Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk....

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners’ revision behavior in response to WCF has not been systematically investigated. The current study compared students’ classroom revision behaviors when they worked in pairs and when they worked individually. It further compared the effects of students’ collaborative and individual revision of teachers’ indirect WCF on accuracy development in their subsequent writing. A total of 36 learners of English as a second language (ESL) completed four timed essays over an 8-week academic session. The instructor provided indirect WCF on students’ essays, and the students revised their writing either individually (the self-correction group) or in pairs (the pair-correction group). The students’ revision behavior was analysed in...

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Tipo: artículo

Metodología: experiencia práctica

Temas: enseñanza de español en Japón

Resumen:

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Hoy en día, en más de doscientas universidades japonesas se ofrece la enseñanza de la lengua española como lengua extranjera con el fin de que los estudiantes adquieran tanto la lengua y la cultura como la capacidad de utilizar el español en negocios como segunda motivación. El presente artículo tiene el propósito de ofrecer una descripción de la enseñanza de la lengua española a partir de nuestra propia experiencia docente. Para ello, en primer lugar, se proporciona información sobre el número de las universidades que ofrecen la enseñanza de español en este nivel educativo en Japón a partir de los datos oficiales publicados por el gobierno japonés. A continuación, se presenta la metodología para...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verbal recast accompanied by a point-back gesture indicating the non-target-like use or absence of the past tense. All learners also completed two assessments, a grammar test about the regular past tense and an oral production test that was designed to elicit the regular past tense, as a pre-test, an immediate post-test, and a delayed post-test a week later. Then, a repeated-measure ANOVA was used to analyse the linguistic development, using the obtained test scores. The results showed that there...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners’ online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her first online teaching. Data were collected from ongoing dialogue journals between the novice and her mentor followed by a semi-structured interview. Qualitative results indicate that pedagogically-sound and personalized digital tools can not only reduce the psychological distance between the teachers and students, but facilitate online teaching and learning via a performance-driven, standard-based curriculum. Informed by Action Research, the study reveals how both practitioners de/...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: interacción

Resumen:

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La interacción oral ha permanecido marginada en la enseñanza de lenguas a distancia, tanto en el aula como fuera de ella con tareas que consisten en ejercicios escritos. Presentamos una propuesta didáctica basada en la combinación del enfoque por tareas y del enfoque léxico para estudiantes de ELE de nivel A1, en un entorno de enseñanza a distancia digital, centrada en la interacción oral. Unimos sincronía y asincronía para proponer que es posible la práctica de esta destreza en cursos de ELE a distancia, tanto en tiempo real como con la asignación de tareas orales, como defiende Méndez García (2010), mediante cuatro herramientas tecnológicas: Zoom, Flipgrid, Voxopop y WhatsApp. El resultado es...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

This article investigates how engaging students to discuss topics that reflect their ideologies in lingua franca (LF) virtual exchanges can help facilitate global citizenship development. A six-week virtual exchange is explored with students from universities in Mexico, Poland, Spain, and the USA. This study utilizes five key elements of CALL-related tasks and three categories of telecollaborative tasks in order to promote students’ global citizenship, defined as awareness, caring, and embracing cultural diversity while promoting social justice and sustainability, coupled with a sense of responsibility to act. During the exchange, 55 participants, registered for foreign language courses (English or Spanish) or for a content area course (such as business and pedagogy) taught in English, met weekly in groups via Zoom video conferencing...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole....

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative writing affected their participation (patterns of interaction) and learning (languaging opportunities) during the collaborative writing process. Two parallel classes (one with explicit collaborative writing knowledge taught; one without) were compared and multiple sources of data (interviews, reflective journals, pair talk) were analysed for...

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