Abstract. The iErrors-F program has been developed, available as a game to learn common errors in the use of English (F) at 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 made it possible to develop, respectively, the programs iFalseFriends, iPartialFalseFriends, iAnglicisms, iErrors-A, iErrors-B, iErrors-C, iErrors-D, iErrors-E, and iErrors-G, available as games to learn "false friends" or cognates between English and Spanish https://www.uco.es/estudios/sep/titulos_propios/formacion_profesorado/formaprofe/iFalseFriends, "inconsistent friends" or partial cognates between said 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 developments are based on playful learning through an educational game, which enhances their use by everyone in general and by new generations in particular. This differentiates these developments from other alternatives, such as written text lists or existing dictionaries. In other words, the goal is to innovate from the classic dictionary to the educational game. We consider this to be a key element to encourage and motivate potential users. These educational games are designed for optimal viewing from the Apple Safari web browser with iPhone and iPod touch (they can also be used on the iPad, as well as with Mac or Windows). There is no doubt that English is the universal language and the *lingua franca* of our day. However, the general level of English at the University of Córdoba can be significantly improved, including Teaching and Research Staff (PDI), students, and Administration and Services Staff (PAS). This reality can be extrapolated to Andalusia and to Spain as a whole. This is a fact of notable importance, especially considering that the progressive trend is towards teaching classes in English. Therefore, the current situation puts us at a disadvantage regarding the European Convergence process (ECTS/EHEA), business competitiveness, and our graduates' access to the job market, to cite just a few examples. This reality takes on special relevance in an increasingly globalized world. On the other hand, there is a lack of specific tools for teaching, learning, using, and perfecting English (with general academic, teaching, research, healthcare, and management applications) that focus on the peculiarities of Spanish speakers in general and university students in particular. The completed project has used new Information and Communication Technologies (ICT) for the development and application of multimedia and multiplatform tools to help improve these shortcomings. The program contains a database of common errors in the use of English (F). The operation of the resource is so intuitive that it does not require special instructions: simply navigate to iErrors-F and follow the instructions of the educational game that appear on the screen. The methodology used is twofold. On the one hand, this program has been developed as a learning game for universal access via the Internet. On the other hand, students have played with it both in-person and non-in-person, subsequently analyzing the progress achieved in English learning in class through corresponding progress evaluations. This has achieved a significant improvement in students' English learning, in a field where even native English speakers make mistakes. The use of this tool allows for an improvement in teaching, learning, and the use of said language, also improving the quality of the different activities carried out at the university: general academic, teaching, research, healthcare, and management. In this way, it contributes to increasing the university's competitiveness, preparing it for better adaptation to the European Convergence System, updating teaching in new technologies, and improving the pedagogical training of the faculty. Likewise, all of this generates a more international and open profile for our university, increasing its quality and, consequently, the number of students and professors who choose it.
How to cite. Dorado, G., Díaz, D., Marín, M., Jiménez-Navarro, E. L., Sánchez-Sánchez-Cañete, F. J., García-Ortega, A. J., Blanco-Carrión, O., Ávila-López, F. J., Quesada, J. M., Hernández-Molina, P., & Dorado-Pérez, M. P. (2017). Mejora de la enseñanza, aprendizaje y uso del inglés: errores comunes (F). Revista de Innovación y Buenas Prácticas Docentes, 3(3), 10–17. https://doi.org/10.21071/ripadoc.v3i0.9959
