Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This empirical study examines the effectiveness of artificial intelligence-enhanced personalized language learning interventions—tailored content adaptation, self-paced progression, and targeted weakness intervention—on academic writing proficiency, vocabulary acquisition, and grammatical accuracy among 540 Chinese postgraduate learners of English as a foreign language. Utilizing a pretest–posttest randomized controlled design, participants were assigned to three experimental groups (each receiving a distinct artificial intelligence-driven intervention) or a control group (traditional instruction). Quantitative analyses (multivariate analysis of covariance/analysis of covariance) demonstrated significant improvements across all learning outcomes for artificial intelligence groups compared with controls ( p .001), with the most...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole....

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Self-efficacy, the belief in one’s own capability, is an important element in students’ academic success and positive functioning in school settings. However, self-efficacy, like motivation, is easily frustrated by the social environment in school. Although studies have investigated the cross-theoretical relationship between self-efficacy and autonomy support in English as a foreign language (EFL) classrooms in a university and a secondary school setting, it has not been examined in the primary school context. To address the research gap, the present study explored the relationship that might exist between self-efficacy and perceived autonomy support in primary EFL classrooms. The participants were 454 fifth-grade students from three primary schools in Japan and Taiwan. They responded to scales measuring academic self-efficacy and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Second language acquisition is a lengthy and complex process fraught with numerous obstacles and barriers. It requires learners to possess robust grit, adaptive mindsets, and active engagement to overcome the challenges encountered during the learning process. However, limited antecedent research has integrated the three factors into one framework and examined the configured joint effects on language achievement outcomes. Adopting a fuzzy-set qualitative comparative analysis (fsQCA), 431 tertiary-level university students were recruited to complete grit, engagement, and mindset questionnaires, and their language achievement was assessed through the grades they attained on the College English Test Band 4. The results from the direct path analysis and fsQCA analysis led to two major findings. First, perseverance of effort and behavioral...

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Tipo: artículo

Metodología: estudio empírico

Temas: cortesía verbal

Resumen:

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En este trabajo, se presentan los resultados de un análisis de las estrategias de cortesía empleadas por nativos españoles en su lengua L1 (español castellano), la expresión de diferentes actos de habla: la petición, la negación, la instrucción, la queja y el mandato. La actividad se ha desarrollado mediante un TCD. Se pidió a los encuestados que rellenaran diferentes enunciados a partir de un cortometraje animado mudo. A cada enunciado se solicitaba al informante que asociara el grado de cordialidad de cada escena. Una vez recopilados los datos, se analizaron las diferencias en la formulación de los actos de habla junto con el grado de cordialidad asignado. Los resultados, aplicables en clase de...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers’ views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners’ perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers’ views in the two contexts. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Research has consistently demonstrated that parental involvement plays a key role in children’s early second language (L2) development. However, little is known about how different aspects of parental involvement in children’s L2 learning are configured and how these differentiated combinations of parental involvement are associated with children’s L2 motivation and engagement. Moving beyond prior studies, which typically focused on the effects of single aspects of parental involvement, this study utilized a person-centered approach to examine the configuration patterns of various indicators of parental involvement in children’s L2 learning (i.e. parental autonomy support, psychological control, and behavioral control). Data were collected from a sample of 702 seventh graders ( Mage = 13.09, SD = 1.64; 50.14% girls) in two major...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined the efficacy of integrating Technology, Entertainment, and Design Talks (TED Talks) into a tertiary-level general English course in Korea, focusing on task-supported lexical development, learner perceptions, and psychological empowerment. An explanatory sequential mixed-methods design was implemented with 20 undergraduates in a 15-week English course, of whom 17 completed all vocabulary assessments. Data collection included pre- and post-administrations of the vocabulary size test, a perception survey, and semi-structured interviews. Quantitative data were analyzed via paired-samples t -tests and non-parametric tests for survey dimensions, and qualitative data through reflexive thematic analysis, with integration achieved through a side-by-side comparison strategy. Results revealed a statistically significant...

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