Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This qualitative study examined factors mediating a novice’s and an experienced English as a foreign language (EFL) teacher’s different adherence to critical components based on a tentative framework of fidelity of implementation (FoI) for task-based language teaching (TBLT). The 18-week study involved two teachers and 109 students at a Chinese University. Qualitative findings suggested that, compared with the experienced teacher, the novice teacher implemented with lower fidelity to three pedagogical principles, encouraging inductive (“chunk”) learning, focusing on form and providing negative feedback. Elicited data from observation logs and interviews indicated that factors influencing the teachers’ variation entailed their beliefs, teaching experience, and teacher–student relationship. Implications for upskilling and supporting...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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