Abstract. The iErrors-F program has been developed, available as a game to learn common mistakes in the use of English (F) in https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-F. This project (2015-2-2009) complements nine others (07NA2037, 08A4087, 092016, 102008, 112007, 122022, 2013-12-2009, 2014-12-2013 and 2016-1-2009), which allowed the development, respectively, of the programs iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E and iErrors-G, available as a game to learn the “false friends” or cognates between English and Spanish https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iFalseFriends, the “inconsistent friends” or partial cognates between these languages https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iPartialFalseFriends, Anglicisms https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iAnglicisms, Common mistakes in English (A) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-A, Common mistakes in English (B) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-B, Common mistakes in English (C) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-C, Common mistakes in English (D) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-D common mistakes in English (E) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-E and common mistakes in English (G) https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iErrors-G. It is worth highlighting that these resources are based on playful learning through educational games, which enhances their usability for everyone in general and for younger generations in particular. This distinguishes these resources from other alternatives, such as lists of written texts or existing dictionaries. In other words, the goal is to innovate by transforming the classic dictionary into an educational game. We believe this is a key element in encouraging and motivating potential users. These educational games are designed for optimal viewing on the Apple Safari web browser with iPhone and iPod touch (they can also be used on iPad, as well as with Mac or Windows). Undoubtedly, English is the universal language and lingua franca of our time. However, the overall level of English at the University of Córdoba can be significantly improved, including among Teaching and Research Staff (PDI), students, and Administrative and Service Staff (PAS). This situation can be extrapolated to Andalusia and Spain as a whole. This is a matter of considerable importance, especially given the growing trend towards teaching in English. Therefore, the current situation puts us at a disadvantage in the European Convergence process (ECTS/EHEA), in terms of business competitiveness, and in terms of our graduates' access to the job market, to name just a few examples. This reality is particularly relevant in an increasingly globalized world. Furthermore, there is a lack of specific tools for teaching, learning, using, and improving English (with general academic, teaching, research, clinical, and management applications) that address the specific needs of Spanish speakers in general and university students in particular. The project undertaken has used new Information and Communication Technologies (ICTs) to develop and implement multimedia and multiplatform tools to help improve these shortcomings. The program includes a database of common errors in English usage (F). The resource is so intuitive that it requires no special instructions: simply navigate to iErrors-F and follow the on-screen instructions for the educational game. The methodology employed is twofold. First, the program was developed as a learning game for universal access via the internet. Second, students have played it both in person and remotely, with their progress in learning English subsequently analyzed in class through corresponding progress assessments. This has resulted in a significant improvement in students' English learning, in an area where even native English speakers make mistakes. The use of this tool allows for improvements in the teaching, learning, and use of the language, thereby also enhancing the quality of the various activities carried out at the university: general academic, teaching, research, clinical, and administrative. This contributes to increasing the university's competitiveness, preparing it for better adaptation to the European Convergence System, updating teaching with new technologies, and improving the pedagogical training of the teaching staff. Furthermore, all of this creates a more international and open profile for our university, increasing its quality, and with it the number of students and professors who choose it.
How to cite. Dorado, G., Díaz, D., Marín, M., Jiménez Navarro, EL, Sánchez Sánchez-Cañete, FJ, García Ortega, AJ, Blanco Carrión, O., Ávila López, FJ, Quesada, JM, Hernández Molina, P., and Dorado Pérez, MP (2017). Improvement of the teaching, learning and use of English: common errors (F). Journal of Innovation and Good Teaching Practices, 3(3), 10–17. https://doi.org/10.21071/ripadoc.v3i0.9959
