Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study investigates the effects of two task factors (i.e. task complexity and task sequence) and an interlocutor factor (i.e. interlocutor familiarity) on Chinese English as a foreign language (EFL) learners’ self-repair strategies during synchronous online task-based interaction. Four decision-making tasks were conducted to elicit oral interactions from 44 low-level proficiency EFL learners, who were required to complete the tasks in pairs in either a simple-to-complex sequence or a complex-to-simple sequence. Information about the learners’ familiarity with their partners was collected through interviews. Learners’ self-repair was analysed in terms of various recycling and replacement strategies. The results revealed that complex tasks facilitated learners in replacing items to solve problems, while the simple-to-complex task...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

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The teaching profession has undergone a dramatic shift in pedagogical practices due to COVID-19. Already facing numerous challenges prepandemic, language teaching in particular has become significantly more difficult, and the effect on language teacher stress and well-being is still being explored. Key to this study is the exploration of growth during trauma, an adaptation of post-traumatic growth. Following previous studies from MacIntyre et al., this article examines changes in language teacher stress, well-being, resilience, and growth during trauma from April 2020 to December 2021 in an online survey of over 1,100 language teachers internationally. Correlations revealed relative stability in...

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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: factores afectivos

Resumen:

According to positive psychology (PP), positive emotions contribute to language learning by helping learners recognize their strengths and overcome obstacles. One form of PP is altruism (altruistic teaching), which requires teaching without self-focus. The present study aimed to investigate how altruism affects the emotions and second language (L2) summary writing skills of Iranian L2 learners, drawing on an experimental (comparison group, pretest–posttest) design within a sequential explanatory design. The participants of the study were 130 Iranian learners of English as a foreign language (EFL) with B1 general English language proficiency who were assigned to one intervention and one comparison group, and underwent the intervention and control intervention, respectively. Both the intervention and control intervention involved an...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

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This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were...

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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: feedback/retroalimentación

Resumen:

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Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on...

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