Repositori Obert UdL
The institutional repository collects, manages, disseminates and preserves publications in open access derived from the academic and research activity of the University of Lleida.
Recent Submissions
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Open Access
Enhanced EFL Exposure in a Low-input Setting through Subtitled Media - Using Heartstopper in the ESO Classroom
(2025) Pérez Amorós, Núria
This final master’s thesis investigates the use of subtitled English-language media as a pedagogical tool in the English as a Foreign Language (EFL) curriculum at INS Joan Oró, a high school in Lleida, Catalonia. It addresses the gap between formal instruction and students’ English Language Competency (ELC), particularly in listening skills, within an input-poor environment. Grounded in Second Language Acquisition (SLA) research, particularly Krashen’s Monitor Model (1982), and supported by the Catalan curriculum (2022) and psychopedagogical theories from Vygotsky and Mercer, this innovative proposal integrates authentic audiovisual content into formal instruction to increase student exposure to the Foreign Language (FL). A proposal for a year-long implementation plan for 1st ESO (Compulsory Secondary Education) students is presented and validated by an expert, highlighting the potential of audiovisual translation (AVT) to enhance second language (L2) acquisition, intercultural awareness, and learner engagement.
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Open Access
Enhancing High School Students’ Self-Concept Through EFL Activities: A Pathway to Motivation and Personal Growth
(2025) Monfort Porta, Isaura
This master’s thesis proposes an innovative approach to develop students’ self-concept in the English as a Foreign Language (EFL) class among 4th ESO students in the Catalan educational system. It investigates the role of self-concept in the EFL classroom and how students’ self-perception influences motivation, engagement, and academic achievement, highlighting the importance of fostering a positive self-concept through supportive and reflective activities. To aid students in their identity empowerment work, the proposal invites them to create an exhibition in the school hall exposing their real selves in confrontation to their online image, fostering honest self-expression and peer recognition. Through a series of scaffolded activities that include image theatre and reflective writing, students are provided with meaningful opportunities to reflect on their self-image and how they are seen by others,
using English as a medium of expression. This thesis addresses the necessity of incorporating activities to develop students’ self-concept and its potential impact on both their L2 and personal development.
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Open Access
Fostering plurilingual competences through Integrated Language Treatment: A proposal for transforming language teaching practices at a secondary education institution in Catalonia
(2025) Lacasa Cervelló, Laia
Despite the innovative potential of plurilingual pedagogies, classroom practices often remain disconnected from research-informed insights. This is evident at a Catalan public secondary school, where institutional goals of fostering plurilingual competence contrast with fragmented and uncoordinated language teaching practices. The present thesis proposes a context-sensitive framework for the implementation of Integrated Language Treatment (ILT) at INS Maria Rúbies, by strengthening teacher collaboration and establishing a unified pedagogical line. Grounded in pedagogical translanguaging and reflective co-teaching, the present proposal emerges from a detailed institutional analysis and teacher feedback. It outlines a staged professional development programme culminating in a pilot ILT intervention with a group of 1 st of ESO students, led by early adopters from the language departments. The intervention envisions the co-design and co-teaching, by participating teachers, of a set of didactic sequences—or an integrated communicative language project—and encourages peer observation and collaborative reflection. While acknowledging challenges such as teacher resistance, limited resources, and the need for strong institutional support, this thesis presents a feasible and scalable roadmap for integrated plurilingual language education.
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Open Access
Podcast-making to enhance speaking skills in Second Language Acquisition: a pedagogical intervention
(2025) Bartolotta, Silvia
This master’s thesis explores the didactic potential of podcast-making as an innovative projectbased learning (PBL) intervention aimed at enhancing speaking fluency, fostering collaboration and promoting cross-departmental engagement at the Escola Oficial d’Idiomes of Lleida. Framed within the context of adult education, the Radio EOI 100+ initiative involved students from multiple language departments in the co-production of thematic podcasts aligned with CEFR levels and institutional syllabi. Rooted in communicative, student-centered pedagogy, the intervention addresses the need for meaningful oral practice beyond certification-driven tasks. Through rolebased collaboration and the use of professional audio tools, learners developed oral competence in authentic and motivating contexts. Qualitative and quantitative data collection reveal improvements in fluency, confidence and learner engagement, as well as increased digital and intercultural competence. These findings suggest that podcast-making can serve as a powerful tool to support Second Language Acquisition (SLA) while fostering a sense of community and learner agency in plurilingual educational settings.
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Open Access
Quality of life experience in physically frail people on renal dialysis: A qualitative meta-synthesis on the difficulties and resources for better health care
(Elsevier, 2025) Ramírez-García, Anabel; Torné Ruiz, Alba; Bonet Augé, Aïda; Monistrol Ruano, Olga; Banqué, Marta; Roca Llobet, Judith
Objective
This study aimed to summarize the quality of life experiences of individuals with physical frailty undergoing hemodialysis or peritoneal dialysis and to identify the difficulties and resources that enable better person-centered health care.
Methods
The study described is a qualitative meta-synthesis literature review. The search was performed in databases such as CINAHL, Scopus, PubMed, Web of Science, the Cochrane Library, and Cuiden Plus through Medical Subject Headings and free terms. Qualitative and mixed studies were included on individuals undergoing hemodialysis or peritoneal dialysis, 18 years of age or older, published in English or Spanish, between January 2013 and January 2024. The Mixed Methods Appraisal Tool was used to assess the methodological quality. The information was analyzed and coded through a socioecological model and the social determinants of health.
Results
Fourteen qualitative and two mixed articles were selected. A total of 256 individuals participated in the study. Seventeen themes and 25 sub-themes were identified and grouped into two blocks (difficulties and resources). The difficulties that stood out were a low tolerance for activities of daily living and physical activity, loss of self-control over life and social roles, and lack of community and public resources. As for the resources, the following was found: the positive meaning of dialysis, the safety offered by close individuals and the healthcare team, the activation of specific programs, and person-centered policies.
Conclusions
The analysis and interpretation of the identified difficulties and resources revealed key elements to consider when designing and implementing health programs for individuals undergoing dialysis. Future research should explore these dimensions in diverse cultural and geographical contexts to enhance generalizability and support health equity.