Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Within the same learning context, learners’ outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners’ (n = 47, mean age: 11) in a 10-month intensive English program in Quebec, Canada using a picture-cue monologic task based on The Suitcase Story and a semi-structured interview based on the Oral Proficiency Interview (OPI). Working memory was assessed using a backward digit span task and phonological memory (PM) via non-word repetition and serial non-word recognition tasks. Overall, results suggest that L1 fluency, WM and PM played only a minor role in learners’ L2 fluency outcomes, whereas learners’ pre-...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza a niños

Resumen:

Despite the wide recognition of the importance of parental involvement in children’s English learning, research in this area has only gained momentum since the last two decades. This article systematically reviews studies on parental involvement in children’s English learning from 2000 to 2025. Through a rigorous paper selection process, 67 empirical studies were included for final synthesis. The analysis identified three major themes: (1) parental beliefs and attitudes, (2) parenting practices, and (3) challenges and strategies of parental involvement. The findings reveal the dynamic and complex relationships among these aspects of parental involvement, highlighting their differential impacts on children’s English learning, which is often influenced by various individual and contextual factors. Based on these findings, the review...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

During study abroad, second language learners encounter real-world language that contrasts with what they have learned. To better support students while abroad, one of the researchers of this study designed explicit instruction around dialects and language variation in the German-speaking world as part of an 8-week summer program in Vienna, Austria and Freiburg, Germany. A qualitative text analysis of questionnaire data collected before, during, and after the program, student diaries, and extemporaneous notes shows that while time abroad in general leads to student growth in their understanding of real-world language use and variation, explicit instruction on dialects allowed students to be better able to make sense of their own experiences with the non-standard varieties. In doing so, they also gained insight into larger...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study reports on part of a larger research project that investigates the role of students’ first language in learning English as a foreign language (EFL) in the context of Japanese higher education. Despite the prevalent use of peer review in EFL writing classes, students’ use of different languages and the effects of English proficiencies on collaborative interaction as mediated in written peer feedback remain underresearched. To add to the rather sparse literature, this study comparatively analysed peer feedback provided by high- and low-proficiency Japanese EFL students and conducted stimulated recall interviews to determine the factors affecting their language choices. The text analysis presented a stark contrast in students’ language choices stemming mainly from a difference in the type of feedback provided by each group: ‘...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Task repetition and task rehearsal are often considered synonymous within the task-based language teaching (TBLT) domain. However, they are conceptually different, emphasizing their pivotal role in shaping participants’ awareness of imminent repetitions and influencing second language (L2) task performance. Despite scarce empirical exploration into differentiating task repetition and task rehearsal in L2 writing across proficiency levels, this study investigates the impact of task repetition on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 written production. The study also assesses whether distinct task conditions affect CALF development in argumentative writing across proficiency levels. A total of 180 English as a second language (ESL) participants were recruited from six academic writing classes at...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia léxica

Resumen:

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

As one variant of the conventional flipped model, online flipped learning is increasingly implemented and it becomes important to explore how learners may be ready for it and how learner readiness may relate to motivation, attitude, and support. Informed by a multidimensional conceptualization of learner readiness and motivation and engagement, this study investigates the current situation of learner readiness, focusing on the moderating roles of learner attitude and environmental support in moderating the interrelationships between learner readiness and motivation and engagement in online flipped learning. Based on survey responses from 6,364 English learners across 11 Chinese universities, the results reveal that the students exhibited a generally high level of readiness for online flipped learning, though with significant...

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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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