Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This quasi-experimental mixed-methods study examined how ChatGPT-mediated rehearsal activities influence English as a second language (ESL) learners’oral proficiency and technology acceptance. Sixty-eight undergraduates were divided into artificial intelligence (AI)-assisted and teacher-led rehearsal groups over 16 weeks. Using repeated-measures analysis and thematic interviews, the results showed observable improvement in fluency and pronunciation among ChatGPT users (Hedges’ g = .72, p .01), while accuracy gains remained modest. Technology acceptance model analysis indicated that perceived usefulness and enjoyment were key predictors of engagement, aligning with sociocultural theory’s emphasis on scaffolding and self-regulation. Qualitative data revealed iterative feedback and reduced anxiety as mediating processes. The findings...

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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: enseñanza/aprendizaje de vocabulario

Resumen:

The purpose of this study is to examine which teaching methodology – context provision or imagination elicitation – is more efficient to learn emotional vocabulary in the English as a foreign language (EFL) classroom. A pre-test / post-test design was used to test the benefit of the two types of instruction, compared to a traditional teaching method. A total of 60 EFL students at a B2 level (Council of Europe, 2001, 2018) participated in the research. A set of 40 emotional words was selected according to the following criteria: to be emotional and mid-frequency vocabulary in English, and rather unknown words by B2-level students in order to allow room for learning. Statistical analyses showed that the instruction phase was successful, since the groups significantly differed in the post-test. Although the two experimental treatments...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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This study investigates whether a targeted grammar training session enhances English as a second language (ESL) learners’ sentence comprehension, focusing on garden-path sentences as a test of syntactic ambiguity resolution. Chinese ESL learners were assigned to a grammar training group or a control group before completing a self-paced sentence reading experiment. The training session followed a multiple-step progression from simple to complex sentence structures to raise the grammatical awareness in the learners for improving their syntactic parsing skills. Mixed-effects modeling of the data showed that ESL learners with grammar training outperformed those without training, as shown in both...

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Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1

Resumen:

This study investigates the impact of learners’ first language on their detection of indirect positive evidence presented in their second language while learning the plural morphology of an additional foreign language. The goal is to explore an alternative approach to learning foreign language grammars. The participants were 43 native Thai-speaking and 42 native Spanish-speaking learners of Mandarin who had advanced proficiency in second language English. They were divided into experimental and control groups and learned 12 Mandarin nouns in their singular form over 2 consecutive days. Only the experimental group was exposed to indirect positive evidence that provided evidence of the unmarked plural feature in Mandarin. After the learning phase, participants’ knowledge of the learned words was tested using singular and plural prompts...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined variation in learners’ individual differences in data-driven learning, including foreign language enjoyment and anxiety, engagement, and autonomy, as well as learners’ writing quality and the impact of these individual differences on writing quality. Using a longitudinal mixed-methods design, this study tracked changes in the individual differences and writing quality of 15 English-major English-as-a-foreign-language undergraduates across 3 time points. Quantitative data were analyzed using linear mixed-effects models and post-hoc pairwise comparisons, while qualitative data were examined through thematic analysis. The results showed that the data-driven-learning approach contributed to a significant increase in learning autonomy and writing quality. Furthermore, learners’ foreign language enjoyment, behavioral...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form...

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