Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Studies on on-line planning have been based upon the same definition in the past few decades, and they have operationalized on-line planning in similar ways. Drawing upon theories in cognitive psychology, the present study sets out to propose a revised definition of on-line planning that aims at capturing a greater variety of on-line planning behaviors. Two methods of eliciting on-line planning were implemented: providing students with listener’s feedback between two consecutive rounds of task performance, and providing them with criteria for successful task performance. Their effects on second language (L2) narrative task performance and the use of planning strategies were investigated with 90 Chinese learners of English as a foreign language (EFL) who were first-year English majors. To assess the quality of task performance,...

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Translanguaging has thrived as a pedagogy for second language (L2) acquisition because of its potential in maximizing L2 learners’ communicative repertoire. However, limited attention has been paid to how translanguaging can influence L2 speaking within the framework of task-based language teaching (TBLT). This study explored how different language use (i.e., L2 only and translanguaging) in collaborative pre-task planning contributed to L2 learners’ subsequent monologic speaking performance, as measured by complexity, accuracy, fluency (CAF), and idea units. The planning behaviours were also examined to offer explanations for the differences in learners’ speaking performance. Altogether 72 undergraduate students from a Chinese university voluntarily participated in this study. The results showed that translanguaging planning...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition. A body of research has investigated this interaction in pairs and small groups, and there is an increased understanding that individual group context is a key factor in determining the behavior of students. This article reports on a study that first investigated emergent leadership within groups, and the influence of the group on leader stability. The study then examined how leadership is represented in student task engagement. Students were placed into fixed small groups for the first semester, and then allowed to self-select into groups for the second semester. Perceptions of leadership were measured three times in each semester, and leaders were identified in each group. Results showed that changing...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions are crucial predictors for students’ performance and achievement during second language learning, so it is necessary to acquire knowledge about their antecedents. Based on the control-value theory and self-determination theory, this study investigates how teacher provided autonomy support and structure influence students’ emotions through the mediation of self-efficacy. A total of 754 college students in their first or second year from a Chinese university completed the validated questionnaires measuring perceived autonomy support and structure in English class, self-efficacy and academic emotions (enjoyment, pride, anxiety and boredom). Hypothesized relations among the constructs were analysed using structural equation modeling. Results indicate that autonomy support has direct effects on anxiety and boredom, while structure...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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Strategic use of learners’ multilingual resources in a content and language integrated learning (CLIL) classroom enables learners to employ all of their linguistic repertoires to make sense of what they learn to construct and demonstrate new content and language understanding and skills. This study examines a CLIL teacher’s cognition – what they know, believe, think, and do – on allowing multilingual practices among learners with limited foreign language proficiency. An in-depth analysis of the qualitative data collected from a Japanese/Humanities CLIL teacher working in an Australian secondary school revealed two key findings. Namely, this study identified: (1) the influence of complex...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigates the relationship between subjective well-being (SWB) and second language (L2) writing achievement (WA), focusing on the sequential mediating roles of L2 writing enjoyment (L2WE) and L2 writing self-efficacy (L2WS). A sample of Chinese university EFL learners (n = 322) participated in a survey measuring SWB, L2WE, L2WS, and L2WA. Structural equation modeling (SEM) was employed to test the hypothesized chain mediation model. Results revealed that SWB was positively associated with both L2WE and L2WS, which in turn significantly predicted L2WA. Although the direct effect of SWB on L2WA was non-significant, the total indirect effect via L2WE and L2WS was significant. Specifically, L2WE mediated the link between SWB and L2WA, L2WS mediated the link between SWB and L2WA, and a sequential mediation pathway (SWB → L2WE...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content and language integrated learning (CLIL) requires a synthesis of language and content teaching. However, language teachers who are employed to teach CLIL may lack the preparation and knowledge to teach other curriculum subjects. It is therefore necessary to understand how language CLIL teachers make subject-specific language comprehensible to students when they themselves are unfamiliar with subject-specific terms and concepts. However, no research has yet been conducted to explore this in the Thai context. To address this gap, this article presents the findings of a qualitative study exploring pre-service teachers’ use of language modification as negotiation of meaning (NoM) strategies to make accessible subject-specific terms or concepts in the target language to students. Data are drawn from language-driven CLIL classroom...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This mixed-methods study investigates how task type—independent versus integrated—and task repetition may influence the complexity, accuracy, and fluency (CAF) of second language oral performance and learners’ underlying attention orientation. Fifty-six Iranian English as a Foreign Language (EFL) learners completed either an independent (reading–speaking) or integrated (reading–listening–speaking) task, repeated after one week. CAF measures captured performance changes, and stimulated recall interviews with 24 participants traced attentional allocation according to Levelt’s (1989) speech model. No interaction effects emerged, but significant main effects were found: repetition was associated with increases in syntactic complexity and accuracy, and task type affected speech rate. Stimulated recalls appeared to align with these findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It...

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