Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In many compulsory second language (L2) classrooms, learners routinely encounter linguistically difficult L2 reading tasks. However, it is unclear (1) how learners behaviorally engage and perform on such tasks, (2) what motivational characteristics predict their reactions, and (3) whether maladaptive learner reactions can be ameliorated. This study examined the role of two motivational constructs (attributions and self-efficacy) and a common teaching practice (effort feedback) in predicting and ameliorating learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks. Japanese high school students ( N = 238) studying English were recruited for an experimental study and randomly assigned to either the treatment group (n = 124) or the comparison group (n = 114). Both groups first performed a...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación

Resumen:

Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza en línea e híbrida

Resumen:

This systematic review examines existing empirical second language studies on the approaches to conceptualizing and measuring online second language learner engagement in technology-mediated second-language learning/teaching settings, identifying strengths and limitations of current measures and outlining potential improvements. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, we conducted a systematic review of empirical studies on online second language learner engagement. The review focused on several key areas, including the characteristics of second language research investigating online learner engagement, the ways in which the concept of online learner engagement is conceptualized, the indicators used to operationalize it, and the primary areas of focus and key findings emerging...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that "active learner engagement is a key concern" for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: motivación

Resumen:

Texto completo 

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that "active learner engagement is a key concern" for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these...

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