Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Language negotiations facilitate second language acquisition (SLA) in both face-to-face (FTF) and computer-mediated interactions. Research shows that dyadic type can impact the quantity and quality of negotiations. Although both learner (L)-learner and native speaker (NS)-L dyadic type interactions have shown to be beneficial to SLA, it is still unclear which dyadic type is more effective for second language (L2) development in FTF and computer-mediated interactions. To fill this gap, this quantitative study compares FTF versus text-synchronous-computer-mediated communication (SCMC) task-based interactions by examining the following question: Is there a significant difference in the (1) frequency of negotiations and (2) effect of negotiations on subsequent L2 development in FTF interactions compared with text-SCMC in the following...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Drawing on self-determination theory, this study examined the relationships between after-class emotions (enjoyment, anxiety, and boredom) and intrinsic motivation across four Spanish language skills in a self-directed L3 learning context. Participants were 612 Spanish majors from six universities in Northern China. To capture positive after-class emotional experiences, a three-dimensional after-class Spanish enjoyment scale was developed and validated. Latent profile analysis identified three distinct configurations of skill-specific intrinsic motivation: balanced, high writing–speaking, and high listening–reading. Multinomial logistic regression indicated that autonomy- and mastery-based enjoyment were associated with higher odds of membership in the balanced and high writing–speaking profiles, whereas effort-management anxiety and...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enfoque por tareas

Resumen:

This commentary focuses on three methodological concerns regarding Bryfonski and McKay's (2019) meta-analysis of existing works on the effectiveness of task-based language teaching (TBLT). These are (1) loose inclusion criteria, (2) oversimplified outcome effect size calculation, and (3) neglect of influence of moderators. To rectify these issues, we conducted a new meta-analysis to build on the strengths of their work while correcting some flaws by aiming to afford more rigorous and valid insights for education practitioners, researchers, and decision makers. While Bryfonski and McKay (BM) reported a strong positive effect (d = 0.93), our results point to a more modest effect of TBLT on second language achievement (g = 0.61). Different from BM's claimed four moderators of the main effect (i.e. program region, institution type, needs...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

Universities across the USA are experiencing a decline in foreign language enrollment and in advanced Spanish courses (Looney & Lusin, 2019; Lusin et al., 2023), with a trend of higher female enrollment (Brantmeier et al., 2019; Chavez, 2001). Literature in Second Language Acquisition and Sociopsychology has studied how beliefs can influence a student's thoughts and actions regarding their decision to enroll in a particular course (Mills & Moulton, 2017; Omrod, 2011; Taylor & Mardsen, 2014). The present study aims to investigate advanced Spanish learners' awareness, beliefs, and attitudes toward four language learning skills and their differences by gender. Overall results indicated that participants from two different advanced Spanish courses had more positive beliefs and attitudes toward speaking and listening than...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: profesorado

Resumen:

Coteaching is widely adopted in K-12 second/foreign language education, yet its models are not fully understood. This systematic review examines 35 empirical studies from 1998 to 2024, exploring the effects, challenges, and potential of this pedagogical approach. Results indicate that K-12 classrooms mainly employed the two-teacher-one-language and the one-teacher-one-language approach, with the most commonly used models being the one-teach-one-assist and the team-teaching model. Regarding its influences, coteaching helped develop students' target language competence and multilingual repertoire, and it fostered cultural exposure and cross-cultural interactions. Coteaching also supported teachers in coconstructing knowledge and provided shared space for reflection. However, challenges such as language and cultural barriers,...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

Resumen:

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This eye tracking study examined the role of lexical frequency in the processing of non-local verbal number agreement by heritage speakers of Spanish. Few prior studies of heritage bilingualism have investigated the role of word frequency in the comprehension or production of morphosyntax, and none have employed a real-time measure of sentence processing, despite the well-known sensitivity of such methods to word frequency and the proposal of some scholars that such online methodologies could be particularly useful in research on heritage speakers. Fifty heritage speakers of Spanish read stimulus sentences containing non-local verbal number agreement that depended on a verb that was either high or low frequency,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Research on task-based second-language (L2) writing has largely focused on investigating how task complexity (TC) affects various aspects of written production. However, this body of research has rarely examined the effect of task repetition, either on its own or in interaction with TC. Additionally, studies have predominantly used traditional frequency-based measures of lexical sophistication, without incorporating more nuanced, sense-aware indices that could offer a deeper understanding of linguistic complexity. This study aims to explore and compare the impact of TC, task repetition, and their interaction on lexical sophistication in L2 writing, using both traditional and sense-aware frequency-based indices. Ninety-six participants completed two argumentative essays on simple and complex tasks in counterbalanced order, twice over...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: disponibilidad léxica

Resumen:

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Lexical availability is an approach to vocabulary acquisition and a crucial variable in learners' lexical and communicative competence (Jiménez Catalán, 2014). Although several studies have been conducted in this field regarding L1 and L2 Spanish and English vocabulary learning, little has been done concerning semantic prototypes in foreign language contexts through lexical availability. Semantic prototypes are considered the most central and representative exemplars within a category (Rosch, 1975; Kleiber, 1995); thus, their role in lexical competence enables us to understand how foreign language learners organize their mental lexicon and categorize in response to semantic categories...

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Tipo: libro

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students' mindsets and interventions that strengthen language teachers' growth mindsets.

The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables (cost, in particular), so a full account of motivational dynamics in L2 learning is still lacking. Additionally, current knowledge on how multiple motivational constructs function together at the individual level in shaping learning behaviors and boredom remains limited. The present study aims to address these gaps by using both variable-centered and person-centered approaches. Participants were 784 university students as L2 English...

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