Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

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This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) is emerging as a promising field in computer-assisted language learning (CALL). This study asserts a need to adopt a skill-specific (e.g., writing) perspective to examine the unique challenges and psychological mechanisms associated with second language (L2) writing. Drawing upon the theoretical concepts of L2 writing future selves (i.e., the ideal L2 writing self and the ought-to L2 writing self) and L2 writing enjoyment, this study seeks to investigate the motivational and affective basis of AI-IDLE writing (AI-IDLE-W). We collected questionnaire data from 412 Chinese university students and conducted postsurvey interviews with 12 of them. The quantitative findings demonstrated that both the ideal L2 writing self and the ought-to L2 writing self can...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation in language classrooms is often treated as an individual trait, yet periods of disruption reveal how strongly it is shaped through interaction. This study examines how learner and teacher (de)motivation was experienced and enacted during the return to offline English as a foreign language instruction following pandemic-related disruption. Using a convergent mixed-methods design, data were collected from learner and teacher questionnaires, regression analyses, Motivational Identity System-informed domain mapping, and teacher observational accounts. Findings indicate that learners maintained interest in English learning while experiencing moderate cognitive–emotional demotivational strain, suggesting vulnerability rather than pervasive demotivation. In contrast, teachers reported cumulative demotivational pressure arising...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of ‘good’ may be problematic without taking into account an individual’s linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of ‘listening to the teacher’: a language use task relatively under-researched. Secondary school students in Hong Kong (n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Although second language (L2) engagement has received increasing attention, L2 writing engagement has been rarely investigated. Based on the social-cognitive theory, environmental sources could influence individuals’ motivations which in turn affect their engagement. However, factors contributing to L2 writing engagement have not been thoroughly understood. The present study investigated the associations between three dimensions of classroom environment (teacher support, student cohesion, and task orientation) and L2 writing engagement as well as the mediation roles of mastery and performance approach goals among 721 Chinese learners of English as a foreign language (EFL). Structural equation model analysis suggested that task orientation was the most influential environmental factor; it could not only directly influence EFL writing...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study explores the development of intercultural competence among English as a foreign language (EFL) learners through critical incident task discussions. Participants included 72 intermediate-level students in a control group and 69 in an experimental group. Both groups completed a presurvey on intercultural competence, whereas the experimental group additionally engaged in weekly critical incident discussions and submitted their reflections. At the end of the intervention, both groups completed a postsurvey, and the experimental group provided open-ended responses about their experiences. Results revealed significant gains in intercultural competence for the experimental group, with no comparable improvement in the control group. Learners reported increased awareness of cultural values, norms, and differences, recognition of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, social and emotional learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research has not emerged in English as a foreign language (EFL) learning contexts. To bridge the void, the current research aimed to profile Hong Kong secondary school students’ SEL competence level and examine the intricate relationships among the four SEL competence clusters (i.e. self-awareness, self-management, social awareness and social management) and English learning achievements. The results indicated an overall medium level of SEL competence among 315 secondary school grade level 3 students and suggested a gap between...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

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En este artículo se presentan los resultados de una investigación cuantitativa de carácter exploratorio sobre el grado de satisfacción del profesorado de ELE sobre sus condiciones laborales y perspectivas profesionales. Se discuten críticamente los datos recogidos mediante un cuestionario distribuido en línea entre 673 docentes, que mide la satisfacción en ocho dimensiones: organizativa, económica, afectiva, motivacional, discriminación, ambiente laboral, realización profesional y beneficios sociales. Los resultados permiten obtener una primera panorámica de las condiciones temporales, organizativas, económicas, sociales y psicológicas de la profesión. A pesar de algunas limitaciones relacionadas...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

Drama serves as an innovative teaching method, particularly within education. It offers a mode of learning that both challenges and supports students in understanding their world, allowing them to express and convey ideas through an artistic medium. Drama is crucial in the teaching of languages and also helps to develop learners’ intercultural communication skills, stimulates learners’ sense of cooperation, and provides a simulated real social environment, authentic communication tasks, and a holistic learning method. Therefore, the present article aims to examine how drama contributes to the teaching of the Chinese language. The reason behind conducting the current study is to explore the specific benefits of drama in language teaching, particularly within the unique Chinese context. Data was gathered using a questionnaire survey...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The rapid integration of artificial intelligence (AI) into language education has transformed how learners manage and direct their learning processes. Despite the growing adoption of AI-assisted tools, empirical understanding of their psychological and behavioral impacts remains incomplete. This study investigated how engagement in AI-assisted language learning environments shapes learners’ self-regulation, autonomy, and self-directed learning behaviors. Drawing on self-determination theory and Zimmerman’s model of self-regulated learning, the research employed a quantitative design with data collected from 736 Chinese university students using validated questionnaires measuring AI engagement, self-regulation, self-directed learning, and learner autonomy. Structural equation modeling (SEM) and correlational analyses were conducted...

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