ACOPLE: Enhancing EFL Teacher Competencies through Innovative, Social, and Task-Based Learning in Rural Spain

Authors

  • Juan José Magaña-Redondo

    UNED Associate Centre in Jaén, National Distance Education University (UNED), 23005 Jaén, Spain
  • Monica Vilhelm

    Department of Foreign Languages and Linguistics, Faculty of Philology, National Distance Education University (UNED), 28040 Madrid, Spain

    Faculty of Arts and Philosophy, Department of European, American, and Intercultural Studies, Sapienza University of Rome, 00159 Rome, Italy
  • María Gracia Moreno Celeghin

    Department of Foreign Languages and Linguistics, Faculty of Philology, National Distance Education University (UNED), 28040 Madrid, Spain
  • Tamara García-Vidal

    Department of Foreign Languages and Linguistics, Faculty of Philology, National Distance Education University (UNED), 28040 Madrid, Spain

DOI:

https://doi.org/10.30564/fls.v7i12.9465
Received: 12 April 2025 | Revised: 3 June 2025 | Accepted: 10 June 2025 | Published Online: 12 November 2025

Abstract

This study presents the ACOPLE (Competency Update for Foreign Language Teachers) micro-project, part of the broader AGORA initiative (Technological and methodological innovation for language teaching and generation of synergies in rural areas). Its main goal is to enhance the second-language communicative competence of rural foreign language teachers in Spain. The project responds to evidence of fossilization or attrition of teachers’ target-language skills caused by scarce opportunities for practice and limited lifelong learning. Designed to provide accessible, engaging professional development in low-resource settings, ACOPLE followed a mixed-methods approach combining synchronous videoconferencing and asynchronous microtasks delivered through mobile and social learning platforms such as WhatsApp and Microsoft Teams. A pilot edition tested the project’s feasibility, yielding high participant motivation and engagement once tasks were understood, alongside a preference for familiar tools like YouTube. However, challenges included weak self-management skills, low confidence in asynchronous interaction, and difficulties with advanced digital tools like ChatGPT. Grounded in the Mobile Open Social Learning for Languages (MOSL4L) framework, ACOPLE demonstrated that microlearning through familiar, flexible, and contextualized tools can enhance professional growth in isolated contexts. Yet, success depends on improved digital literacy support, extended time for task completion, and stronger synchronous guidance. These preliminary results offer actionable insights for refining and scaling teacher training in rural areas through micro-credentials, blended support, and inclusive digital methodologies tailored to underserved educational contexts.

Keywords:

Teacher Training; Rural Education; Language Learning; Technological Resources; Teaching Methodology

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How to Cite

Magaña-Redondo, J. J., Vilhelm, M., Moreno Celeghin, M. G., & García-Vidal, T. (2025). ACOPLE: Enhancing EFL Teacher Competencies through Innovative, Social, and Task-Based Learning in Rural Spain. Forum for Linguistic Studies, 7(12), 824–834. https://doi.org/10.30564/fls.v7i12.9465

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

Article Type

Article (This article belongs to the Topical Collection "Language Teacher Training in Rural Environments")

License

Copyright © 2025 Juan José Magaña-Redondo, Monica Vilhelm, María Gracia Moreno Celeghin, García-Vidal

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.