2023 | Bibliografía fecha

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students’ vocal and non-vocal actions when engaging in the different task types, it was found that in both the structured and unstructured task interactions, because the students were mainly focused on task completion, there were frequent minimal turns and sequences. A deviant case analysis revealed that the participants prioritized task completion as the focus of activities even when engaging in social talk by evoking various types of roles (e.g. students, friends). The study proposes several pedagogical...

Are think-alouds reactive? Evidence from an L2 written corrective feedback study

Bo-Ram Suh (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the...

More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context

Jiayi Zhang, Nadin Beckmann, Jens F. Beckmann (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Chinese students are frequently seen as passive learners because of their apparent reluctance to speak, particularly in English classrooms. However, this impression seems to reflect a stereotype which is likely to confound willingness to communicate (WTC) and communication behaviour. In this article we argue for more attention to be paid to individual differences to complement culture-related explanations of differences in WTC. Self-report data on WTC at both trait and state levels and personality characteristics were analysed in relation to L2 language learning performance in a sample of 103 university students. Individual differences in WTC L1 were found to be strongly related to extraversion; whilst individual differences in WTC L2 were associated with openness to experience, conscientiousness, and agreeableness, rather than...

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

Xuan Van Ha, Jill C. Murray (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than...

Uso de tiempos de pasado por alumnos rifeños de Español como Lengua Extranjera

Yassin Errahmouni (2023)

Foro de profesores de ELE

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Tipo: artículo

Metodología: estudio empírico

Temas: tiempos verbales

Resumen:

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El nivel de competencia lingüística de los estudiantes rifeños en español puede afectar a su capacidad para producir textos escritos precisos y coherentes. Esto sucede especialmente en el nivel B1, donde se espera que los estudiantes sean capaces de expresarse de forma clara y efectiva en español, tanto en términos de gramática como de vocabulario, de modo que puedan desenvolverse lingüísticamente de forma adecuada en distintos contextos. Las insuficiencias que presentan los aprendices rifeños a la hora de utilizar los tiempos de pasado en español se podrían clasificar en confusiones dentro del paradigma verbal del pasado (tanto entre el pretérito perfecto y el indefinido, como entre el...

Lexical coverage in dialogue listening

Michael J. Giordano (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects...

Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language

Craig Lambert, Qian Gong, Grace Zhang (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first...

Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

Huahui Zhao, Beibei Zhao (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

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The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an...

Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence

Barry Bai, Jing Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W...

Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English

Chris Banister (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

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Peer feedback has been proposed as a way to boost student feedback literacy and learners’ evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I explored why my learners did not seem to view peer feedback as worthwhile, unpacking their attitudes and beliefs in this area of practice using both traditional surveys and the idea of classroom meta-dialogues. I attempted to develop evaluative judgment skills and proactive recipience by tailoring peer feedback processes around oral presentations, a central...