<?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>2215-454X</journal-id>
<journal-title><![CDATA[Revista Espiga]]></journal-title>
<abbrev-journal-title><![CDATA[Espiga]]></abbrev-journal-title>
<issn>2215-454X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia (UNED)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-454X2023000100257</article-id>
<article-id pub-id-type="doi">10.22458/re.v22i45.4751</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Aplicando el modelo ESPIT para mejorar la producción oral de participantes del plan estratégico de mejoramiento académico]]></article-title>
<article-title xml:lang="es"><![CDATA[Applying the ESPIT Model to Foster Spoken Production of Participants from the Academic Improvement Strategic Plan]]></article-title>
<article-title xml:lang="fr"><![CDATA[Mise en place du modèle ESPIT pour améliorer la production orale des participants du plan stratégique d&#8217;amélioration académique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arley-Fonseca]]></surname>
<given-names><![CDATA[Margoth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brizuela-Gutiérrez]]></surname>
<given-names><![CDATA[Tobías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Barrantes]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica (UCR)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Latina de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estatal a Distancia (UNED)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>22</volume>
<numero>45</numero>
<fpage>257</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-454X2023000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-454X2023000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-454X2023000100257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a distance learning environment, English teachers encounter the need to make substantial adaptations to their teaching methodology, considering all the variables that can intervene in such context. At Universidad Estatal a Distancia (Distance State University, UNED) in the English Teaching Major for First and Second Cycles, students who require extra practice and teaching guidance due to low linguistic performance can be part of a successful project called Academic Improvement Strategic Plan (PEMA in its Spanish acronym). In order to help PEMA participants enhance their oral production, researchers designed a methodological model called ESPIT. The article presents the theoretical framework that supports the design of the ESPIT model; which acronym stands for Engaging myself, Shaping my knowledge, Performing my skill, Intervening my production, Transforming my linguistic profile, its main features and structure, the description of the teaching experience, its results and finally the conclusions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En un ambiente de educación a distancia, las personas docentes de inglés enfrentan la necesidad de hacer cambios substanciales a su metodología de aprendizaje considerando muchas variables que podrían intervenir en tal contexto. En la Universidad Estatal a Distancia (UNED), en la carrera de Enseñanza del Inglés para I y II ciclos, el estudiantado requiere práctica y guía extra debido a su desempeño bajo lingüístico, pueden ser parte del proyecto exitoso llamado Plan Estratégico de Mejoramiento Académico (PEMA). Con el fin de ayudar a los participantes de PEMA a mejorar su producción oral, los investigadores diseñaron un modelo metodológico llamado ESPIT (cuyas siglas representan Engaging myself, Shaping my knowledge, Performing my skill, Intervening my production, Transforming my linguistic profile). El artículo presenta el fundamento teórico que respalda el diseño del modelo, sus características principales y estructura, la descripción de la experiencia de enseñanza, sus resultados y, finalmente, las conclusiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans le cadre de l&#8217;enseignement à distance, les enseignants d&#8217;anglais sont confrontés au besoin de faire des changements notables aux méthodologies d&#8217;apprentissage en prenant compte plusieurs variables qui interviennent dans ce contexte. En ce qui concerne, l&#8217;Université de l&#8217;État à Distance (UNED), dans la filière de l&#8217;Enseignement de l&#8217;Anglais pour les cycles I et II, les étudiants qui requièrent pratiquer et un guide supplémentaire dû â leur faible performance linguistique, ils peuvent faire partie du programme réussi nommé Plan Stratégique d&#8217;Amélioration Académique (PEMA en espagnol). Afin d&#8217;aider les participants au PEMA à améliorer la production orale, les chercheurs ont conçu un modèle méthodologique appelé ESPIT -en anglais Engaging myself, Shaping my knowledge, Perfoming my skill, Intervening my production, Transforming my linguistic profile- (dont les sigles signifient: Engagement avec moimême, Façonner mes connaissances, Développer mes compétences, Intervenir ma production, Transformer mon profile linguistique). En outre, cet article présente le fondement théorique qui donne support au modèle ESPIT, ses caractéristiques principales, sa structure, la description de l&#8217;expérience d&#8217;enseignement, les résultats et finalement, les conclusions.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[linguistic improvement]]></kwd>
<kwd lng="en"><![CDATA[methodology]]></kwd>
<kwd lng="en"><![CDATA[oral skill.]]></kwd>
<kwd lng="es"><![CDATA[destreza oral]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[mejoramiento lingüístico]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="es"><![CDATA[realimentación]]></kwd>
<kwd lng="fr"><![CDATA[compétence orale]]></kwd>
<kwd lng="fr"><![CDATA[enseignement de l&#8217;anglais]]></kwd>
<kwd lng="fr"><![CDATA[méthodologie]]></kwd>
<kwd lng="fr"><![CDATA[feedback]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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