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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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Foreign language teaching anxiety (FLTA) was reconceptualized as a multidimensional construct, involving both linguistic, target language-related anxiety and non-linguistic, general teaching anxiety. However, the interaction of these two types of anxieties, and the extent to which that interaction differs between pre-service and in-service teachers, remains untapped. To address this gap, this study surveyed 170 pre-service and 186 in-service English teachers. Psychological network analysis was used to visualize intricate interrelationships among linguistic and non-linguistic FLTA dimensions within each group. Results showed that linguistic and non-linguistic dimensions were intricately interconnected within both teacher groups. Notably, self-perception of language proficiency and lack of student interest emerged as the most central...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

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Strategic use of learners’ multilingual resources in a content and language integrated learning (CLIL) classroom enables learners to employ all of their linguistic repertoires to make sense of what they learn to construct and demonstrate new content and language understanding and skills. This study examines a CLIL teacher’s cognition – what they know, believe, think, and do – on allowing multilingual practices among learners with limited foreign language proficiency. An in-depth analysis of the qualitative data collected from a Japanese/Humanities CLIL teacher working in an Australian secondary school revealed two key findings. Namely, this study identified: (1) the influence of complex...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an online context. Data were collected from a total of 50 (high proficiency = 23 and low proficiency = 27) students using video-stimulated recall of two online writing tasks. Quantitative analysis of the students’ stimulated recall data revealed that students in both proficiency groups used 11 self-regulated strategies to complete the two online writing tasks. Results also revealed a positive correlation between self-regulated learning strategy use and the students’ writing proficiency level....

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

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En este artículo se presentan los resultados de una investigación cuantitativa de carácter exploratorio sobre el grado de satisfacción del profesorado de ELE sobre sus condiciones laborales y perspectivas profesionales. Se discuten críticamente los datos recogidos mediante un cuestionario distribuido en línea entre 673 docentes, que mide la satisfacción en ocho dimensiones: organizativa, económica, afectiva, motivacional, discriminación, ambiente laboral, realización profesional y beneficios sociales. Los resultados permiten obtener una primera panorámica de las condiciones temporales, organizativas, económicas, sociales y psicológicas de la profesión. A pesar de algunas limitaciones relacionadas...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

A limited number of studies have investigated the factors that influence academic success and failure from the perspectives of both students and lecturers of English as a foreign language (EFL). The present study utilizes a complexity theory framework to uncover academic success and failure factors from the perspectives of Saudi EFL learners and lecturers in a public university context. The sample consisted of 64 EFL lecturers and 219 EFL students who completed the success and failure questionnaires adapted from Killen’s study. Descriptive statistics and exploratory factor analysis were used to analyse the data. The results support the complexity theory perspective, where teachers and students are unique systems, each with their own attitudes, beliefs, and influences, shaped through interactions with other systems. Lecturers’ and...

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