Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading material, and how characteristics of the reading material, such as genre, affect such use. This article reports an empirical study that attempted to address the issue. Eighty students from an undergraduate program of a Chinese university wrote summaries for a narrative text and an expository text. Their drafts and the source texts are compared to identify instances of retention of strings of words from sources. Analysis of the summary scripts showed that participants heavily relied on the source...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Complex Dynamic Systems Theory has redefined second language development as co-adaptation between language users and context, but few studies have proactively manipulated the context to model and optimize such co-adaptation. The applied nature of the field calls for research to move beyond observation toward intentional, Complex Dynamic Systems Theory-informed intervention and the development of corresponding methodological frameworks. This study addresses this gap by theorizing and operationalizing the context as an applied construct to examine the dynamics of agency–context co-adaptation. The context is more than a passive environment for language practice, serving as an actively shaped site that facilitates agency–context co-adaptation. Situated within a semester-long business Chinese course, this study delineated a closed-to-open...

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

This study investigates the occurrence of students’ language alternation practices during second language (L2) book talk. The data were collected at a voluntary book club for learning English at a university in Korea. The book club was implemented using Zoom. In this context, using multimodal conversation analysis, I highlight instances in which students successfully construct their book talk in English (their L2) but go further by providing translations in Korean (their first language), thus doing repair to deal with (potential) problems of understanding and speaking. The findings show that through these self-repair practices of translation the student-speakers are not only (1) pursuing mutual understanding with the recipients but also (2) managing their turn construction in their doing of book talk. I argue that through these...

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Tipo: artículo

Metodología: estudio empírico

Temas: registro coloquial

Resumen:

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En ocasiones resulta complicado introducir en el aula de E/LE ciertos tipos de contenidos porque según la perspectiva que se adopte pueden abordarse desde el nivel sintáctico, semántico o ambos a la vez. El objetivo del presente trabajo es explicar de qué modo se puede enseñar las construcciones valorativas coloquiales en la clase de español para extranjeros. Desde un enfoque teórico, se parte de la Gramática de Construcciones y su aplicación en el aprendizaje del español, y, desde una perspectiva práctica, se emplean corpus conversacionales, tales como el Val.Es.Co. 2.0, para la extracción de este tipo de estructuras en contextos reales de uso. Finalmente, se incluye una propuesta didáctica que...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

The COVID-19 pandemic dramatically impacted language teaching and learning environments. The current study explored how language teachers have adapted to post-COVID-19 classrooms. It also examined the ways in which their experiences during the pandemic influenced their teaching. Drawing on an ecological perspective toward language teacher agency (LTA), this study interviewed 10 less commonly taught language (LCTL) teachers to explore their expectations, preparations, and teaching strategies for post-COVID-19 classrooms. In addition, it aimed to discern the challenges encountered by teachers, their approaches to overcoming them, and the consequential influence of these experiences on their overall perspective of language teaching. The findings revealed mixed feelings among the teachers regarding returning to in-person instruction,...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

This article investigates how engaging students to discuss topics that reflect their ideologies in lingua franca (LF) virtual exchanges can help facilitate global citizenship development. A six-week virtual exchange is explored with students from universities in Mexico, Poland, Spain, and the USA. This study utilizes five key elements of CALL-related tasks and three categories of telecollaborative tasks in order to promote students’ global citizenship, defined as awareness, caring, and embracing cultural diversity while promoting social justice and sustainability, coupled with a sense of responsibility to act. During the exchange, 55 participants, registered for foreign language courses (English or Spanish) or for a content area course (such as business and pedagogy) taught in English, met weekly in groups via Zoom video conferencing...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation approach, whereas a third class served as a comparison group by not partaking in meditative activities. Meditative practices were implemented for a period of one year and data were collected on students’ academic achievement, measures of mindfulness, and evaluations of their perspectives on meditative practices. Results revealed that classes in the treatment conditions showed marked signs of academic achievement and increased awareness relative to the comparison group. Differences were revealed...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje basado en proyectos

Resumen:

Developing critical thinking skills (CTS) and reading comprehension ability (RCA) is crucial for English as a foreign language (EFL) learners, yet many struggle with these cognitive competencies. Although project-based learning (PBL) has been widely recognized for its pedagogical benefits, existing research has primarily focused on quantitative evidence of its effectiveness, with limited understanding of the underlying mechanisms through which PBL fosters these skills. Moreover, few studies have explored how PBL supports CTS and RCA development in Chinese college EFL contexts. To address these gaps, this study explores how PBL facilitates the development of CTS and RCA by employing a qualitative case study approach. Data were collected through in-depth interviews, classroom observations, and journals. Purposive sampling with maximum...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β...

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