Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

With the growing emphasis on positive psychology, the well-being of foreign language (FL) learners has become a key area of focus. However, existing well-being scales are typically designed for the general population, and a scale specifically tailored to the unique experiences and challenges faced by FL learners is still lacking. To address this gap, the present study aimed to develop and validate a well-being scale specifically tailored for FL learners. Using a mixed-methods design, the study involved 1,182 secondary school students in China, with an average age of 14.14 years ( SD = 1.21) and spanning grades 7–12. Grounded in the positive emotion, engagement, relationships, meaning, and accomplishment well-being model, exploratory and confirmatory factor analysis confirmed an 18-item FL learner well-being scale. This five-factor...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

In the contemporary educational landscape, the interplay between customary and online classrooms has created a dynamic space for teacher–student interaction. This study examined spoken discourse by comparing the use of proximity and interaction strategies in customary and online English-as-a-foreign-language classrooms. Drawing on Hyland’s proximity model—comprising organization, argument structure, credibility, stance, and engagement—the study explored how these dimensions were realized in instructional interaction. Data were drawn from 30 recorded classes at Payame Noor University, including 15 customary classes and 15 online classes. Following transcription, the frequency of proximity and interaction features in each instructional mode was quantified. The findings suggested differences between the two modalities. Instructors in...

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

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Evidence has mounted for the effectiveness of second language pronunciation instruction. Given the critical role instructors play in implementing effective instruction, one line of inquiry has been to better understand instructors’ beliefs and practices as they relate to second language pronunciation teaching and learning. A critical gap, however, is that such research has focused primarily on English, with only limited focus on languages other than English. Amongst languages other than English, there remains next to no emphasis on less commonly taught languages. Such languages should be of interest given a well-documented dearth of quality instructional materials. This study investigated less...

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Tipo: artículo

Metodología: estudio empírico

Temas: pensamiento crítico

Resumen:

Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on linguistic knowledge development. Second language research has yet given scarce attention for examining the development of critical thinking and critical writing. This article explores the impact of critical analysis based on augmented reality (AR) technology on developing critical thinking and critical writing. Two groups of L2 undergraduates (n = 120) participated in this study. The experimental group used critical analysis based on AR, and the control group used online instruction based on a learning management system without AR. The findings showed that the experimental group outperformed the control group in critical thinking and writing....

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: escritura académica

Resumen:

Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( d = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined the efficacy of integrating Technology, Entertainment, and Design Talks (TED Talks) into a tertiary-level general English course in Korea, focusing on task-supported lexical development, learner perceptions, and psychological empowerment. An explanatory sequential mixed-methods design was implemented with 20 undergraduates in a 15-week English course, of whom 17 completed all vocabulary assessments. Data collection included pre- and post-administrations of the vocabulary size test, a perception survey, and semi-structured interviews. Quantitative data were analyzed via paired-samples t -tests and non-parametric tests for survey dimensions, and qualitative data through reflexive thematic analysis, with integration achieved through a side-by-side comparison strategy. Results revealed a statistically significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample t -tests...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Few previous studies have focused on the effect of online environment factors (teachers’ enthusiasm, group interaction, etc.) on learners’ willingness to communicate in the context of learning Chinese as a second language (CSL). To fill this gap, this study investigated 471 CSL learners (1) to explore the mediating role of online learning enjoyment and perceived group interaction on the perception of teachers’ enthusiasm and willingness to communicate in L2 in online CSL classes; and (2) to clarify whether gender, weekly self-online learning time and learning achievement moderate those relations. A moderated mediation structural equation model with good fitness revealed that both perceived group interaction and online learning enjoyment fully mediated the relationship between perceived teachers’ enthusiasm and willingness to...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite substantial development in second-language (L2) fluency research, fluency remains underexplored in L2 teaching. Emerging evidence suggests that research-based fluency-enhancing activities are not fully utilized in classrooms, partly due to teachers’ relatively broad conceptualization of fluency. To address this issue, this study examines (1) teachers’ beliefs about fluency and fluency-enhancing activities and (2) the extent to which these beliefs are reflected in their classroom practices. By triangulating data from questionnaires, interviews, and classroom observations, this study contributes to the growing body of L2 fluency research, which has primarily focused on teachers’ self-reported data, thereby paving the way toward bridging the research–pedagogy gap. Using a mixed-methods approach, the analysis revealed (1) a...

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