¿Hacia una nueva dinámica de clase?Análisis comparativo de las preferencias de aprendizaje del alumnado universitario en titulaciones bilingües

Bibliographic References

• Abrami, P.C., Bernard, R.M., Borokhovski, E., Waddington, D.I., Wade, C.A. y Persson, T. (2015). Strategies for Teaching Students to Think Critically: A Meta-Analysis. Review of Educational Research, 85(2), 275-314.
• Airey, J. (2009). Science, Language and Literacy. Case studies of Learning in Swedish University Physics. PhD publication. Uppsala Universitet, Sweden.
• Apostolou, B., Hassell J.M., Rebele, J.E. y Watson, S. F. (2010). Accounting education literature review (2006-2009). Journal of Accounting Education, 28, 145-197.
• Arquero-Montaño, J.L., Donoso-Anes, J.A., Jiménez-Cardoso, S.M. y González González. J.M. (2009). Análisis exploratorio del perfil demandado para administración y dirección de empresas: implicaciones para el área contable. Revista de Contabilidad, 12(2), 181-213.
• Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364.
• Bland, J. y Altman, D. (1997). Statistics notes: Cronbach’s alpha. BMJ, 314, 572.
• Buck. G. (2001). Assessing listening. Cambridge: Cambridge University Press.
• Camacho-Miñano, M.M., y del Campo, C. (2014). Useful interactive teaching tool for learning: clickers in higher education. Interactive Learning Environments, 24(4), 706-723.
• Camacho-Miñano, M.M., Urquía-Grande, E., Pascual-Ezama, D., y Rivero-Menéndez, M. (2016). Recursos multimedia para el aprendizaje de la Contabilidad Financiera en los grados bilingües. Revista Educación XX1, 19(1), 63-89.
• Casal Madinabeitia, S. (2014). Aprendizaje cooperativo: siete principios básicos para un aprendizaje óptimo entre estudiantes. Magazin/Extra, 1, 16-21.
• Castilla Polo, F., Moreno Aguayo, A., Cámara de la Fuente, M. y Chamorro Rufián, E. (2012). En el camino del EEES: La competencia del inglés en los universitarios de empresa. Un análisis en la Universidad de Jaén. Educade: Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 3, 23-45.
• Chamot, A.U. y O’Malley, J.M. (1990). Learning strategies in second language acquisition. Cambridge, CUP.
• Chamot, A.U. (2005) Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-30.
• Clerehan, R. (1995). Taking it down: Note taking practices of L1 and L2 students. English for Specific Purposes, 14 (2), 137-155.
• Coutts, R., Gilleard, W. y Baglin, R. (2011). Evidence for the impact of assessment on mood and motivation in first-year students. Studies in Higher Education, 36(3), 291-200.
• Dafouz, E. (2011). English as the Medium of Instruction in Spanish Context. A look at teacher discourse. In Ruiz de Zarobe Y. et al. (eds.) Content and Foreign Language Integrated Learning (189-210). Berna: Peter Lang.
• Dafouz, E. y Sánchez García, D. (2013). ‘Does everybody understand?’ Teacher questions across disciplines in English-mediated university lectures: An exploratory study. Open Journal System, 5(1), 129-151.
• Dafouz, E., Camacho, M. y Urquía-Grande, E. (2014). ‘Surely they can’t do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education, 28(3), 223-236.
• Dafouz, E. (2015) Más allá del inglés: La competencia lingüística multi-dimensional como estrategia para la enseñanza en la universidad internacional. Educación y Futuro (32), 15-34.
• Dafouz, E. y Camacho-Miñano, M.M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
• Gardner, R.C. y MacIntyre, P.D. (1992). A student’s contributions to second language learning. Part I: Cognitive variables. Language teaching, 25(4), 211-220.
• González González, J.M., Arquero-Montaño, J.L. y Hassall, T. (2009). Pressures and resistance to the introduction of skills in business administration and accounting education in Spain: a new institutional theory analysis. Journal of Vocational Education and Training, 61(1), 85-102.
• Gomez-López, A., Solaz Portolés, J.J. y Sanjosé López, V. (2014). Competencia en lengua inglesa de estudiantes universitarios españoles en el contexto del EEES: nivel de dominio lingüístico, estrategias metacognitivas y hábitos lectores. Revista de Educación, 363, 154-183.
• Greenacre, M. (2007) Correspondence Analysis in Practice. US: Chapman y Hall.
• Halbach, A., Lázaro Lafuente, A. y Pérez Guerra, J. (2013). La lengua inglesa en la nueva universidad española del EEES. Revista de Educación, 362, 105-132.
• Hellekjaer, G.O. (2010). Language matters assessing lecture comprehension in Norwegian Englishmedium higher education’ in Dalton-Puffer, C., Nikula, T. y Smit, U. (eds) Language Use in Contentand- Language-Integrated Learning. (233-258). Amsterdam: John Benjamins.
• Jackling, B. y De Lange, P. (2009) Do accounting graduates’ skills meet the expectations of employers? Amatter of convergence or divergence. Accounting Education: An International Journal, 18(4-5), 369-385.
• Jarauta Borrasca, B., y Medina Moya, J. L. (2012). Fuentes y procesos de aprendizaje docente en el contexto universitario. Revista Española de Pedagogía, 70(252), 337-353.
• Jiang, L., Zhang, L. J. y May, S. (2016). Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 1-13. http://dx.doi.org/10.1080/13670050.2016.1231166
• Jon, J.E. (2013). Realizing internationalization at Home in Korean Higher Education promoting domestic students´ interaction with international students and intercultural competence. Journal of Studies in International Education, 17(4), 455-470.
• Küster Boluda, I. y Vila López, N. (2012). El docente universitario y sus efectos en el estudiante. Estudios sobre Educación, 23, 157-182.
• Lee, Y-H., Hsiao, C. y Ho, C-H. (2014). The effects of various multimedia instructional materials on students’ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119–132.
• Lizzio, A., Wilson, K. y Simons, R. (2002). University Students’ Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. Studies in Higher Education, 27, 27-52.
• Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, R. Ginsberg, y C. Kramsch (Eds.), Foreign language research in cross-cultural perspective.(39– 52). Philadelphia: John Benjamins.
• Louhiala-Salminen. L. y Kankaanranta, A. (2012) Language as an issue in international internal communication: English or local language? If English, what English? Public Relations Review, 38(2), 262-269.
• Macaro, E (2001). Learning strategies in second and foreign language classrooms. London: Continuum.
• Marañón, C. O. (2015). Estudio contrastivo de la oferta académica de Grado y anterior al Plan Bolonia en las Universidades Públicas de la Comunidad de Madrid. REDU: Revista de Docencia Universitaria, 13(1), 231-256.
• Meyer, J.H.F. y Eley, M.G. (1999). The development of affective subscales to reflect variation in students’ experiences of studying mathematics in higher education. Higher Education, 27, 197-216.
• Montagud Mascarell, M.D. y Gandía Cabedo, J. L. (2014). Entorno virtual de aprendizaje y resultados académicos: evidencia empírica para la enseñanza de la Contabilidad de Gestión. Revista de Contabilidad, 17(2), 108-115.
• Moreno Alemany, P. (2008). English content-based approaches to teaching accounting. Latin American Journal of Content y Language Integrated Learning, 1(1), 26–34.
• Nilsson, B. (1999). Internationalisation at home—Theory and praxis, EAIE Forum 12.
• Norušis, M.J. (2008). SPSS 16.0 Advanced statistical procedures companion. Chicago: Prentice Hall.
• Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill. Oxford, R. L. (1990). Language learning strategies. Alabama: Heinle and Heinle.
• Parey, M. y Waldinger, F. (2011). Studying abroad and the effect on international labour market mobility: evidence from the introduction of ERASMUS. The Economic Journal, 121(551), 194-222.
• Pica, T. (2000). Tradition and transition in English language teaching methodology. System, 28, 1–18.
• Ramos, A. (2013). Higher Education Bilingual Programmes in Spain. Porta Linguarum, 19, 101-111.
• Ramsden, P. (1992). Learning to teach in Higher Education. New York: Routledge.
• Rivero-Menendez, M.J.; Urquía-Grande, E.; López-Sánchez, P. y Camacho-Miñano, M.M. (2017). Motivation and learning strategies in Accounting: Are there differences in English as a medium of instruction (EMI) versus non-EMI students? Spanish Accounting Review. http://dx.doi.org/10.1016/j.rcsar.2017.04.002
• Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. En Wenden, A. y Rubin, J (eds.) Learner strategies in language learning (15-30). Hernel Hempstead: Prentice Hall.
• So, H-J. y Brush, T.A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers and Education, 51, 318–336.
• Tatzl, D. (2011). English-Medium Masters’ Programmes at an Austrian University of Applied Sciences: Attitudes, Experiences and Challenges. Journal of English for Academic Purposes, 10, 252–270.
• Williams, M. y Burden, R. (1999). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193-201.
• Zerbini, T., Abbad, G., Mourão, L., y Martins, L. B. (2015). Learning Strategies in a Distance Corporate Course: how do Workers Study?. Psicologia: Ciência e Profissão, 35(4), 1024-1041.
• Zlatović, M., Balaban, I., y Kermek, D. (2015). Using online assessments to stimulate learning strategies and achievement of learning goals. Computers and Education, 91, 32-45.