Cover
HalfTitle
Title Page
Copyright Page
Contents
Introduction
Chapter I Memes and gender stereotypes. A study on social networking practices among adolescents in Mexico and Spain
I. Introduction
1.1. Social practices and gender identity
1.2. Memes
II. Methodology
III. Results
IV. Discussion and conclusions
Chapter II Using a bilingual concordancer to promote metalinguistic reflection in the learning of an additional language: The case of B1 learners of Catalan
I. Introduction
II. Theoretical framework
III. Methodology

3.1. The bilingual concordancer
3.2. The OpenSubtitles corpus
3.3. Classroom experiment
3.4. Instruments
IV. Analysis
V. Final reflections
Acknowledgments
Chapter III Improving virtual presence in higher education hybrid learning digital environments
I. Distance learning
II. Technology to support learning from a distance
2.1. Learning management systems
2.2. Videoconferencing tools
2.3. Collaboration tools
2.4. Virtual and remote labs
2.5. Assessment and feedback tools
III. New technologies to support learning from a distance

3.1. Virtual and augmented reality
3.2. Virtual worlds and avatars
IV. Issues
V. Conclusions
Acknowledgement
Chapter IV Learning ecologies and digital literacy: Opportunities and challenges
I. Introduction
II. Method
2.1. Participants
2.2. Instrument
2.3. Procedure
2.4. Data analysis
III. Result
3.1. Preliminary results
3.2. Overall competency level for area 1: Information and data literacy
3.2.1. Dimension 1: Browsing, searching and filtering data, information and digital content
3.2.2. Dimension 2: Evaluating data, information and digital content

3.2.3. Dimension 3: Managing and retrieval of data, information and digital content
IV. Discussion and conclusions
Acknowledgments
Chapter V Teaching and learning English phonetics/pronunciation in digital and other learning environments: Challenges and perceptions of Spanish instructors and students
I. Introduction and theoretical framework
II. Methodology
III. Results and discussion
3.1. Students' answers
3.2. Teachers' answers
IV. Conclusions
Chapter VI Using a serious game for English phonetics and pronunciation training: Foundations and dynamics

I. Introduction
II. DESIGN OF e-SoundWay (0.0)
2.1. Linguistic foundations
2.2. Geographic and socio-cultural context
2.3. Technical architecture
III. e-SoundWay (0.0): Examples of use
IV. Conclusion
Acknowledgments
Chapter VII Evaluation of the CleverCookie tool for learning and teaching English as a foreign language
I. Introduction
II. Error analysis solutions for online environments
2.1. CleverCookie as a result of error analysis
2.2. Linguistic competence in online teaching
III. Methodology
3.1. Research model and procedure