Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present longitudinal study investigated the changes of FLE (foreign language enjoyment) and FLA (foreign language anxiety) over time in the foreign language classroom and their relationship with foreign language learning motivation and learners’ personality traits. Fifty-five college students completed an FLE/FLA questionnaire after English classes over 14 weeks. They also completed a motivation questionnaire and a personality questionnaire. The results revealed that FLE was less stable over time as compared to FLA. A number of motivational factors (e.g. ought-to L2 self, ideal L2 self, motivated behavior) were found to be related to both the mean and the variance of FLE and FLA over time. Moreover, several personality traits (e.g. extraversion) also played a role in FLE and FLA. Pedagogical implications were discussed.

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates how learner language proficiency and peer familiarity interact to shape English as a Foreign Language students’ engagement with peer feedback, drawing on Fredricks et al.’s tripartite model of engagement (affective, cognitive, behavioral), self-determination theory, and social interdependence theory to conceptualize engagement as a socially mediated and motivationally dynamic process. To interpret engagement variation, the study incorporates self-determination theory and social interdependence theory, conceptualizing engagement as socially mediated and motivationally dynamic. Three research questions examine how language proficiency influences engagement, peer familiarity affects engagement across feedback roles, and the two variables interact, especially for low-proficiency learners. A 2 × 2 factorial mixed-...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitize students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an intercultural telecollaboration project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation albeit modest and piecemeal as part of a longer process. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This qualitative study examined factors mediating a novice’s and an experienced English as a foreign language (EFL) teacher’s different adherence to critical components based on a tentative framework of fidelity of implementation (FoI) for task-based language teaching (TBLT). The 18-week study involved two teachers and 109 students at a Chinese University. Qualitative findings suggested that, compared with the experienced teacher, the novice teacher implemented with lower fidelity to three pedagogical principles, encouraging inductive (“chunk”) learning, focusing on form and providing negative feedback. Elicited data from observation logs and interviews indicated that factors influencing the teachers’ variation entailed their beliefs, teaching experience, and teacher–student relationship. Implications for upskilling and supporting...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Oral fluency is critical to oral proficiency, as it reflects both linguistic competence and communicative confidence, which are essential for effective interaction and successful language use. However, its characteristics across different educational stages remain underexplored. Drawing on the Spoken Corpus of Chinese Learners of English and guided by Kormos’ ( 2014 ) Bilingual Speech Production Model, this cross-sectional study investigated oral fluency characteristics of Chinese English-as-a-foreign-language learners ( N = 152) at three educational stages: Grade 7 (n = 52), Grade 10 (n = 52), and first-year English majors (n = 48). Speech samples were annotated using Praat software (Version 6.1.48) and analyzed with analysis of covariance and Bonferroni-adjusted pairwise comparisons in SPSS (Version 26). Semi-structured interviews (...

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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: motivación

Resumen:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control (n = 36), dictogloss (n = 33) and dictogloss plus explicit instruction (n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production...

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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: enseñanza/aprendizaje de lenguas

Resumen:

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression...

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