Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

The present study investigated whether a distinct link exists between attention-shift, foreign language anxiety (FLA) and both a subjective and an objective measure of oral fluency. Participants were 34 French first language (L1) English second language (L2) speakers. Oral production data were collected through a picture-cued narration task and analysed using both oral fluency measures. We used a measure of attention-shift capacity and a measure of FLA. Results first show strong correlations between both fluency measures. Additionally, both measures of fluency were negatively correlated with FLA and attention-shift. However, multiple regression analyses indicated that only the subjective measure was explained by both attention-shift capacity and FLA, the objective one only being explained by FLA. The results suggest that subjective...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

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Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This longitudinal study explored the dynamic relationships among self-efficacy, academic buoyancy, and L2 grit in the context of English as a foreign language (EFL) learning. A total of 250 Chinese undergraduate students from diverse academic backgrounds participated in 2 waves of data collection, spaced 6 months apart. Using cross-lagged structural equation modeling, the study revealed that: (1) self-efficacy at Time 1 statistically predicted academic buoyancy at Time 2, but academic buoyancy at Time 1 did not statistically predict self-efficacy at Time 2; (2) academic buoyancy at Time 1 statistically influenced L2 grit at Time 2, while L2 grit at Time 1 also statistically influenced academic buoyancy at Time 2; (3) L2 grit at Time 1 statistically affected self-efficacy at Time 2 and, conversely, self-efficacy at Time 1 also...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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Inferential vocabulary learning—deriving word meanings from context—plays a central role in vocabulary expansion, yet little is known about how writing systems shape learning outcomes and learners’ confidence in this process. This study investigated the effects of writing system on inferential vocabulary learning in learners whose first language uses the Latin alphabet. Forty-eight native Portuguese speakers learned pseudowords though incidental contextual inference. The pseudowords were presented in four scripts: Latin alphabetic, Cyrillic alphabetic, Arabic abjad, and Chinese logographic. Learning took place in either visual or auditory modality. After learning, we administered a recognition...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction – second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) – among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners’ listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre–post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present study investigated the roles of three individual difference factors, namely, growth teaching mindset, teaching grit, and emotion regulation in EFL teachers’ burnout. The data were collected from 218 EFL teachers through convenience sampling. The results of regression analysis and relative weight analysis indicated that growth teaching mindset and teaching grit negatively predicted burnout. In addition, while reappraisal emotion regulation...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

High-stakes tests often report outcomes without shaping what learners do next. In large, CEFR-aligned English as a foreign language (EFL) programs, evidence is limited on whether brief, scheduled reflection can turn assessments into learning and improve calibration (alignment between self-ratings and scores). A sequential explanatory mixed-methods study was conducted with 389 tertiary learners who completed two midterm exams 8 weeks apart. The intervention combined pre-exam CEFR “can-do” self-ratings with a short, teacher-led dialogue, and nonparticipants served as a comparison group. Quantitatively, achievement was compared with ANCOVA (Exam 2 adjusted for Exam 1), and calibration was tested per skill with χ²/Cramér’s V . Scores declined across the term in both groups, but the decline was smaller with reflection. Calibration patterns...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Teachers’ beliefs play a critical role in shaping how AI tools are interpreted and used in instruction, yet these beliefs have rarely been systematically assessed in university language teaching. This study aims to develop and validate a measurement instrument for assessing teachers’ beliefs about AI-assisted instruction, grounded in the Intelligent-Technological Pedagogical and Content Knowledge framework. A sequential, two-wave quantitative design was employed, with data from 508 teachers used for exploratory factor analysis (EFA), followed by confirmatory validation using an independent sample of 487 teachers. Data analyses were conducted using SPSS for EFA, AMOS for confirmatory factor analysis and Mplus for measurement invariance testing. The results supported a reliable five-factor belief structure: AI knowledge beliefs, AI...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher–student relationship quality (TSRQ), students’ emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students’ emotional engagement at both the student and school levels, although the link between TSRQ and students’ writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

To contribute to the discourse on ways to revitalize world language education, this study explored, through the lens of program evaluation, the effect of academic and nonacademic relationships on language majors’ choice of their major, their other motivations, and the nature of career-related knowledge and experiences they value. To this end, the study used a sequential explanatory mixed-methods design, including a web-based survey ( N = 80) and group interviews (n = 12). Participants were undergraduate students enrolled in a modern language program and joint-degree programs in language + business and language + health. Analysis revealed statistically significant differences among the three groups of students in the influence of college professors on their major choice, the reasons for choosing their major, and the types of desired...

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