Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the...

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