Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential explanatory design, to investigate whether and how SRL strategies-based writing instruction of English argumentative essays affected L2 learners’ task engagement in the short and long term. The intervention and control intervention consisted of a 14-session instructional program on writing English argumentative essays. The intervention was enhanced with an SRL strategies-based instruction based...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

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Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data (n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

The present study investigated the potential of writing in English as a foreign language (EFL) for language learning by manipulating cognitive task complexity based on related models and hypotheses. English essays written by 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to writing complexity, accuracy, and fluency (CAF). Results showed that task complexity had no significant effect on EFL learners’ lexical complexity but had an influence on their syntactic variation in EFL writing. Findings suggest that manipulating writing task complexity could be a feasible means to promoting and enhancing EFL learners’ language learning. Such findings might broaden our understanding of the relationship between EFL writing and language learning in an EFL learning context. The interplay of EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about how second language (L2) postgraduate students engaged with their supervisors’ feedback in academic writing. To fill this important gap, we employed a mixed-methods approach to examine how L2 postgraduates engaged with supervisor feedback affectively, behaviorally, and cognitively in academic writing. In our study, we collected data from multiple sources including questionnaires, students’ first and revised writing samples, supervisors’ feedback, semi-structured interviews, and stimulated recalls. The analyses of quantitative and qualitative data showed that the participants generally engaged with...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

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Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were...

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