Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This study pioneers the use of the idiodynamic approach to investigate the dynamic interplay between motivation and anxiety in Chinese learners of English as a foreign language (EFL) during listening tasks. Despite the acknowledged importance of understanding moment-to-moment fluctuations in language learning motivations and emotions, research has yet to explore these dynamics within listening comprehension contexts using this approach. To address this gap, the authors enlisted five Chinese EFL learners to examine how motivation and anxiety fluctuate and interact during two distinct listening activities: a multiple-choice English listening test and a listening practice task. Utilizing the Anion...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation between instructors and students. An innovative way to enhance L2 students’ classroom outcomes and perceptions is the inverted classroom pedagogy. This study assesses whether the inverted pedagogy leads to more positive student perspectives and higher student outcomes compared to traditional pedagogy in L2 classrooms in American Sign Language (ASL). In this study, student outcomes and instructor and student perceptions of inverted pedagogy for ASL are assessed using a mixed method design with one...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of English as a foreign language (EFL). One hundred female English learners were randomly assigned to the self-referential, normative, prevention, promotion, and control feedback groups. They received different types of feedback for 15 sessions. The students were tested for their WTC, anxiety and communication competence before and after the intervention. The results of MANOVA and paired samples comparisons indicated that self-referential, normative, and promotion feedback positively improved WTC and communication competence and decreased anxiety. However, prevention feedback decreased WTC and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Although the majority of studies have examined student teachers’ perceptions, emotional experiences, and responses during their teaching practicum (TP), there is a scarcity of research focusing on English as a foreign language (EFL) student teachers’ internal and behavioural responses to negative feedback from mentors or supervisors. Feedback literacy, as a comprehensive concept encompassing internal factors, offers an innovative perspective to explore the characteristics and interplay among learners’ cognitive, affective, and behavioural capacities when dealing with feedback. Therefore, from the perspective of feedback literacy, this study investigated how student teachers cope with negative feedback experiences during TP. This study involved 16 student teachers from five teacher education programmes at the four selected Chinese...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

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Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students (n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation...

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