Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same...

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Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1

Resumen:

The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted...

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Tipo: artículo

Metodología: estudio empírico

Temas: paisaje lingüístico

Resumen:

This study aims to investigate how the linguistic landscape can affect self-efficacy to improve the students’ foreign language enjoyment and learning in China with an emphasis on the moderating effect of language policy. It is crucial to establish how these factors influence students’ achievement in foreign language education in China. The current study sample comprised 550 students from different educational institutes in Beijing, China. Data were collected using convenience sampling technique. The study applied structural equation modeling (SEM) for analyzing the data using IBM SPSS AMOS software. The results affirm all proposed hypotheses. The findings reveal that linguistic landscape has a direct influence on self-efficacy (H1) and foreign language enjoyment and learning (H2). Self-efficacy has a positive effect on foreign...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

English as a foreign language (EFL) learners’ noticing of written corrective feedback (WCF) has a positive impact on their writing development. However, the effect of EFL learners’ noticing when receiving various sources of input, including model texts, the teacher’s written recasts, peers’ compositions, and the implementation of the sociocognitive transformative approach, on their writing performances in terms of complexity, accuracy, and fluency (CAF) has not been explored. A class of 27 English majors, all intact, participated in the study. A pretest, posttest, and delayed posttest design was employed to understand the effectiveness of the semester-long treatment conditions and learners’ noticing in various learning contexts on the three performances. The class was divided into two subgroups using different picture prompts for the...

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Tipo: artículo

Metodología: estudio empírico

Temas: tecnología educativa

Resumen:

Integrating improved technologies such as augmented reality (AR) within flipped classes has gained popularity among scholars. This study was carried out to examine the effect of AR-based instruction on English as a foreign language (EFL) learners’ speaking skills in online flipped and face-to-face classes. To this end, out of 65 students who had enrolled in the designated language program, 50 students were selected by the researcher based on their performance on the Cambridge English Placement test, and the selected participants were randomly assigned into the face-to-face or online flipped groups. For the treatment, both groups received the same AR application, teaching material, and teaching strategies. The only difference between the two groups was the learning context. After the treatment sessions, both the online flipped and face...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless, learners were shown to build on knowledge of previously acquired languages, to rely on language learning experience and to develop metalinguistic awareness. This study explores the perceived usefulness of a plurilingual consciousness-raising task that aims at helping learners make and strengthen connections between the TL and other previously acquired languages. Two university-level language courses were targeted: Spanish in Quebec and French in Mexico. Two customized tasks were implemented and...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

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This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

Resumen:

This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This mixed-methods study examined the impact of integrating generative artificial intelligence (GenAI) into English as a foreign language (EFL) writing classes on students’ writing performance and affective responses. Nearly 100 Chinese students from four parallel International English Language Testing System (IELTS) writing classes in a university foundation program participated in a 9-week trial, with half assigned to an experimental group and half to a control group. Both groups received theme-based instructions on IELTS Writing Task 2 through a three-stage writing process, while the experimental group also engaged with Kimi , a widely used GenAI chatbot in China, during and after class. Unlike previous studies, this research targeted lower-intermediate learners and aimed to offer a more nuanced understanding of GenAI’s role by...

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