilingual, rural school area in the Basque Country, with a diversity of students, including newly arrived students, students with special educational needs, and different motivation levels. The project aligns with the curriculum LOMLOE and Heziberri 2020 provide, it promotes key competences like digital literacy, social interaction, and metacognition. Formative and summative assessments are how the tasks are evaluated; these evaluations include self-assessment, rubrics, and peer feedback. The results of this project include communication, learner autonomy, a more inclusive classroom, and motivated students.