Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Ensuring learner agency and potential for creativity in task design are likely to elicit different flow experiences among learners, either facilitating or impeding their task engagement and oral or written performance in foreign language learning contexts. However, so far little attention has been paid to the role of these factors in learners’ flow experiences in task-based second language (L2) writing. This study aimed to investigate the relationships between different task conditions operationalized as a teacher-generated content task (TGT), a learner-generated content task (LGT), and a creative task (CT), and learners’ flow experiences by utilizing Czimmermann and Piniel’s adaptation of Egbert’s flow questionnaire. Moreover, the study also examined the possible role that study contexts might play in students’ flow experiences in...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Despite substantial development in second-language (L2) fluency research, fluency remains underexplored in L2 teaching. Emerging evidence suggests that research-based fluency-enhancing activities are not fully utilized in classrooms, partly due to teachers’ relatively broad conceptualization of fluency. To address this issue, this study examines (1) teachers’ beliefs about fluency and fluency-enhancing activities and (2) the extent to which these beliefs are reflected in their classroom practices. By triangulating data from questionnaires, interviews, and classroom observations, this study contributes to the growing body of L2 fluency research, which has primarily focused on teachers’ self-reported data, thereby paving the way toward bridging the research–pedagogy gap. Using a mixed-methods approach, the analysis revealed (1) a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching programs with suggestions on how to prevent teacher burnout. This study investigated whether teachers’ mindsets about stability or malleability of teaching ability (fixed and growth mindsets) and self-efficacy predicted their burnout and professional identity beliefs. The participants of the present study were 166 English as a foreign language (EFL) teachers. The teachers completed self-report scales on teaching mindsets, burnout, professional identity, and self-efficacy. The results of path analysis showed that fixed teaching mindsets productively predicted emotional exhaustion and depersonalization while growth teaching mindsets and teacher...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates how learner language proficiency and peer familiarity interact to shape English as a Foreign Language students’ engagement with peer feedback, drawing on Fredricks et al.’s tripartite model of engagement (affective, cognitive, behavioral), self-determination theory, and social interdependence theory to conceptualize engagement as a socially mediated and motivationally dynamic process. To interpret engagement variation, the study incorporates self-determination theory and social interdependence theory, conceptualizing engagement as socially mediated and motivationally dynamic. Three research questions examine how language proficiency influences engagement, peer familiarity affects engagement across feedback roles, and the two variables interact, especially for low-proficiency learners. A 2 × 2 factorial mixed-...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested...

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Tipo: artículo

Metodología: estudio empírico

Temas: inclusión y equidad

Resumen:

The importance of socioeconomic status (SES) in foreign language learning has received increasing attention. However, previous research mainly examined the direct link between SES and foreign language learning, and few explored what might mitigate this link, especially in collectivistic culture. Based on social capital theory and the attachment theory, this study explored the moderating role of teacher–student relationships (TSRs) in the link between SES and English learning in China. Data were collected from 1,181 grade 8 and 300 grade 11 students in China using self-reported SES questionnaire, TSRs scale, and English achievement test. The results show that TSRs negatively moderated the association between SES and English performance of Chinese students both in grade 8 and grade 11, but the moderating effect of TSRs was slightly...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Learners’ foreign language engagement (FLEng) plays a crucial role in language acquisition, yet its mediating influence between learner emotions and willingness to communicate (WTC) in a second language (L2) remains underexplored. This study investigates how emotional contexts—including positive emotions such as foreign language peace of mind (FLPoM) and foreign language enjoyment (FLE), as well as negative emotions such as foreign language classroom anxiety (FLCA) and foreign language boredom (FLB)—affect English as a foreign language (EFL) learners’ L2 WTC. Utilizing the 3D pyramid model of L2 WTC, we analyzed data from 301 participants who completed six questionnaires. The findings revealed that FLPoM, FLE, FLCA, and FLB did not directly influence L2 WTC. However, learners’ FLEng was found to fully mediate the relationships between...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Although research on flipped learning continues to explore ways to enhance its effectiveness, little attention has been paid to its combinations with other instructional approaches to improve alignment with diverse educational and learner needs. This study investigated the effects of the proposed Flipping Content and Language Integrated Learning approach in Asian tertiary education contexts. A quasi-experimental pilot study involved a group of low-achieving university students who learned with the Flipping Content and Language Integrated Learning approach over an academic term (i.e., a 26-week treatment period). Employing a repeated measures design, the study collected data through learning...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language...

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