encuesta

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Transferring collaborative writing (CW) activities from in-class paper-based to online cloud-mediated collaboration, this study examined the comparative effects of these two CW contexts on English as a foreign language (EFL) learners’ macro- and micro-writing skills and motivation. For this purpose, a cohort ( N = 54) of senior EFL college students was selected (using criterion-based purposive sampling) and then randomly assigned to two groups: paper-based collaboration (PC, n = 27) and cloud-based collaboration (CC, n = 27). Using a mixed-method design, the study employed both quantitative (expository and argumentative writing tests, and a motivation questionnaire) and qualitative (group and self-evaluation forms and reflection sheets) methods for data collection and analysis. Consequently, one-way multivariate analysis of variance (...

Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students

Altay Eren, Anıl Rakıcıoğlu-Söylemez (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived...

Boredom in online English language classes: Mediating variables and coping strategies

Mirosław Pawlak, Ali Derakhshan, Mostafa Mehdizadeh (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although boredom has been the subject of increasing scrutiny in second language (L2) learning recently, very little is known about how this emotion can affect teachers and students involved in Covid-19 prompted online English education. To address this gap, through maximum variation sampling, this qualitative study surveyed the opinions of 34 teachers and 256 students from universities across Iran to find out which class mode (online versus physical classes) and course type (content-based versus skills-based courses) were more boring, and what – if any – coping strategies these individuals used to get over boredom. The majority of teachers and students deemed online classes more boring than traditional, in-person classes. While teachers regarded skills-based and content-based courses as equally boring, most students believed that...

Exploring beliefs, motivations and emotions: Insights from learning Maltese as a second language

Lawrence Farrugia Caruana, Jacqueline Żammit (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and...

Exploring the effects of teaching word families on the vocabulary learning of L1 Chinese EFL adolescents: A mixed-methods study

Barry Lee Reynolds, Chen Ding, Ying-Chun Shih (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The selection of lexical units for pedagogy and research has been a contentious issue in second language (L2) vocabulary studies; however, many investigations have lacked classroom-based research. This mixed-methods quasi-experimental study examined the effects of teaching word families on vocabulary acquisition among adolescent first-language (L1) Chinese English-as-a-foreign-language learners. The quantitative component employs a quasi-experimental research design with 2 groups: an experimental group—the word-families group (n = 44)—which received structural elaboration instruction on 50 target words from the course textbook along with their inflected and derived forms, and a comparison group—the individual-word-forms group (n = 49)—which received semantic elaboration instruction focused on individual word forms and their meanings....

Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals

Mostafa Papi, Dominik Wolff, Kimi Nakatsukasa (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The present study examines how learners’ language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners’ preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one’s language competence) positively predicted learners’ preference for the explicit types of CF whereas a development-avoidance goal (concerned with...

Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing

Yi Guan, Siyu Zhu, Xinhua Zhu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Recently, second language (L2) researchers gradually shift their focus on learners’ motivational and emotional responses to specific language skills, such as L2 writing. However, there is a paucity of empirical research on the relationships between learners’ L2 writing performance, motivation, and emotions from a longitudinal perspective. With a sample of 235 English-major students from a Chinese university, the present study explored the changes in the ideal L2 writing self and its relationships with L2 writing enjoyment and L2 writing anxiety among students with different integrated writing (IW) performance over an academic year. The ANOVA results reported that the ideal L2 writing self remained stable over time and showed no significant difference among three groups of students (high-level, middle-level, and low-level). The multi-...

Generative AI in EFL writing instruction for lower-intermediate learners: Do perceived affective gains translate to improved performance?

Yi Chen, Jia Chen (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This mixed-methods study examined the impact of integrating generative artificial intelligence (GenAI) into English as a foreign language (EFL) writing classes on students’ writing performance and affective responses. Nearly 100 Chinese students from four parallel International English Language Testing System (IELTS) writing classes in a university foundation program participated in a 9-week trial, with half assigned to an experimental group and half to a control group. Both groups received theme-based instructions on IELTS Writing Task 2 through a three-stage writing process, while the experimental group also engaged with Kimi , a widely used GenAI chatbot in China, during and after class. Unlike previous studies, this research targeted lower-intermediate learners and aimed to offer a more nuanced understanding of GenAI’s role by...

Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain

Laura Molway, Marina Arcos, Ernesto Macaro (2022)

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Tipo: artículo

Metodología: estudio empírico

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

Jufang Kong, Mingwei Pan (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form...