Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual schools in Tehran, Iran, were selected. The experimental group included 50 students, while the control group included 60 students. Receptive and productive vocabulary sizes of three grades from both environments were compared using the Vocabulary Levels Test (VLT) and the Productive Vocabulary Levels Test (PVLT). The results indicated that learners’ receptive and productive vocabulary sizes in both CLIL and non-CLIL groups are below 1,000 words, according to the results of the 2k VLT and 2k PVLT...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

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This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat? ) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how . Additionally, exploring a why question did not always lead to a deeper understanding. To address...

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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur,...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

The present study explores the effects of structured input and traditional instruction on the acquisition of English causative passive forms using online measurements (eye-tracking). Previous empirical research investigating the effects of processing instruction through offline measurements (sentence and discourse) has overall shown positive results for this pedagogical intervention. Research investigating the main factor responsible for the effectiveness of processing instruction has confirmed that it is the structured input component that is the causative factor for the positive effects of processing instruction. The main questions of this study are: (1) what are the effects of structured input and traditional instruction on accuracy when measured by an eye-tracking picture selection task? (2) would possible difference in accuracy...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: aula invertida/flipped learning

Resumen:

Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

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