Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de comunicación

Resumen:

This study examines how instructional design shapes the development of oral communication strategies in an 18-week English-as-a-foreign-language speaking course, at a time when generative artificial intelligence is often assumed to enhance speaking performance. All three classes worked with the same curriculum and speaking tasks. One class learned through a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) based sequence in which students prepared ideas, participated in guided speaking activities, and reviewed their performance, with each cycle including a stage where they generated their own content before using ChatGPT to refine it. A second class received regular teacher guidance and completed the same tasks, but their use of ChatGPT was self-directed and not part of a fixed...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative writing affected their participation (patterns of interaction) and learning (languaging opportunities) during the collaborative writing process. Two parallel classes (one with explicit collaborative writing knowledge taught; one without) were compared and multiple sources of data (interviews, reflective journals, pair talk) were analysed for...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

This article aims to explore second language (L2) teachers’ attitudes to working with multilingual refugee learners in the context of a sudden shift towards an increasingly multilingual environment caused by the influx of Ukrainian refugee children in 2022 to Polish schools. The teachers have been prepared to teach predominantly monolingual classes and have not obtained any training to meet the needs of migrant and multilingual learners; thus, they had to rely on their personal resources facing this suddenly increasingly multilingual and multicultural environment. A cross-sectional survey study was designed to identify how attitudes of teachers of English and Polish as a foreign language (n = 70) developed towards teaching multilingual refugee learners and to what extent these correlated with teacher Openness to Experience,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then they were randomly assigned to a control and an experimental group. Both groups performed a picture story-retelling task that was preceded by five minutes of planning time. During the planning time, the experimental group also received a grammar handout that explained English relative clauses. The instances of self-repairs were identified through stimulated recall interviews that immediately followed performance on the oral task. They were then classified into categories of global form repairs...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

To contribute to the discourse on ways to revitalize world language education, this study explored, through the lens of program evaluation, the effect of academic and nonacademic relationships on language majors’ choice of their major, their other motivations, and the nature of career-related knowledge and experiences they value. To this end, the study used a sequential explanatory mixed-methods design, including a web-based survey ( N = 80) and group interviews (n = 12). Participants were undergraduate students enrolled in a modern language program and joint-degree programs in language + business and language + health. Analysis revealed statistically significant differences among the three groups of students in the influence of college professors on their major choice, the reasons for choosing their major, and the types of desired...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Drawing upon the dialogic theory, this study investigated the effects of writing personal experience narratives (PENs) of critical events on English as a foreign language (EFL) learners’ narrative competence development. The study collected a multiple source of data from 66 students at one Chinese university, including PENs of critical events, reflective journals, and semi-structured interviews. PENs were concerned with students’ critical events during the transitional periods of life from secondary to higher education, whereas reflective journals and interviews were used to gain students’ perceptions of narrative writing and narrative competence. Narrative competence was assessed via narrative writing performance, narrative coherence, and narrative cohesion. It was found that writing PENs over a period of two semesters aided EFL...

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