Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact online classrooms were separated into pairs and performed second language (L2) problem-solution monologue tasks in two conditions. The first condition involved collaborative strategic planning in the second language (L2SP), which was followed by a task rehearsal; the second condition involved collaborative strategic planning in the first language (L1SP), which was followed by a task rehearsal. Task performances were analysed in terms of idea units generated and, by examining strategic planning...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos

Resumen:

Although Csikszentmihalyi’s concept of flow was introduced 50 years ago, it was not until 2003 when Egbert established a research stream exploring flow in language learning. Since then, empirical studies have increasingly used the construct to gain a better understanding of learners’ optimal experiences. To understand the methodological characteristics of research during this period, we conducted a systematic review of 123 empirical studies on flow in second language (L2) learning published between 2003 and 2025. These studies were coded for sampling features, learner demographics, research methods, research foci, and operationalization features of flow. The findings revealed that research on flow has rapidly grown, especially since 2016, with studies skewed towards samples involving Asian English as a foreign language (EFL)...

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Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1

Resumen:

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the...

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