Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

The maze task is an online activity in which participants continually select between two words to form grammatical sentences. This study investigated whether the maze task facilitates production and perception accuracy in English for Cambodian secondary-school learners. Participants ( N = 101) practiced target sentences in the maze task with either morphological or syntactic choices, whereas a control group practiced unrelated sentences. Learning within the task was assessed via error rates, response times, and the coefficient of variation across 10 rounds. Transfer was evaluated with time-pressured oral translation and grammaticality judgment tests (GJTs). Results showed evidence of proceduralization and automatization for the maze task itself, and all participants improved in both the oral tests and in perceiving morphological...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Spoken communication remains limited in many Arabic-speaking university English as a foreign language (EFL) settings, where accuracy often outweighs experimentation. This study examines comparative repetition pedagogy (CRP), a bilingual instructional framework developed by Alshaikhi, integrating drama, role play, and task-based reflection. A longitudinal mixed-methods design was implemented with 120 male English-major students in Saudi Arabia. Quantitative data were collected through a willingness to communicate questionnaire, and qualitative data included observations, reflection logs, bilingual adaptations, and two semi-structured teacher interviews. Findings indicate increased willingness to communicate and emerging rhetorical awareness, though these patterns should be interpreted cautiously within the study’s contextual and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study investigates the relationship between online learning and face-to-face communicative competence among students of English as a foreign language in Vietnam. Drawing on the Community of Inquiry framework and Spitzberg and Cupach’s Model of Interpersonal Communication Competence, the study employed a mixed-methods design to examine students’ perceptions of online learning and the relationship between online learning frequency and speaking performance. Quantitative data were collected from 161 English-major students through a questionnaire measuring online learning exposure and engagement and a performance-based speaking test assessing face-to-face communicative competence. Correlation analyses were conducted to examine the relationship between online learning frequency and speaking performance, followed by semi-structured...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding WTC. The present study aimed to examine the relationship between achievement goals (i.e. mastery goals, performance-approach, and performance-avoidance goals) and WTC via achievement emotions, specifically enjoyment and anxiety. Chinese secondary school students ( N = 408) participated in this study. Both variable- and person-centered approaches were used to analyse the data. Study 1 used a variable-centered approach to investigate the relationship between achievement goals and WTC. Results indicated that mastery and performance-approach goals were positively associated with WTC via higher levels of enjoyment. However, anxiety was not...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal

Resumen:

Gestures are widely recognized as an integral aspect of multimodal communication and language learning. However, the conditions under which they effectively support learning remain unclear. This study investigated when gesture matters in English as a foreign language (EFL) learning through three controlled experiments. Experiment 1 (3 × 2 design) examined the effects of gesture type (iconic, deictic, metaphoric) and production mode (human tutor vs. virtual agent). Experiment 2 compared gesture engagement (watch vs. imitate), while Experiment 3 tested gesture timing (synchronous, gesture-first, misaligned). University-level EFL learners participated in 30-minute instructional sessions, with outcomes measured in language recall, pronunciation accuracy, and cognitive load using multivariate analysis of covariance. Results showed that...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners’ listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners ( N = 59) were randomly assigned to an experimental ( N = 29) and a control group ( N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Studies on on-line planning have been based upon the same definition in the past few decades, and they have operationalized on-line planning in similar ways. Drawing upon theories in cognitive psychology, the present study sets out to propose a revised definition of on-line planning that aims at capturing a greater variety of on-line planning behaviors. Two methods of eliciting on-line planning were implemented: providing students with listener’s feedback between two consecutive rounds of task performance, and providing them with criteria for successful task performance. Their effects on second language (L2) narrative task performance and the use of planning strategies were investigated with 90 Chinese learners of English as a foreign language (EFL) who were first-year English majors. To assess the quality of task performance,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Self-esteem is critical to learning, but it is a multifaceted construct with complex effects. The present study investigates domain-specific self-esteem in memory for novel lexis and its interaction with self-reference effects. In total, 144 Saudi learners processed novel English trait adjectives in four conditions (referenced to themselves, an intimate other, a familiar other, or synonyms). They evaluated their self-esteem at the time each item was processed and later recalled the meaning of each item (item memory) and the conditions under which they processed it (source memory). Results revealed that self-esteem had a significant impact on both item and source memory and interacted...

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