<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712024000100300</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i29.1401</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Groupwork practices outside the language classroom and their evaluation]]></article-title>
<article-title xml:lang="es"><![CDATA[Trabajo en equipo fuera del aula y su evaluación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rico Cruz]]></surname>
<given-names><![CDATA[María de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corzo Arévalo]]></surname>
<given-names><![CDATA[Gloria del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Mayer]]></surname>
<given-names><![CDATA[Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chiapas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712024000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Groupwork seems to be one of the most appropriate techniques to adapt to all the changes that have taken place in the language curriculum since it offers a number of benefits for learners as well as for teachers. Nonetheless, teachers encounter many obstacles when they attempt to assess this process when it occurs outside the class. This paper explores language teachers&#8217; opinions regarding the use of groupwork outside the classroom in Mexican universities. The study also inquires on the assessment techniques used by the teachers and the complexity of this process. Seven teachers at the English Language Teaching BA programs in different Mexican state universities were interviewed. The research design was qualitative, based on a semi-structured interview protocol. According to the teachers&#8217; discourse, it can be observed that teachers are not coherent on groupwork results and prefer to evaluate the students individually as a consequence of free riders in the groups. Besides, there is a lack of criteria for assessing the performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El trabajo en equipo parece ser una de las técnicas más adecuadas para adaptarse a todos los cambios que se han producido en el currículo de idiomas ya que encierra varios beneficios tanto para los aprendientes como para los profesores. Sin embargo, los docentes encuentran muchos obstáculos cuando intentan evaluar este proceso cuando ocurre fuera del aula. Este artículo explora las opiniones de los profesores de idiomas sobre el uso del trabajo en equipo fuera del aula en las universidades mexicanas. El estudio también indaga sobre las técnicas de evaluación utilizadas por los docentes y la complejidad de este proceso. Se entrevistó a siete docentes de las licenciaturas en Enseñanza del Idioma Inglés de diferentes universidades estatales mexicanas. El diseño de investigación fue cualitativo basado en un protocolo de entrevista semiestructurada. Según el discurso de los docentes, se puede observar que éstos no son coherentes con los resultados del trabajo en grupo y al final prefieren evaluar a los estudiantes individualmente como consecuencia de los estudiantes que prefieren trabajar de manera independiente en los grupos. Además, faltan criterios para evaluar el desempeño.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[group work]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[lifelong learning]]></kwd>
<kwd lng="es"><![CDATA[trabajo en equipo]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje para toda la vida]]></kwd>
</kwd-group>
</article-meta>
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