Tipo: artículo

Metodología: estudio empírico

Temas: motivación educación superior creencias y actitudes de los estudiantes

Resumen:

Higher education serves as a fundamental driver of social progress and individual professional development. This study examines the motivational profiles of 112 Spanish-speaking college students who are learning Chinese as a foreign language, focusing on the factors that influence their decision to study this language and their academic satisfaction within the university context. The study is based on an analysis of data collected from these students, using statistical analyses to explore relationships between motivational factors, academic satisfaction, and academic performance. The findings reveal that intrinsic motivations—such as interest in Chinese culture and traditions, personal growth, and intellectual challenge—predominate over extrinsic motivations, including prospective employment opportunities, when selecting Chinese as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia español como lengua extranjera interacción

Resumen:

Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL expresión oral pensamiento crítico

Resumen:

Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas estrategias de aprendizaje expresión escrita

Resumen:

Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario CALL/ELAO tecnología educativa

Resumen:

This study introduces ‘seamless Chinese vocabulary learning’ (SCVL), a mobile-assisted initiative designed to bridge learners’ everyday experiences with formal language instruction. The SCVL framework integrates mobile technologies to foster vocabulary acquisition through artefact creation in a seamless learning environment. Employing a design-based research (DBR) methodology with mixed-methods design, 32 participants of varying proficiency levels took part in a 16-week intervention facilitated via the DingTalk platform. Quantitative analysis of 2,397 artefacts using the type–token ratio (TTR) indicated significant improvements in lexical variety across sentences, paragraphs, and essays across performance groups. Two-way ANOVA and post-hoc tests revealed significant main effects of time and group. A notable Group × Time interaction...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning enseñanza en línea e híbrida motivación

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas enseñanza/aprendizaje de vocabulario factores afectivos

Resumen:

This paper examines how the growth mindset in vocabulary learning is influenced by student engagement when foreign language enjoyment is considered a mediating factor. Relying on positive psychology and a correlational research design, we collected data from 390 students majoring in English as a foreign language at the university and conducted statistical modeling. The findings of this paper indicated moderate levels of student engagement, growth mindset in vocabulary learning, and foreign language enjoyment, with strong positive relationships among them. Foreign language enjoyment emerged as a key mediating factor in the correlation between student engagement and growth mindset in vocabulary learning, suggesting that improving student engagement levels and providing an enjoyable language-learning environment can enhance students’...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas enfoque por tareas enseñanza a niños

Resumen:

Despite empirical evidence in support of the effectiveness of using tasks in young learners’ classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers’ implementing tasks in their classrooms. This practitioner research article reports on a researcher and teacher educator’s action research study in which she worked with Lucille (pseudonym), a novice English language teacher, to design and implement two repeated task-based language teaching (TBLT) lessons for Grade 2 students at a Chinese primary school. During a six-week teacher education program consisting of two cycles of TBLT lesson planning, implementation, evaluation, and reflection, the teacher educator provided continuous support...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores metodología de investigación teoría sociocultural

Resumen:

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Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial alfabetización en IA competencia digital

Resumen:

The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological...

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