Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Texto completo

Drama-based pedagogy (DBP) has been proposed as a way to enhance learner engagement, performance, and motivation, particularly in contexts where opportunities to practice English are limited, such as the context of this study: a small, private college in a second-tier Chinese city. This study employed a mixed methods concurrent case study design to investigate DBP’s benefits, challenges, and relationship to motivation. Quantitative data were collected through a motivational questionnaire based on the second language motivational self system (L2MSS) and international posture (IP) models, administered to 31 participants after a semester-long DBP course. Qualitative data were gathered through...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

As the central construct in task-based language teaching (TBLT), “task” has been defined in a myriad of ways. Though popular criterion-based definitions offer a tantalizingly straightforward description of the construct, they have, at times, proved difficult to apply in practitioner contexts. With over 17 definitions identified in the literature, prominent scholars have advocated for efforts that offer a more unified understanding of “task” that may be better able to support task-based language teaching in implementation initiatives. This exploratory, qualitative study examines how two cohorts of K–16 U.S.-based world language teachers (n = 35) approached task design in a task-based teacher education program from a materials development perspective. An analysis of the 114 activities teachers created revealed that although submissions...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

The present mixed-methods study was an inductive investigation of 8-to-12-year-old English-as-a-foreign-language (EFL) children’s English input received beyond the classroom (IBC) in Hong Kong. Individual interviews, with an inductive co-constructive approach, were conducted with the participating children’s parents/guardians (n = 173) to elicit their IBC. The children completed four proficiency tests (listening, reading, speaking, and writing), the scores of which were analysed with their IBC. Medium to large effects were found in correlations between various aspects of IBC and proficiency. Spoken IBC (i.e. exposure to spoken English) generally showed stronger associations with proficiency than written IBC (i.e. exposure to written English) did. Regression analyses demonstrated that both types of IBC were significant predictors,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Addressing the pervasive issue of low engagement in Chinese junior high school English classrooms, this study evaluates the efficacy of gamified cooperative teaching (GCT) using a mixed-methods design. By integrating surveys, pre- and postintervention vocabulary tests, systematic classroom observations, and semi-structured interviews, the research examines the behavioral and cognitive shifts of a cohort of seventh-grade English-as-a-foreign-language (EFL) learners. Findings indicate that the implementation of GCT was associated with a notable increase in active classroom participation and improved vocabulary retention compared with traditional instructional methods. Qualitative data from interviews and observations further suggest that the gamified collaborative framework effectively fostered student motivation and enhanced classroom...

Ver ficha completa

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...

Ver ficha completa

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group (n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group (n = 53, receiving traditional instruction), with effects sustained at delayed post...

Ver ficha completa

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...

Ver ficha completa