Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word knowledge to productive mastery. The 146 university students enrolled in an EFL course were assigned to four groups, each doing a different form of vocabulary exercises (multiple-choice, gap-filling, sentence translation and sentence writing) for 12 successive weeks. The 18 targets the participants knew receptively were divided into three sets that were repeated two, four and six times respectively. Productive knowledge of the targets was measured two weeks after the treatment. The results...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones

Resumen:

Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency manipulation would affect incidental learning of collocations from reading. Fifty-four first language (L1) Cantonese speakers read two English stories in which 12 adjective–pseudonoun collocations appeared either three or six times. The target collocations were coloured in red under the enhanced condition. Participants’ attentional processes were examined using their eye-movements during reading and stimulated recall comments prompted by their own eye-movements. After reading, unannounced immediate and delayed posttests were administered. The results showed that increased frequency led to greater visual...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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The rapid evolution of generative artificial intelligence (GenAI) has transformed language education, presenting opportunities to enhance efficiency, personalisation and learner engagement. The technologies have also disrupted educators’ conventional roles, necessitating the acquisition of artificial intelligence (AI)-informed digital literacy competencies. This conceptual article explores the integration of GenAI technologies in language education through the lenses of technological pedagogical and content knowledge and substitution augmentation, modification and redefinition frameworks. By examining AI’s affordances and limitations, the article highlights the irreplaceability of the human role...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the target structure. A hundred and fifty-two Chinese intermediate learners of English as a foreign language (EFL) were randomly assigned to six groups and completed three writing tasks: a pretest, an immediate posttest, and a delayed posttest. The six groups included two automated feedback groups (direct correction on an error-correction test and metalinguistic feedback on an error-correction test), two feedback-on-writing groups (direct correction and metalinguistic feedback), a group who...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

Spanish learners engaged in two-way interaction gap tasks where, through social interaction, they identified and defined low-frequency vocabulary. Participants (referred to as actors to differentiate them from task partners) completed two such tasks. Each time, they collaborated with different partners of varying degrees of Spanish proficiency and linguistic background, either an L2 learner or a heritage speaker (HS). The purpose of the study was thus to shed light on if and how features of the collaborating partners in mixed (HS–L2) and matched (L2–L2; HS–HS) partnerships impacted vocabulary learning. Through a mixed methods analysis of the data (perception measures and qualitative responses, plus pre- and post-vocabulary tests), it was deduced that learners’ language proficiency level alone was not associated with differences in...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Despite the increasing prevalence of multimodal approaches and multimodal composing (MC) in Chinese as a second language (CSL) instruction, whether MC can positively impact the writing performance of CSL learners remains to be further explored. This study focuses on advanced-level CSL learners and investigates the impact of MC on their writing performance through a quasi-experimental study involving three writing tasks. Learners’ attitudes and evaluations towards MC are examined via a reflection survey and a semi-structured interview, and their writing performance is evaluated using three criteria, namely language, structure, and content. The results indicated that the experimental group engaged in MC demonstrated greater syntactic complexity, structure, and content compared to the control group. However, while the experimental group...

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