Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

In recent years, competitive climate has increasingly prevailed in some Asian regions with large numbers of foreign language learners. It is thus important for teachers to understand the impact of this classroom environment on language learners’ emotions and to develop ways to effectively reduce any potential negative impact associated with the competitive climate. The present study aims to contribute to this under-studied but necessary line of research by focusing on the exploration of possible mechanisms underlying the relationship between competitive climate and foreign language anxiety. Specifically, we assessed the roles of control and extrinsic value appraisals as mediators in the relationship between competitive climate and anxiety levels. We also investigated the moderating role of cognitive reappraisal (a typical form of...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity in the influences on dynamic changes in WTC from moment-to-moment. The heuristic ‘pyramid model’ of WTC (MacIntyre et al., 1998) proposes interactions among approximately 30 different variables that may influence WTC. The present study uses the pyramid model to interpret data from three focal participants, all English as a second language (ESL) learners...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

This article aims to explore second language (L2) teachers’ attitudes to working with multilingual refugee learners in the context of a sudden shift towards an increasingly multilingual environment caused by the influx of Ukrainian refugee children in 2022 to Polish schools. The teachers have been prepared to teach predominantly monolingual classes and have not obtained any training to meet the needs of migrant and multilingual learners; thus, they had to rely on their personal resources facing this suddenly increasingly multilingual and multicultural environment. A cross-sectional survey study was designed to identify how attitudes of teachers of English and Polish as a foreign language (n = 70) developed towards teaching multilingual refugee learners and to what extent these correlated with teacher Openness to Experience,...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants (n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences characterized 8- and 10-year-old children’s views and how their foreign language classroom anxiety (FLCA) changed over time. Semi-structured interviews were conducted with each child in one-on-one settings and the answers were analysed by thematic analysis. The emerging themes revealed three main categories of situations that made children anxious. The first one concerned being afraid of making mistakes. The second category comprised social situations in which children were asked to speak in...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Although formative assessment has been gaining increasing importance, most of the previous research focuses more on how formative assessment affects the cognitive aspects of students’ learning process and less on the emotional aspects. This research aims to explore whether formative assessment can reduce second-language students’ writing anxiety and how different types of formative assessment achieve the results. The researcher designed a writing course according to Black and Wiliam’s theory of formative assessment, and integrated self-assessment, peer assessment, and teacher conferencing into a 17-week teaching schedule. By adopting a mixed-methods approach, the researcher measured second-language students’ writing anxiety before and after the program, and collected students’ perceptions on self-assessment, peer assessment, and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Peer feedback has been widely used in English as a foreign language (EFL) writing classes, but its effect is highly variable and its quality and validity are often questioned by students as well as teachers. This research aims to explore the effects of teacher intervention on student use of different types of peer feedback and on their self-revision of writing texts. The study employed a quasi-experimental design with two experimental groups receiving either the teacher’s direct correction for erroneous peer feedback or indication of inaccurate peer feedback with symbols and a control group receiving no teacher intervention on peer feedback. One hundred and ten non-English major graduate students in three parallel writing classes participated in the study. The study lasted for one and a half months, during which the participants...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigated the influence of using machine translation (MT) for second language (L2) writing on the subsequent L2 writing produced without the use of MT. A total of 130 Korean university learners of L2 English at three proficiency levels generated English essays without utilizing MT during the first and last classes of a general English course. Between these two occasions of writing, they wrote in English employing MT on four occasions. The first and final essays were compared via syntactic complexity, accuracy, lexical complexity, and fluency (CALF) measures. The learners were also asked about their attitudes toward and use of MT. The results indicated that MT use affected L2 writing differently according to proficiency levels. The advanced learners and the low-intermediate learners, who represented the lowest-level...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP in their professional lives. The thematic analysis of the discourse generated through face-to-...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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This study examined the use of artificial intelligence tools, which have garnered significant attention in recent years, in the assessment and evaluation processes of language education. For this purpose, student essays were scored by Turkish middle school teachers and artificial intelligence tools both with and without the use of a rubric, and the findings were evaluated based on generalizability theory. Additionally, the research findings were shared with participants to gather qualitative data, which were analysed using the inductive thematic analysis method to support the research results. The findings revealed that in evaluations conducted without a rubric, teachers were limited in their...

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Tipo: artículo

Metodología: estudio empírico

Temas: interlengua

Resumen:

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Esta experiencia didáctica pretende reflexionar sobre la realidad de la práctica docente y que esta nos conduzca a una transformación. Primeramente abordaremos el proceso de enseñanza-aprendizaje y todos los elementos que intervienen en dicho proceso: alumnos meta, metodología, práctica educativa, necesidades de comunicación, discurso oral, etc. Y, en segundo lugar, intentaremos llevar los resultados de esa reflexión pedagógica a la práctica, proponiendo un plan de intervención didáctica que tenga como objetivo mejorar el discurso oral de nuestros alumnos.

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