Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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In English as a second or foreign language (ESL/EFL) instruction, feedback plays a crucial role in students’ writing development. In authentic classroom settings, students often receive simultaneous feedback from multiple sources, such as teachers, peers, and machines, each offering its own advantages and challenges. Thoughtful integration of these diverse feedback mechanisms can enhance writing skills; however, there is still limited understanding of how to implement this approach effectively. This systematic review, drawing on third-generation activity theory (AT), investigates strategies for integrating multiple feedback sources in ESL/EFL writing classrooms. By analysing 24 empirical studies...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential explanatory design, to investigate whether and how SRL strategies-based writing instruction of English argumentative essays affected L2 learners’ task engagement in the short and long term. The intervention and control intervention consisted of a 14-session instructional program on writing English argumentative essays. The intervention was enhanced with an SRL strategies-based instruction based...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

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This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group (n = 24) and four experimental groups: oral recast (n = 21) oral metalinguistic CF (n = 18) written direct CF (n = 16) and written metalinguistic CF (n = 22). The results revealed no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresiones idiomáticas

Resumen:

Learners of a second language often vocalize newly learned items, and previous studies have shown that this practice facilitates the learning of single words and multiword expressions. However, these effects have been demonstrated only in mixed-list designs, where a single list of items is learned using multiple learning methods, and have not been tested in pure-list designs, where each list is learned with one consistent method. Moreover, prior research has relied almost exclusively on written recognition tests, leaving spoken-modality tests and recall measures largely unexamined. This study employed a within-participant, pure-list design in which each list was associated with a single learning condition, and each participant studied a total of four lists. The participants were 68 Japanese learners of English. Participants learned 64...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The acquisition of Chinese language skills presents significant challenges for non-native speakers, particularly in mastering tonal pronunciation and topic-prominent grammar structures. This study developed and evaluated an artificial intelligence driven (AI-driven) personalized learning system to enhance Chinese pronunciation and grammar skills among university students. Through a 16-week quasi-experimental study involving 60 undergraduate students in Thailand, we compared traditional classroom instruction with our AI system that provided real-time feedback, adaptive learning paths, and personalized practice opportunities. The experimental group utilizing the AI system demonstrated remarkable improvements compared to the control group across all tonal categories and grammatical structures. User satisfaction ratings were consistently...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Productive vocabulary is widely recognized as an essential component of second language proficiency, yet it remains one of the most challenging aspects of lexical development. This study investigated whether continuation writing could enhance learners’ productive vocabulary knowledge. In a longitudinal experiment, 75 Chinese EFL learners were assigned to either an experimental group or a control group. The experimental group completed a continuation writing practice every 2 weeks, followed by a free writing post-test 1 week later; the control group completed independent writing practices and took the same post-tests. A total of 525 essays were collected. Indices of lexical density, diversity, and sophistication were extracted using TAALED and TAALES, and analyzed through linear mixed-effects models and repeated-measures correlation...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the...

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