The International Education and Learning Review <p><em>The International Education and Learning Review </em>works to foster research, to serve as an invitation to take part in dialogue and to build a body of knowledge on nature and future of learning. It also provides a forum to anybody interested into the realization of all forms and stages of education, from childhood, schools, higher education and continuous learning to all areas in education’s work like home, school, university and workplace.</p><p>This journal is of interest on academics, teachers, professors, higher education students as well as education’s managers and administrators. It publishes articles written in rigorous academic format. Both theoretical and practice orientated texts are accepted, either prescriptive or descriptive approaches, including the narratives of practices in Education and Learning and the effects of such practices. Articles presenting the state of the art in each sub-disciplines are especially welcome, as well as texts that propose methodological prescriptions.</p><p>The journal is peer-reviewed and indexed according to the criteria developed by leading rankings. It is based on qualitative processes in review of contents, ensuring the highest quality in our published works. The arbitration system is carried out through ­external evaluators. Only original texts in English are accepted.</p> en-US The International Education and Learning Review 2659-5915 Those authors who have been published in this journal accept the following terms:<ol type="a"><li>Authors will keep the moral copyright of the work and they will transfer the commercial rights. In this way, the author will only be able to upload the <strong>author’s original version</strong> into his/her personal Website or into the university (or research center) institutional archive, but the <strong>publisher’s version </strong>won’t (copyright, commercial rights). You can see a explanation of the <em>author’s original version</em> and <em>publisher’s version </em><a href="/index.php/learner/about/editorialPolicies#authorSelfArchivePolicy">here</a>.</li><li>After <strong>two years </strong>in publication, publisher’s version shall thereafter become <strong>in open access </strong>online from our editorial website, but our review will retain the work’s copyright. In other words, publisher’s version will be accesible for everyone and permanently from our editorial Website, but it may not be upload in any other website. Anyone wanting to read or to download publisher’s version must visit our editorial website. In this way, if you want to reference publisher’s version in your personal website or into any institutional archive, you may link to our editorial website to reference publisher’s version.</li><li><strong> </strong>In case authors wanting to get publisher’s version in order to <strong>their works could freely circulate </strong>(for example,to upload publisher’s version in their personal’s website or into any institutional archive) they can do it on condition that they will have to pay an <strong>85€ fee</strong>. In this case, our editorial will permanently assign to the publisher’s version. In such a way, an open license <strong><span>Creative Commons</span></strong> <strong>(CC)</strong> will be assigned by us. This license will allow for a free work circulation by the Internet, without anybody being able to appropriate it at no time. The authors may choose the type of license they wish, but it’s important to decide soundly which type of license they want. If you choose this option, we would be glad to offer free advisory service soyoy can safely choose the one that is best for you and for your particular case.</li></ol> Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom <p>Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.</p> Aranzazu García Pinar Copyright (c) 2019 The International Education and Learning Review 2019-07-10 2019-07-10 1 2 51 60 Implementing Text-to-Speech Technology as a Means of Enhancing L2 Reading Fluency <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article reports on the results of a participatory action research project carried out with a group of ten elementary level students from extension courses in a private university in Bogotá, Colombia (Universidad Minuto de Dios, main branch). The main objective of this study was to determine the effect of text-to-speech (TTS) technology usage on reading fluency in speakers of English as a foreign language. The results show that learners develop oral reading fluency in areas such as linking sounds, pronouncing accurately, and reading timing. Furthermore, learners raised their awareness of the benefits of using Information and Communication Technologies (ICTs) in the process of learning a foreign language, as well as the importance of being autonomous learners. Pedagogical implications and prospects for future research are included.</p> </div> </div> </div> Jeisson Alonso Rodriguez Bonces Copyright (c) 2020-01-11 2020-01-11 1 2 61 73 USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions <div><p><em>Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.</em></p></div> Huey LEI Copyright (c) 2019 The International Education and Learning Review 2019-07-10 2019-07-10 1 2 75 81 A Data Analysis of Social Characteristics of Basic and Secondary Education Students in Ecuador The objective of the study is to examine the social profile of Basic and Secondary Education students in Ecuador by means of a statistical analysis of this sector of the Ecuadorian population based on data from the National Survey of Employment, Unemployment and Underemployment from 2015. The variables investigated were: area, sex, age, language spoken, ethnic self-identification, condition of activity and inactivity, school enrollment, use of smartphone, use of computer during the last months, use of internet during the last 12 months, natural region, income poverty, occupational group and the level of happiness at work. The results of the study may be used as a tool for the development of the Basic and Secondary Education studies in Ecuador in accordance with the social profile and the needs of the students in the country. José Manuel Castellano Gil Efstathios Stefos Copyright (c) 2019 The International Education and Learning Review 2019-10-31 2019-10-31 1 2 83 99 PRINCIPAL'S ACTIONS THROUGH DISTRIBUTED LEADERSHIP DIMENSIONS: A CASE STUDY OF TWO PUBLIC SPANISH SCHOOLS <p>Experience has shown that the attitude of the person assuming the management functions in the school is a key and decisive element in the quality of the change processes in the school. Of these ideas is born, the concept of distributed leadership (DL). The research design is a case study. The main objective is to understand the four dimensions of DL and the actions of the Principal through representative cases of two schools. The techniques used to collect information were documentary analysis, questionnaires, in-depth semi-structured interviews, and observation. An analysis of the data and conclusions are provided.</p> Ingrid del Valle García Copyright (c) 2019 The International Education and Learning Review 2020-01-12 2020-01-12 1 2 101 110