Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy (the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in three 20-minute dyadic sessions. They were randomly divided into three groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task three times with increasing time pressure (4 → 3 → 2...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Although second language (L2) engagement has received increasing attention, L2 writing engagement has been rarely investigated. Based on the social-cognitive theory, environmental sources could influence individuals’ motivations which in turn affect their engagement. However, factors contributing to L2 writing engagement have not been thoroughly understood. The present study investigated the associations between three dimensions of classroom environment (teacher support, student cohesion, and task orientation) and L2 writing engagement as well as the mediation roles of mastery and performance approach goals among 721 Chinese learners of English as a foreign language (EFL). Structural equation model analysis suggested that task orientation was the most influential environmental factor; it could not only directly influence EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition. A body of research has investigated this interaction in pairs and small groups, and there is an increased understanding that individual group context is a key factor in determining the behavior of students. This article reports on a study that first investigated emergent leadership within groups, and the influence of the group on leader stability. The study then examined how leadership is represented in student task engagement. Students were placed into fixed small groups for the first semester, and then allowed to self-select into groups for the second semester. Perceptions of leadership were measured three times in each semester, and leaders were identified in each group. Results showed that changing...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Reading self-efficacy in both first language (L1) or second language (L2) contexts has attracted increasing attention from researchers and practitioners in the past decades. However, prior self-efficacy studies have mainly adopted variable-centered approaches, and a global index of reading self-efficacy was created in these studies. Individual differences in reading self-efficacy and how they are associated with other learning factors remain under-explored particularly in an English as a foreign language (EFL) context. The purpose of this article was therefore to employ a person-centered approach to examine different patterns of EFL students’ English reading self-efficacy as identified by latent profile analysis (LPA) among 361 Chinese university students. We conducted analyses of variance to examine the differences in English reading...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

This study is a conceptual replication of Ellis’ ‘Measuring implicit and explicit knowledge of a second language: A psychometric study’, published in Studies in Second Language Acquisition (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam’s EI test (2006), one which required participants to make a ‘belief’ judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

Resumen:

Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, social and emotional learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research has not emerged in English as a foreign language (EFL) learning contexts. To bridge the void, the current research aimed to profile Hong Kong secondary school students’ SEL competence level and examine the intricate relationships among the four SEL competence clusters (i.e. self-awareness, self-management, social awareness and social management) and English learning achievements. The results indicated an overall medium level of SEL competence among 315 secondary school grade level 3 students and suggested a gap between...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with...

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