Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

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From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a...

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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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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study examines a potential tension in the application of self-determination theory to an extensive reading-enhanced speaking course in an English-as-a-foreign-language context. Although extensive reading is widely assumed to foster autonomous motivation by satisfying learners’ basic psychological needs for autonomy, competence, and relatedness, its implementation within formal instructional settings often involves mandatory reading quotas and graded components that may introduce controlling pressures. Drawing on data from 142 Japanese university English majors enrolled in a year-long extensive reading-integrated speaking course, this study investigated changes in motivational regulation and basic psychological needs satisfaction using Bayesian analyses. Results revealed strong evidence for increases in all three basic...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The current study investigated the relationship between students’ perceived teacher–student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students’ gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students’ academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners’ English proficiency. We recommend that English language teachers establish a...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation is essential for second-language (L2) learning, and teachers are primary influencers of learner motivation through their use of motivational strategies (MSs). Research indicates that learners’ perceptions of the effectiveness of MSs are linked to their motivation. However, significant misalignments may exist between learner and teacher beliefs about the importance of these strategies, often due to teachers’ insufficient understanding of learner expectations. Such misalignments can potentially undermine the effectiveness of motivational teaching. To better understand and address these issues, this survey-based study compared how Chinese junior secondary students (n = 1,489) and teachers (n = 210) perceived the importance of 10 traditional and seven vision-based macro-L2 MSs. Results revealed that both students and teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresiones idiomáticas

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This study investigated the effects of spaced versus massed practice on the deliberate learning of English opaque idioms across different second language (L2) proficiency levels. A total of 199 Iranian EFL learners at different proficiency levels were taught 40 opaque idioms under either spaced (distributed over 5 days) or massed (concentrated in two sessions) conditions. Learning outcomes were measured through immediate, short-delayed (12 days), and long-delayed (100 days) cued-form and meaning-recall posttests. Results showed that while massed practice led to better immediate recall for the low-proficiency learners, spaced practice resulted in superior long-term retention for mid- and high-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

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This study, a follow-up to the research reported by Erlam, investigated K-12 content teachers’ ability to design tasks for content instruction in U.S. schools. Thirty-nine K-12 teachers who were enrolled in an English as a second language (ESL) teaching methods course participated in the study and each designed two language learning tasks. Two researchers rated the tasks following Ellis and Shintani’s four task criteria, as in Erlam. The study addressed the questions: (1) How successful are content teachers in designing tasks that satisfy Ellis and Shintani’s criteria? (2) Which of the criteria do teachers find easiest and most difficult to satisfy? and (3) Do the teachers improve in meeting the...

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