Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This article recounts my experience in enhancing my students’ boredom regulation by designing, implementing, and evaluating a strategy instruction project. The project was undertaken with 25 Thai university students enrolled in my English oral communication course for 15 weeks. The project began with exploring how and why my students experienced boredom in my classroom and their habitual boredom coping strategies while examining and modifying the initial design of my strategy instruction. Between weeks 8 and 12, I implemented five boredom regulation strategy sessions by using reappraisals and boredom coping as key components. Students engaged in guided practice, developed their own boredom regulation strategy toolkit, shared their ideas with peers, and reflected on their strategy use. Triangulating data from whole-class surveys, focus...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Despite the increasing prevalence of multimodal approaches and multimodal composing (MC) in Chinese as a second language (CSL) instruction, whether MC can positively impact the writing performance of CSL learners remains to be further explored. This study focuses on advanced-level CSL learners and investigates the impact of MC on their writing performance through a quasi-experimental study involving three writing tasks. Learners’ attitudes and evaluations towards MC are examined via a reflection survey and a semi-structured interview, and their writing performance is evaluated using three criteria, namely language, structure, and content. The results indicated that the experimental group engaged in MC demonstrated greater syntactic complexity, structure, and content compared to the control group. However, while the experimental group...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners’ ideal L2 selves over the past decade through the use of vision-building techniques. Some of these ‘vision interventions’ have reported successfully enhancing learners’ L2 self-images and motivation; other studies, however, diverge from an unqualified success narrative, citing for example a lack of increase in learner effort despite stronger future vision. Data collection has also been typically restricted to the period of the intervention itself, and so insight into the long-term take-up of the introduced techniques, or how potential outcomes develop over time, remains limited. To gain further understanding into such issues, we have charted the evolving nature of the L2 vision intervention over...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

This study examined learners’ perceptions of telecollaboration, specifically an email exchange between learners in the US and Germany, and of peer and teacher corrective feedback (CF) during the exchange. Participants were 38 learners from a second-semester German course at a US university. Their virtual exchange partners were learners of English at a German high school. Learners were assigned to a telecollaboration + peer feedback (PeerF) condition ( N = 15), a telecollaboration + teacher feedback (TeacherF) condition ( N = 10), or a telecollaboration-only (Control) condition ( N = 13). Each week, they sent one email in German and one email in English to their partners. While the PeerF Group received CF on their emails from their partners, the TeacherF Group received feedback from their instructor, and the Control Group did not...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

In the current study, we aimed to investigate an Iranian English as a foreign language (EFL) teacher’s cognitions about second language (L2) writing and feedback. Using longitudinal data from a writing instructor (i.e. Moe) over the course of eight years, we examined data from three rounds of interviews (i.e. in 2013, 2016, and 2021), stimulated recalls (i.e. in 2016 and 2021), and textual analysis of students’ essays with Moe’s feedback on them. We also employed a sociocultural-theory-driven approach to analysing these data in order to gain an understanding of the genesis, development, and mediation in his cognitions. Our analysis showed that Moe’s cognitions about L2 writing and feedback developed in a nonlinear fashion. For instance, his feedback provision developed from comprehensive grammar correction into selective grammar...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by the teacher to generate multiple-choice questions for the vocabulary review activities, with the experimental group incorporating Chinese traditional stories into the questions, while the control group used questions generated without these stories. This approach helped reduce the teacher’s workload while maintaining their central role in guiding the learning process. Research instruments...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Directed motivational currents (DMCs) are portrayed as highly intense and prolonged periods of motivation oriented to a much-desired goal of personal significance. While we have seen a recent growth in studies examining aspects of DMCs, evidence on the negative side-effects of DMCs remains inadequate to date. In response to repeated calls for research into this area, we conducted a qualitative study to scrutinize the negative side-effects of DMCs as experienced by 5 trainee teachers of English as a foreign language (EFL) in Turkey. The database comprised in-depth, semi-structured interviews carried out twice per participant. Interview transcripts were analysed in line with the principles of interpretative phenomenological analysis (IPA). The findings suggest that the negative side-effects of DMCs manifest themselves as showing signs...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Model texts have been widely recognized as an effective feedback instrument in enhancing second-language (L2) writing. Recent advances in generative artificial intelligence (GenAI), capable of producing humanlike text in response to user prompts, offer an accessible and efficient alternative for generating customized model texts tailored to L2 learners’ specific goals and proficiency levels. Despite this potential, little empirical research has examined L2 students’ practice and perceptions of leveraging GenAI for model text creation to support their revision. To address this gap, this study follows a process approach to investigate students’ prompting strategies to elicit AI-generated model texts, their noticing and incorporation of the model text features, and their perceptions of this process. Data were collected from 12 university...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative writing affected their participation (patterns of interaction) and learning (languaging opportunities) during the collaborative writing process. Two parallel classes (one with explicit collaborative writing knowledge taught; one without) were compared and multiple sources of data (interviews, reflective journals, pair talk) were analysed for...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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Engaging in productive forms of classroom talk has been shown to positively impact students’ thinking and language exposure. To maximize the effects of classroom talk on students who learn English as a second language (ESL) and to create more learning opportunities by leveraging the affordances of dialogic teaching in enabling interthinking, this study set out to explore the influence of asynchronous online talk on students’ thinking through a micro-blogging tool, Padlet. Twenty-five students from a local secondary school were recruited. They were asked to post their views on current news articles and conduct dialogues with one another through the commenting function. After the discussion, the...

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