Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study investigated the nature of learners’ positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners of English as a foreign language (EFL; n = 74) performed a communicative task in dyads in 15 minutes. Their positive emotional engagement was gauged using an Experience Sampling Method via a questionnaire that the participants completed after every five-minute interval of the interaction, capturing three timepoints of learners’ emotional engagement. Learners’ cognitive and social interactional behaviours were examined in light of the amount of second language production (words and turns), language-related episodes (LREs), and the degree of collaboration. Results showed that learners’ positive emotional engagement fluctuated over the course of a 15-...

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Tipo: artículo

Metodología: trabajo teórico

Temas: metodología de investigación

Resumen:

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher’s agenda may be unintentionally imposed onto a research study which is investigating learners’ perceptions, and how far the ensuing data may provide an accurate representation of the learners’ viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners’ views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The present study aimed to bridge the gap in understanding the effects of captioned viewing on incidental vocabulary learning by using a forest plot to illustrate the influence of word-related factors and learner-related factors. Data were collected from 67 university students at a Chinese university. The results highlighted the significant effect of captioned viewing on incidental vocabulary learning and revealed the varied roles of both word- and learner-related factors in this process. Specifically, the study found that word frequency, word relevance, vocabulary breadth, phonological working memory, complex working memory, and English proficiency all play significant roles in vocabulary acquisition. These findings provide deeper insights into the relative value of captioned viewing for incidental vocabulary learning and identify...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact online classrooms were separated into pairs and performed second language (L2) problem-solution monologue tasks in two conditions. The first condition involved collaborative strategic planning in the second language (L2SP), which was followed by a task rehearsal; the second condition involved collaborative strategic planning in the first language (L1SP), which was followed by a task rehearsal. Task performances were analysed in terms of idea units generated and, by examining strategic planning...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Feedback-seeking behaviors (FSB), namely, attending to written comments (feedback monitoring) and requesting clarification or additional feedback (feedback inquiry), are central to writer agency and writing outcomes. Existing studies have yet to achieve a comprehensive understanding of the motivational underpinnings of FSB, particularly for adolescents. Prior FSB research also treated second language (L2) writers as a homogeneous group, overlooking variations in motivational configuration across different stages of writing development. Addressing these gaps, this study draws on situated expectancy-value theory (SEVT) to examine how motivation mediates a writing growth mindset’s influence on FSB and whether the associations vary across writing proficiency levels in a Chinese secondary-school context. Participants were 303 adolescent L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language (EFL) learning and its potential as a holistic pedagogy. This article explores a living educational theory (Whitehead & McNiff, 2006) of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as: a responsive strategy;...

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Tipo: artículo

Metodología: estudio empírico

Temas: teoría sociocultural

Resumen:

The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely asked in foreign language classes. Thematic analysis was used to analyse the data. The findings reveal that students overwhelmingly prefer the physical classroom to the online environment, and that this is largely due to increased possibilities for easier interaction with fellow students. In addition, these students were all at ease with disclosing low-level personal information in class. This suggests that the social nature of...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

This study employs eye-tracking to investigate how first (L1) and second language (L2) glosses affect lexical uptake and reading behaviors in L2 learners of English. The study also explores the relationship between lexical uptake and reading behaviors as a function of gloss type. To investigate this, 81 Korean university students were asked to read a baseline passage with no gloss or the same passage with glosses in the study’s L1 (Korean) or L2 (English). Their eye movements were recorded with an eye tracker as they read, and they were subsequently asked to respond to two vocabulary tests. Analyses of eye-tracking data and vocabulary test scores revealed that the presence or absence of L1 and L2 glosses might produce differences in lexical uptake and dissimilar attentional mechanisms. For instance, the study found that L1 and L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Despite extensive research in task-based language learning, the role of learners’ motivational dispositions in their task experience and performance has remained underexplored. To help bridge that gap, this study investigated the relationships between second language (L2) learners’ chronic regulatory focus and their oral task emotions and performance. One hundred and thirty-three high school students studying English as a foreign language in China completed a regulatory focus questionnaire, an English proficiency self-rating questionnaire, an oral opinion task, and a post-task questionnaire measuring their task anxiety and enjoyment. Multiple regression results showed that the learners’ chronic promotion focus positively predicted their task enjoyment, which, in turn, predicted their oral task performance. In addition, the...

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