Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP). Participants were 44 Catalan/Spanish students (aged 10–11 years) taking the fifth course of primary education in a school in Catalonia. Participants belonged to two intact classes that were randomly assigned a condition: MIE group (n = 23, n = 15 males, n = 8 females) and the TEP group (n = 21, n = 12 males, n = 9 females). The MIE group was first told the story by their teacher, then read and listened to the graded readers twice (first collectively and later on individually), to be followed by a True...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study aims to test a mediation model to understand how the second language motivational self-system (L2MSS) affects second language (L2) proficiency and intercultural communication competence (ICC) through the mediating effects of foreign language enjoyment, anxiety, and boredom among English as a foreign language (EFL) learners in China. A total of 2,713 Chinese EFL learners, comprising 1,376 English majors and 1,337 non-English majors, voluntarily participated in the present study. Structural equation modeling (SEM) analysis was conducted to analyse the collected data. Additionally, a multigroup SEM approach was applied to compare potential differences between the two major types in the hypothesized relationships. The results revealed that the impacts of the ideal self and learning experience positively and directly predicted...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced to the intervention class learners over a semester with the purpose of helping them develop essential skills for strategic and autonomous language learning. This article focuses on examining how explicit teaching of strategies in class affected learners’ reading scores and approaches to reading. It also observes the effects of SBI on learners’ perceptions of their ability to read English. Findings from the pre-, post- and delayed reading tests and think-aloud reading sessions showed...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

This study examined learners’ perceptions of telecollaboration, specifically an email exchange between learners in the US and Germany, and of peer and teacher corrective feedback (CF) during the exchange. Participants were 38 learners from a second-semester German course at a US university. Their virtual exchange partners were learners of English at a German high school. Learners were assigned to a telecollaboration + peer feedback (PeerF) condition ( N = 15), a telecollaboration + teacher feedback (TeacherF) condition ( N = 10), or a telecollaboration-only (Control) condition ( N = 13). Each week, they sent one email in German and one email in English to their partners. While the PeerF Group received CF on their emails from their partners, the TeacherF Group received feedback from their instructor, and the Control Group did not...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

The benefits of using digital storytelling are well documented in the literature. Whether and how these advantages can be extended to digital story-writing, especially for young learners, remains underexplored. Recent advancement in technology has the potential of streamlining the stages of planning and revising in a process approach to second language writing. The present study examined how English teachers in two Hong Kong primary schools adopted a process approach to teach digital story-writing. They planned eight writing lessons for 10 Primary 3–4 classes. Students were taught to use Google Slides to write their stories on iPads and complete a recording in small groups, which were then published on an online platform. Findings from focus-group interviews, lesson observations and student writings revealed that students were highly...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: voz pasiva

Resumen:

Texto completo

Este trabajo indaga sobre la relación entre manuales de enseñanza de Español como Lengua Extranjera, gramáticas pedagógicas y estudios teóricos dedicados al estudio de la voz pasiva en español. En particular, se analiza el sesgo teórico presente en los manuales, sesgo que a menudo centra su interés en aspectos morfosintácticos de las construcciones lingüísticas, descuidando las diferencias semántico-pragmáticas que influyen en la selección de las formas. Para ello, se atiende a la comparación que estos trabajos establecen entre la pasiva perifrástica, por un lado, y, por el otro, la voz activa, la pasiva refleja, la construcción de estar + participio, las construcciones impersonales y las de...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Texto completo

Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The involvement load hypothesis (ILH), which predicts the lexical learning potential of tasks, assumes that writing sentences (SW) and compositions (CW) using novel target words (TWs) lead to similar lexical gains. However, research on the issue is scarce and contradictory. One possibility is that the higher cognitive load of CW hinders learning relative to SW. To verify the learning potential of SW and CW, we selected 20 English academic TWs and conducted a pretest–posttest quasi-experiment with Polish advanced learners of English. First, all participants wrote a control essay (without TWs), then SW participants wrote sentences and CW participants wrote two essays, each with 10 TWs. Generalized linear mixed models revealed higher gains in breadth and depth of knowledge for SW than for CW, which contradicts the predictions of the ILH...

Ver ficha completa