Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content-based instruction (CBI) is a pedagogical approach used in the second/other language classroom that commits to addressing both language- and content-learning objectives. Scholars have found that, particularly in the planning stages, teachers struggle with achieving that balance (Donato, 2016; Lyster, 2007). This study examines world language (WL) teachers’ planning for CBI via these research questions: (1) When experienced teachers from traditional WL classroom contexts design CBI unit plans, what do these plans reveal about the pathways they take towards CBI in a traditional WL settings? (2) What broader challenges and opportunities related to using CBI in the traditional WL context are revealed? The data sources in this qualitative lesson analysis study are 36 unit plans developed as the final project for a graduate-level...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

Recent research on the effects of processing instruction (PI) have incorporated online research methods in order to demonstrate that PI has effects on cognitive processing behaviors as well as on accuracy (e.g. Lee & Doherty, 2019a). The present study uses self-paced reading and a moving windows technique to examine the effects of PI on second language (L2) learners’ processing of Spanish active and passive sentences to explore the effects of PI on instructed second language acquisition. One group received PI but the Control group did not. Between group comparisons on passive sentences showed changes in performance for the PI group but not the Control group with the PI group gaining in accuracy and processing speed, specifically faster response times to select the correct picture and faster reading time on passive verb forms....

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

This study investigates the variations in multilingual students’ translingual practices across language proficiency levels in the context of Chinese as a second language (CSL) writing. The case study examined multilingual students’ CSL writing across different proficiency levels at a Sino-US joint-venture university in China, with the aim to understand the variations in translingual practices across these levels. The findings revealed that as language proficiency advanced, there was a corresponding increase in the sophistication of translingual practices, which was manifested in a rise in nuanced, strategic, and culturally inclusive writing. The gradual development in language proficiency allowed students to navigate beyond lexical boundaries and embrace linguistic and cultural diversity, which indicated a change from a monolingual...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

The current study explores the impact of varying multiple-choice question preview and presentation formats in a test of second language listening proficiency targeting different levels of text comprehension. In a between-participant design, participants completed a 30-item test of listening comprehension featuring implicit and explicit information comprehension questions under one of four multiple-choice question preview and presentation conditions. Interactions between preview, presentation and comprehension in the participants’ test scores were analysed using many facet Rasch analysis. The results suggest that the measurement of participants’ listening ability was directly influenced by the presentation of multiple-choice questions. Test scores were highest when participants were able to preview the multiple-choice question stems...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The current study examined the impact of teacher’s facial expressions in instructional videos on students’ learning process and outcomes for English vocabulary with positive and negative valence. Participants, Chinese learners studying English as a foreign language (EFL) in China, learned 32 words from an instructional video in which a teacher displayed either positive or negative facial expressions. Our findings suggest that learners dwelled longer and fixated more on slides presenting negative vocabulary than on those with positive one. Additionally, learners dwelled longer and fixated more on the teacher when they displayed positive facial expressions compared to negative ones. It was also observed that students’ motivation to learn increased when the teacher displayed positive emotions, irrespective of the emotional valence of...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation is essential for second-language (L2) learning, and teachers are primary influencers of learner motivation through their use of motivational strategies (MSs). Research indicates that learners’ perceptions of the effectiveness of MSs are linked to their motivation. However, significant misalignments may exist between learner and teacher beliefs about the importance of these strategies, often due to teachers’ insufficient understanding of learner expectations. Such misalignments can potentially undermine the effectiveness of motivational teaching. To better understand and address these issues, this survey-based study compared how Chinese junior secondary students (n = 1,489) and teachers (n = 210) perceived the importance of 10 traditional and seven vision-based macro-L2 MSs. Results revealed that both students and teachers...

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Tipo: artículo

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This position paper explores the potential of Cognitive Linguistics (CL) in second and foreign language education from a research-informed, classroom-oriented perspective. Rather than evaluating CL through linguistic theory or experimental data alone, the paper draws on teachers’ and learners’ practical experiences with CL, as reported in available literature as much as experienced by the authors in their own classrooms, to reimagine what could help with the dissemination of CL. The discussion centers on the notion of “particularizability,” that is, how an innovation can be made usable for a specific teacher or learner cohort within a specific context and how adopting this perspective is likely to improve the dissemination of CL. The discussion begins by documenting the gradual shift in cognitive–pedagogical research toward a research...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Texto completo

This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these...

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