{"id":{"repo_id":"dialnet","oai_identifier":"oai:dialnet.unirioja.es:TES0000023152"},"canonical_url":"https://search.dev.ndltd.org/etd/dialnet/oai:dialnet.unirioja.es:TES0000023152","repository":{"repo_id":"dialnet","name":"Dialnet","base_url":"https://dialnet.unirioja.es/oaites/OAIHandler"},"display":{"title":"Mediation Tasks in an eTwinning project Impact on the available vocabulary in English as a Foreign Language in Primary Education","abstract":"This thesis aims to contribute to the understanding of linguistic mediation tasks and vocabulary teaching and learning in the teaching of English as a foreign language. These tasks have already been integrated and evaluated in the compulsory educational systems of many countries and assessed by several renowned foreign language certification authorities in Europe. Specifically, this thesis provides evidence of the impact of mediation tasks on the vocabulary and mental lexicon of primary school learners. A telecollaborative project serves as the context for these textual, inter- and intra-linguistic mediation tasks. The theoretical framework of this research is grounded in the sociocultural theory, linguistic mediation, telecollaboration, and vocabulary acquisition and teaching. This thesis presents empirical evidence of the impact of mediation tasks on vocabulary of EFL (English as a Foreign Language) learners in primary education. In this study, we address the following research questions: 1.- Is there a statistically significant difference in the number of words retrieved in the Lexical Availability tests after participating in mediation tasks? 2.- Is there a statistically significant difference between environmental mediators and non-environmental mediators in the number of words retrieved in the LA tests of after participation in mediation tasks? 3.- What is the impact of mediation tasks on the mental lexicon of EFL Primary learners? 4.- Are there different impacts of mediation tasks on the mental lexicon of environmental mediators and non-environmental mediators EFL learners? The population selected for this research comprised a sample of 5th grade pupils of Primary Education of a town in Castilla y León, Spain, who participated in an eTwinning project designed for this purpose. Data were collected from two intact groups of 9-10 years old in a quasi-experimental design. Initially, this thesis examined differences in lexical availability in English among the participants; when statistically significant differences were found, a qualitatively analysis of the complete vocabulary data from pre-tests and post-tests was conducted using LexPro. The results lead us to conclude that mediation tasks are effective in improving the lexical availability of this age group. Based on the results and analysis of this thesis, we can identify the most important variables to consider in EFL teaching in primary education mediation, specifically regarding mediation teaching.","abstract_html":"This thesis aims to contribute to the understanding of linguistic mediation tasks and vocabulary teaching and learning in the teaching of English as a foreign language. These tasks have already been integrated and evaluated in the compulsory educational systems of many countries and assessed by several renowned foreign language certification authorities in Europe. Specifically, this thesis provides evidence of the impact of mediation tasks on the vocabulary and mental lexicon of primary school learners. A telecollaborative project serves as the context for these textual, inter- and intra-linguistic mediation tasks. The theoretical framework of this research is grounded in the sociocultural theory, linguistic mediation, telecollaboration, and vocabulary acquisition and teaching. This thesis presents empirical evidence of the impact of mediation tasks on vocabulary of EFL (English as a Foreign Language) learners in primary education. In this study, we address the following research questions: 1.- Is there a statistically significant difference in the number of words retrieved in the Lexical Availability tests after participating in mediation tasks? 2.- Is there a statistically significant difference between environmental mediators and non-environmental mediators in the number of words retrieved in the LA tests of after participation in mediation tasks? 3.- What is the impact of mediation tasks on the mental lexicon of EFL Primary learners? 4.- Are there different impacts of mediation tasks on the mental lexicon of environmental mediators and non-environmental mediators EFL learners? The population selected for this research comprised a sample of 5th grade pupils of Primary Education of a town in Castilla y León, Spain, who participated in an eTwinning project designed for this purpose. Data were collected from two intact groups of 9-10 years old in a quasi-experimental design. Initially, this thesis examined differences in lexical availability in English among the participants; when statistically significant differences were found, a qualitatively analysis of the complete vocabulary data from pre-tests and post-tests was conducted using LexPro. The results lead us to conclude that mediation tasks are effective in improving the lexical availability of this age group. Based on the results and analysis of this thesis, we can identify the most important variables to consider in EFL teaching in primary education mediation, specifically regarding mediation teaching.","abstract_has_math":false,"creators":["Anton Crespo, Maria Isabel"],"institution":"Universidad de La Rioja (España)","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Agustín Llach, María del Pilar (Universidad de La Rioja)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T06:27:07Z","subjects":[],"languages":["eng"],"rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dialnet.unirioja.es/servlet/oaites?codigo=345986","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Agustín Llach, María del Pilar (Universidad de La Rioja)"]},{"key":"dc:creator","label":"Author","values":["Anton Crespo, Maria Isabel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Universidad de La Rioja (España)"]},{"key":"dc:type","label":"Dc Type","values":["text (thesis)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dialnet.unirioja.es/servlet/oaites?codigo=345986"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This thesis aims to contribute to the understanding of linguistic mediation tasks and vocabulary teaching and learning in the teaching of English as a foreign language. These tasks have already been integrated and evaluated in the compulsory educational systems of many countries and assessed by several renowned foreign language certification authorities in Europe. Specifically, this thesis provides evidence of the impact of mediation tasks on the vocabulary and mental lexicon of primary school learners. A telecollaborative project serves as the context for these textual, inter- and intra-linguistic mediation tasks. The theoretical framework of this research is grounded in the sociocultural theory, linguistic mediation, telecollaboration, and vocabulary acquisition and teaching. This thesis presents empirical evidence of the impact of mediation tasks on vocabulary of EFL (English as a Foreign Language) learners in primary education. In this study, we address the following research questions: 1.- Is there a statistically significant difference in the number of words retrieved in the Lexical Availability tests after participating in mediation tasks? 2.- Is there a statistically significant difference between environmental mediators and non-environmental mediators in the number of words retrieved in the LA tests of after participation in mediation tasks? 3.- What is the impact of mediation tasks on the mental lexicon of EFL Primary learners? 4.- Are there different impacts of mediation tasks on the mental lexicon of environmental mediators and non-environmental mediators EFL learners? The population selected for this research comprised a sample of 5th grade pupils of Primary Education of a town in Castilla y León, Spain, who participated in an eTwinning project designed for this purpose. Data were collected from two intact groups of 9-10 years old in a quasi-experimental design. Initially, this thesis examined differences in lexical availability in English among the participants; when statistically significant differences were found, a qualitatively analysis of the complete vocabulary data from pre-tests and post-tests was conducted using LexPro. The results lead us to conclude that mediation tasks are effective in improving the lexical availability of this age group. Based on the results and analysis of this thesis, we can identify the most important variables to consider in EFL teaching in primary education mediation, specifically regarding mediation teaching.","Esta tesis pretende aportar conocimiento sobre las actividades de Mediación Lingüística y la enseñanza y aprendizaje del Vocabulario en la enseñanza del inglés como lengua extranjera Estas actividades ya han sido integradas y evaluadas en muchos países en sus sistemas educativos obligatorios y evaluadas por algunas Autoridades de Certificación de Lenguas Extranjeras de renombre en Europa. En concreto, esta tesis aporta evidencias del impacto de las actividades de mediación en el vocabulario y el léxico mental de los alumnos de primaria. Un proyecto de telecolaboración proporciona el contexto para estas actividades de mediación textual, inter e intralingüística. El marco teórico de esta propuesta se fundamenta en la teoría sociocultural, la mediación lingüística, la telecolaboración y la adquisición y enseñanza de vocabulario. En esta tesis aportamos evidencia empírica del impacto de las actividades de mediación en el vocabulario de los estudiantes de inglés como lengua extranjera en Educación Primaria. En esta búsqueda, responderemos a las siguientes preguntas de investigación: 1.- ¿Existe alguna diferencia estadísticamente significativa en la disponibilidad léxica tras participar en las tareas de mediación? 2.- ¿Existe alguna diferencia estadísticamente significativa entre mediadores ambientales y no ambientales en el número de palabras recuperadas en las pruebas de disponibilidad léxica tras la participación en tareas de mediación? 3.- ¿Cuál es el impacto de las tareas de medición en el léxico mental de los estudiantes de Inglés como lengua extranjera de primaria? 4.- ¿Existen diferentes impactos de las tareas de mediación en el léxico mental de los estudiantes de inglés como lengua extranjera mediadores ambientales y no mediadores ambientales? La población seleccionada para esta investigación fue una muestra de alumnos de 5º de Educación Primaria de un municipio de Castilla y León (España) que participaron en un proyecto eTwinning diseñado para tal fin. Los datos se recogieron de dos grupos intactos de 9-10 años de edad en un diseño cuasi-experimental. En primer lugar, esta tesis buscó diferencias en la disponibilidad léxica en inglés de los participantes; Cuando se encontraron diferencias estadísticamente significativas, análisis cualitativo de los datos completos de vocabulario de los pre- and post-tests se realizó con LexPro. Los resultados conducen a concluir que las actividades de mediación son adecuadas para mejorar la disponibilidad léxica de este grupo etario y, a la luz de los resultados y análisis realizados, podemos identificar las variables más importantes a considerar en la enseñanza de EFL en la enseñanza de la mediación en Educación Primaria."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Mediation Tasks in an eTwinning project Impact on the available vocabulary in English as a Foreign Language in Primary Education"]}]}],"canonical_facts":{"dc:contributor":["Agustín Llach, María del Pilar (Universidad de La Rioja)"],"dc:creator":["Anton Crespo, Maria Isabel"],"dc:date":["2024"],"dc:description":["This thesis aims to contribute to the understanding of linguistic mediation tasks and vocabulary teaching and learning in the teaching of English as a foreign language. These tasks have already been integrated and evaluated in the compulsory educational systems of many countries and assessed by several renowned foreign language certification authorities in Europe. Specifically, this thesis provides evidence of the impact of mediation tasks on the vocabulary and mental lexicon of primary school learners. A telecollaborative project serves as the context for these textual, inter- and intra-linguistic mediation tasks. The theoretical framework of this research is grounded in the sociocultural theory, linguistic mediation, telecollaboration, and vocabulary acquisition and teaching. This thesis presents empirical evidence of the impact of mediation tasks on vocabulary of EFL (English as a Foreign Language) learners in primary education. In this study, we address the following research questions: 1.- Is there a statistically significant difference in the number of words retrieved in the Lexical Availability tests after participating in mediation tasks? 2.- Is there a statistically significant difference between environmental mediators and non-environmental mediators in the number of words retrieved in the LA tests of after participation in mediation tasks? 3.- What is the impact of mediation tasks on the mental lexicon of EFL Primary learners? 4.- Are there different impacts of mediation tasks on the mental lexicon of environmental mediators and non-environmental mediators EFL learners? The population selected for this research comprised a sample of 5th grade pupils of Primary Education of a town in Castilla y León, Spain, who participated in an eTwinning project designed for this purpose. Data were collected from two intact groups of 9-10 years old in a quasi-experimental design. Initially, this thesis examined differences in lexical availability in English among the participants; when statistically significant differences were found, a qualitatively analysis of the complete vocabulary data from pre-tests and post-tests was conducted using LexPro. The results lead us to conclude that mediation tasks are effective in improving the lexical availability of this age group. Based on the results and analysis of this thesis, we can identify the most important variables to consider in EFL teaching in primary education mediation, specifically regarding mediation teaching.","Esta tesis pretende aportar conocimiento sobre las actividades de Mediación Lingüística y la enseñanza y aprendizaje del Vocabulario en la enseñanza del inglés como lengua extranjera Estas actividades ya han sido integradas y evaluadas en muchos países en sus sistemas educativos obligatorios y evaluadas por algunas Autoridades de Certificación de Lenguas Extranjeras de renombre en Europa. En concreto, esta tesis aporta evidencias del impacto de las actividades de mediación en el vocabulario y el léxico mental de los alumnos de primaria. Un proyecto de telecolaboración proporciona el contexto para estas actividades de mediación textual, inter e intralingüística. El marco teórico de esta propuesta se fundamenta en la teoría sociocultural, la mediación lingüística, la telecolaboración y la adquisición y enseñanza de vocabulario. En esta tesis aportamos evidencia empírica del impacto de las actividades de mediación en el vocabulario de los estudiantes de inglés como lengua extranjera en Educación Primaria. En esta búsqueda, responderemos a las siguientes preguntas de investigación: 1.- ¿Existe alguna diferencia estadísticamente significativa en la disponibilidad léxica tras participar en las tareas de mediación? 2.- ¿Existe alguna diferencia estadísticamente significativa entre mediadores ambientales y no ambientales en el número de palabras recuperadas en las pruebas de disponibilidad léxica tras la participación en tareas de mediación? 3.- ¿Cuál es el impacto de las tareas de medición en el léxico mental de los estudiantes de Inglés como lengua extranjera de primaria? 4.- ¿Existen diferentes impactos de las tareas de mediación en el léxico mental de los estudiantes de inglés como lengua extranjera mediadores ambientales y no mediadores ambientales? La población seleccionada para esta investigación fue una muestra de alumnos de 5º de Educación Primaria de un municipio de Castilla y León (España) que participaron en un proyecto eTwinning diseñado para tal fin. Los datos se recogieron de dos grupos intactos de 9-10 años de edad en un diseño cuasi-experimental. En primer lugar, esta tesis buscó diferencias en la disponibilidad léxica en inglés de los participantes; Cuando se encontraron diferencias estadísticamente significativas, análisis cualitativo de los datos completos de vocabulario de los pre- and post-tests se realizó con LexPro. Los resultados conducen a concluir que las actividades de mediación son adecuadas para mejorar la disponibilidad léxica de este grupo etario y, a la luz de los resultados y análisis realizados, podemos identificar las variables más importantes a considerar en la enseñanza de EFL en la enseñanza de la mediación en Educación Primaria."],"dc:format":["application/pdf"],"dc:identifier":["https://dialnet.unirioja.es/servlet/oaites?codigo=345986"],"dc:language":["eng"],"dc:publisher":["Universidad de La Rioja (España)"],"dc:rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"dc:title":["Mediation Tasks in an eTwinning project Impact on the available vocabulary in English as a Foreign Language in Primary Education"],"dc:type":["text (thesis)"]},"updated_at":"2026-07-24T06:27:07Z"}