inglés

El artículo presenta ideas para clases en línea utilizando Google Docs y Skype. En la parte teórica se explica el concepto de enseñanza virtual asincrónica y sincrónica. Se comentan las ventajas e inconvenientes de ambos modos de enseñanza. Los ejercicios prácticos utilizan sobre todo los métodos y herramientas sincrónicos y tienen el propósito de utilizar varias aplicaciones de Google Docs. Todas las tareas se adaptan a diferentes estilos de aprendizaje. La primera está relacionada con recordar y repetir colocaciones y expresiones. En el segundo ejercicio se utiliza una fotografía y se la etiqueta aprovechando la opción dada por Google Drawing. En la tercera tarea se aplican tanto las estrategias...

The impact of content and language integrated learning on primary school students’ English learning ability and interest

Yuan Gao, Yishan Diao, Yanting Gan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

This study examines the effectiveness of content and language integrated learning (CLIL) in primary school English teaching, focusing its impact on the English learning ability and interest of lower-grade students. Two hundred and forty first-grade students were selected from three primary schools in Shenzhen (115 in the experimental group and 125 in the control group) for a one-week intervention. Results showed that students in the experimental group significantly outperformed those in the control group in terms of English learning ability, maintaining a stable advantage across three tests. Additionally, the experimental group’s learning interest increased significantly from pre-test to post-...

Development of second language speech fluency in foreign language classrooms: A longitudinal study

Keiko Hanzawa (2024)

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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...

Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain

Laura Molway, Marina Arcos, Ernesto Macaro (2022)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

Humanizing English language teaching (ELT) materials: An emotional design framework

Jiaqi Diao, Shulin Yu (2026)

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Tipo: artículo

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To...

L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests

Li Xiang, Hyunjeong Nam (2025)

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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...

The sociocognitive functions of English use during L2 French collaborative writing tasks

Rachael Lindberg, Kim McDonough, Ahlem Ammar (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and consolidate their existing knowledge about how the target language works. Although use of the first language (L1) during peer interaction has been criticized (Levine, 2003; Unamuno, 2008), collaborative dialogue research has identified how L1 English use serves several important sociocognitive functions and supports knowledge mediation in foreign language classrooms (Swain & Lapkin, 2013). This study also examines the sociocognitive functions served by English in an L2 French classroom but compares...

L2 English Pronunciation Motivation among Spanish Young Learners: A Focus on CLIL and Gender

Pedro Humánez-Berral, Francisco Gallardo-del-Puerto (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such differences may be far less pronounced than traditionally assumed. This study compares English pronunciation motivation across CLIL and non-CLIL programs in Spanish primary education learners and between boys and girls within each type of instruction. A total of 337 pupils in Grades 3 and 4 from five semiurban schools in a monolingual region of northern Spain (3 CLIL, 2 non-CLIL) completed a 38-...

Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain

Elvira Barrios, Marta Napiórkowska (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language...

Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study

Jieting Jerry Xin (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative artificial intelligence (AI) tools have shown great potential for assisting teachers in their teaching routines. However, there is an urgent need for more empirical research to investigate the implementation and effectiveness of these tools. This study aimed to explore how teachers in an English as a foreign language (EFL) context perceived and used a generative AI-based tool, ChatPDF, to develop materials for reading lessons. Data were collected from three EFL teachers’ dialogues with ChatPDF, artefacts (including original and finalized materials), and individual semi-structured interviews. Content analysis was used to analyse the dialogues with ChatPDF through the lens of pedagogical content knowledge. The interviews were analysed thematically, and the artefacts were used for triangulation. The findings show that the...