Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Research on group dynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the...

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Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1

Resumen:

The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inclusión y equidad

Resumen:

The importance of socioeconomic status (SES) in foreign language learning has received increasing attention. However, previous research mainly examined the direct link between SES and foreign language learning, and few explored what might mitigate this link, especially in collectivistic culture. Based on social capital theory and the attachment theory, this study explored the moderating role of teacher–student relationships (TSRs) in the link between SES and English learning in China. Data were collected from 1,181 grade 8 and 300 grade 11 students in China using self-reported SES questionnaire, TSRs scale, and English achievement test. The results show that TSRs negatively moderated the association between SES and English performance of Chinese students both in grade 8 and grade 11, but the moderating effect of TSRs was slightly...

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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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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

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This research examined both the short-term and long-term effects of processing instruction (PI) and its main element, structured input (SI), on learners’ acquisition of English passive forms. A total of 70 English as a second language (ESL) learners participated in the study and were randomly divided into three groups: a PI group (n = 24), an SI group (n = 25), and a control group (n = 21). Participants in the PI and SI groups completed 1 hr of computer-based instructional activities, whereas the control group received no instructional treatment. Learners’ performance was evaluated using self-paced reading (SPR) and self-paced listening (SPL) tasks, which assessed response accuracy, picture...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

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Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data (n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived...

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