Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although second language (L2) emotions have been intensively investigated in the recent decade, little attention has been paid to how L2 learners regulate their L2 learning emotions. It also remains unknown how different combinations of emotion regulation strategies (ERS) relate to learners’ regulatory emotional self-efficacy (RESE) beliefs and L2 burnout. The current study recruited 777 Chinese undergraduates of English as a foreign language (EFL) by administering a battery of questionnaires. Latent profile analysis indicated that three distinct groups of learners emerged, namely the Adaptive Group (40.5%), the High ERS Group (6.8%), and the Maladaptive Group (52.7%). Three-step Bolck–Croon–Hagenaars (BCH) analysis revealed distinct group differences in RESE and burnout. The Maladaptive Group reported the lowest levels on both RESE...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This multiple case study explores how and to what extent Chinese English-major students engage affectively, behaviorally, and cognitively with supervisory feedback on their English-as-a-foreign-language (EFL) undergraduate theses, as well as how motivation and second language (L2) proficiency may mediate their engagement. Data were collected from three students through stimulated recalls, interviews, thesis drafts with supervisors’ feedback comments, and audio recordings of supervisor–student conferences. Qualitative data analyses revealed that the three participants differed markedly in their engagement with supervisory feedback on their undergraduate theses. Driven by different motivations and mediated by their levels of English proficiency, the students took different stances and employed different cognitive strategies in their...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners’ pragmatic performance. To this aim, two intact classes ( N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners’ performance in terms of types and number of strategies to perform speech acts (quantitative) and in...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design,...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Engaging students in the second language (L2) classroom is a critical task that requires a clear understanding of the multilayered characteristics of the L2 classroom and the motivational mechanisms through which these characteristics influence student engagement. This study contributes to the L2 engagement literature in this regard by examining the relationship among students’ expectancy and task value belief, their perception of the three L2 classroom conditions, namely classroom structure, teaching relevance, and peer support, and their engagement in an instructed L2 learning setting. Structural equation modelling was employed to analyse self-report data collected from 413 first year students of English as a foreign language (EFL) in Vietnam. Results suggest that teaching relevance and peer support significantly predicted students...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

Texto completo

Practitioner research plays a crucial role in education because of its applied nature and its ability to address pertinent issues within learning and teaching contexts. Exploratory practice (EP) is a form of practitioner research that emphasizes puzzles while striving to understand and improve students’ and teachers’ quality of life in the language classroom. Our puzzlement as EP practitioners began to take shape as we received a variety of feedback – both positive and negative – on our EP-infused lessons from our past students. Therefore, we started to ponder the enduring repercussions of an EP experience on participants’ subsequent learning and quality of life, extending beyond the immediate...

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