Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

In recent years, competitive climate has increasingly prevailed in some Asian regions with large numbers of foreign language learners. It is thus important for teachers to understand the impact of this classroom environment on language learners’ emotions and to develop ways to effectively reduce any potential negative impact associated with the competitive climate. The present study aims to contribute to this under-studied but necessary line of research by focusing on the exploration of possible mechanisms underlying the relationship between competitive climate and foreign language anxiety. Specifically, we assessed the roles of control and extrinsic value appraisals as mediators in the relationship between competitive climate and anxiety levels. We also investigated the moderating role of cognitive reappraisal (a typical form of...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study is theoretically grounded in interactional sociolinguistics, drawing specifically on speech act theory and politeness strategies to discuss how language choices negotiate social relations. It investigates classroom power dynamics by analyzing how teachers construct identities with directive speech acts. The research employs an ethnographic microanalysis to analyze discourse in a video-recorded interaction in a Portuguese as a foreign language (PFL) classroom for Chinese learners at a university in Macau. This methodological approach allows for a fine-grained examination of the linguistic design of directives and their impact on classroom interaction. The analysis reveals that the teacher strategically wields directives to enact interconnected identity positions, each shaping a distinct power dynamic: a negotiatory authority...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

English private tutoring (EPT) has expanded rapidly across post-Soviet contexts, but students’ emotional experiences within this sector remain underexplored. Drawing on Control-Value Theory and positive psychology in second language acquisition, this mixed-methods study examines enjoyment, boredom and behavioural engagement among Grade 11 students attending EPT in Kazakhstan. Quantitative data were collected from 640 students across 8 tutorial centres using validated measures of emotions, engagement, learner attitudes and tutor-related practices, complemented by focus group interviews with 32 students. Results reveal that students generally reported high enjoyment, moderate engagement and low boredom. Enjoyment was associated with engagement, positive attitudes towards English, perceived competence, and tutor enthusiasm and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students’ learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students’ blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Few teacher education courses address the psychology of language learning and teaching explicitly, despite considerable evidence showing just how important such factors can be in determining the effectiveness of language teaching and learning. In this paper, we report on a study that sought to investigate what two sets of experts believe that language teachers at secondary-level schools might find useful to know about psychology for language learning and teaching; in other words, their psychological literacy. Qualitative data were generated with international researchers in the field of psychology of language learning and teaching (n = 26) and language teachers (n = 21) in order to combine...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This quasi-experimental study examines the impact of the production-oriented approach (POA) on the L2 Motivational Self System (L2MSS) of Chinese college students and their English achievement. Conducted over 8 weeks in four classes ( N = 108) at a public university in Shandong Province, the study compares two experimental groups exposed to POA-based instruction with two control groups following traditional teaching methods. Data were collected via a validated 40-item L2MSS questionnaire and three English achievement tests administered in Weeks 1, 4, and 8. Statistical analyses, including independent t -tests, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA), revealed that POA significantly enhanced students’ overall second-language (L2) motivation and English achievement, with the most consistent...

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