Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

As a personality trait, ‘grit’ has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on learners’ sustained effort, the notion of grit and its relationship to language achievement gains immediate relevance in second language acquisition (SLA). The present study introduces the notion of grit and examines its relationship with motivational behaviors and language achievement in a sample of English as a foreign language learners (n = 191). Toward these ends, a language-specific grit scale was developed and validated to measure L2 learners’ grit. L2 grit was found to be positively...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy (the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in three 20-minute dyadic sessions. They were randomly divided into three groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task three times with increasing time pressure (4 → 3 → 2...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) is emerging as a promising field in computer-assisted language learning (CALL). This study asserts a need to adopt a skill-specific (e.g., writing) perspective to examine the unique challenges and psychological mechanisms associated with second language (L2) writing. Drawing upon the theoretical concepts of L2 writing future selves (i.e., the ideal L2 writing self and the ought-to L2 writing self) and L2 writing enjoyment, this study seeks to investigate the motivational and affective basis of AI-IDLE writing (AI-IDLE-W). We collected questionnaire data from 412 Chinese university students and conducted postsurvey interviews with 12 of them. The quantitative findings demonstrated that both the ideal L2 writing self and the ought-to L2 writing self can...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although boredom has been the subject of increasing scrutiny in second language (L2) learning recently, very little is known about how this emotion can affect teachers and students involved in Covid-19 prompted online English education. To address this gap, through maximum variation sampling, this qualitative study surveyed the opinions of 34 teachers and 256 students from universities across Iran to find out which class mode (online versus physical classes) and course type (content-based versus skills-based courses) were more boring, and what – if any – coping strategies these individuals used to get over boredom. The majority of teachers and students deemed online classes more boring than traditional, in-person classes. While teachers regarded skills-based and content-based courses as equally boring, most students believed that...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional constraints shaped decision-making, identity, and affective experiences. Twelve final-year ELT trainees from a Turkish university undertook a 10-week practicum involving varying degrees of AI integration. Data were gathered through semi-structured interviews, reflective journals, and artefact analysis, and analysed thematically. Findings highlighted three forms of agency – iterational,...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

This study investigated the relationships between two vocabulary learning strategies (guessing from context and dictionary use) and two aspects of vocabulary knowledge (receptive and productive vocabulary knowledge). One hundred and thirty-five university students in Japan completed a vocabulary learning strategies survey, the Updated Vocabulary Levels Test, the Productive Vocabulary Levels Test, and Lex30. Results showed that the dictionary strategy significantly predicted receptive vocabulary knowledge, whereas no significant relationship between the guessing strategy and receptive vocabulary knowledge was observed. Neither guessing nor dictionary use significantly predicted productive vocabulary knowledge. Mediation analyses showed that dictionary use, but not guessing, had a significant indirect effect on productive lexicons via...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Recently, second language (L2) researchers gradually shift their focus on learners’ motivational and emotional responses to specific language skills, such as L2 writing. However, there is a paucity of empirical research on the relationships between learners’ L2 writing performance, motivation, and emotions from a longitudinal perspective. With a sample of 235 English-major students from a Chinese university, the present study explored the changes in the ideal L2 writing self and its relationships with L2 writing enjoyment and L2 writing anxiety among students with different integrated writing (IW) performance over an academic year. The ANOVA results reported that the ideal L2 writing self remained stable over time and showed no significant difference among three groups of students (high-level, middle-level, and low-level). The multi-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Although a number of studies investigated the effects of different gloss types on L2 vocabulary learning, the interaction between the language and modality of glosses remains underexplored. The present study thus examined the effects of the modality and language of glossing on L2 vocabulary learning. To this end, the study employed a within-subjects design to test the impacts of four combinations of L1 versus L2 and audio-based versus text-based glosses on L2 lexical development. The participants were 49 EFL learners who read two texts, each including 28 unfamiliar words that were the same in both texts over two sessions. They were instructed to read the texts with their smartphones and touch the target words, which were underlined to see or hear the glosses, depending on the allocation of the target words to each treatment condition...

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