Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Complex Dynamic Systems Theory has redefined second language development as co-adaptation between language users and context, but few studies have proactively manipulated the context to model and optimize such co-adaptation. The applied nature of the field calls for research to move beyond observation toward intentional, Complex Dynamic Systems Theory-informed intervention and the development of corresponding methodological frameworks. This study addresses this gap by theorizing and operationalizing the context as an applied construct to examine the dynamics of agency–context co-adaptation. The context is more than a passive environment for language practice, serving as an actively shaped site that facilitates agency–context co-adaptation. Situated within a semester-long business Chinese course, this study delineated a closed-to-open...

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Tipo: artículo

Metodología: estudio empírico

Temas: tecnología educativa

Resumen:

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Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts the focus of reading purposes, toward reading as a form of participation in everyday literacy practices, and reading as a way of thinking critically about representation and communication. This article presents findings from an empirical study investigating the reading processes of second language (L2) French learners while interpreting an authentic multimodal web text, guided by tasks informed by multiliteracies. A prompted think-aloud...

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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: feedback/retroalimentación

Resumen:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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Tipo: artículo

Metodología: estudio empírico

Temas: realidad virtual

Resumen:

Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. This study compared two approaches of communication strategy instruction, explicit and implicit, combined with low-immersion virtual reality. Over 11 weeks, 159 Vietnamese undergraduates were randomly assigned to one of three instructional conditions: Explicit + virtual reality, Explicit + non-virtual reality, and virtual reality Implicit. Data sources were video recordings of pre-, post-, and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study explored the teaching and learning of vocabulary through listening among 137 senior high-school learners of English as a foreign language (EFL) in China. It compared different types of Lexical Focus-on-Form delivered to four treatment groups: post-listening vocabulary explanations in the L2; codeswitched explanations; explanations providing additional crosslinguistic information (Contrastive Focus-on-Form; CFoF); and no explanations (NE). It also investigated the impact of the intervention on learners’ listening comprehension. Learners completed aural vocabulary tests at pre-, post- and delayed post-test and listening assessments at pre- and post-test. For short- and long-term vocabulary acquisition, the three groups receiving explanations significantly outperformed the NE group. Gains for the CFoF group were significantly...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

In recent years, competitive climate has increasingly prevailed in some Asian regions with large numbers of foreign language learners. It is thus important for teachers to understand the impact of this classroom environment on language learners’ emotions and to develop ways to effectively reduce any potential negative impact associated with the competitive climate. The present study aims to contribute to this under-studied but necessary line of research by focusing on the exploration of possible mechanisms underlying the relationship between competitive climate and foreign language anxiety. Specifically, we assessed the roles of control and extrinsic value appraisals as mediators in the relationship between competitive climate and anxiety levels. We also investigated the moderating role of cognitive reappraisal (a typical form of...

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Tipo: artículo

Metodología: estudio empírico

Temas: corpus

Resumen:

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This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Research has shown that learning a known-and-unknown word combination leads to greater learning than learning an unknown word alone (Kasahara, 2010, 2011). These studies found that attaching a known adjective to an unknown noun can help learners remember the unknown noun. Kasahara (2015) found that a known verb can serve as an effective cue to remember an unknown noun in a known-and-unknown combination. To examine useful cues to learn unknown verbs, this study compared verb (unknown) + noun (known) combinations to verb (unknown) + adverb (known) combinations. Additionally, we explored how learners’ vocabulary size would affect the known-and-unknown two-word combination learning to deepen our understanding of the characteristics of students who benefit from combination learning. The participants in each group learned 18 two-word...

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