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: factores afectivos

Resumen:

Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students’ academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

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This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group (n = 24) and four experimental groups: oral recast (n = 21) oral metalinguistic CF (n = 18) written direct CF (n = 16) and written metalinguistic CF (n = 22). The results revealed no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study investigates the engagement of young people in foreign language learning. Specifically, engagement is defined as a metaconstruct consisting of the following components: cognitive, emotional, and social. An attempt was made to quantify these individual engagement components within task-based and communicative-oriented lessons. We employed electrocardiographic and accelerometric measurements to monitor learners’ physiological responses to engagement during regular German classes. The second part of the project was a questionnaire-based study measuring the subjective opinions of learners about their engagement. The results of the research support the adoption of a task-based approach. We observed the highest level of engagement during productive tasks, which can serve as a rationale for teachers to increase the number of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by the teacher to generate multiple-choice questions for the vocabulary review activities, with the experimental group incorporating Chinese traditional stories into the questions, while the control group used questions generated without these stories. This approach helped reduce the teacher’s workload while maintaining their central role in guiding the learning process. Research instruments...

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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: interacción

Resumen:

This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where...

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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...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While student feedback literacy has garnered increasing attention in second language education, there is a paucity of research on the relationship between second language (L2) student writing feedback literacy and L2 student writing performance, especially in secondary school contexts. Based on two independent samples of 600 (54.3% female) and 727 (46.2% female) secondary students, the present study validated the L2-Student Writing Feedback Literacy Scale (L2-SWFLS) for secondary students in the Chinese context of English as a foreign language (EFL) and probed into the association between L2 secondary student writing feedback literacy and L2 writing performance. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to examine the factorial structure of the L2-SWFLS for secondary students. Structural...

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