Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present study tested the effect of vocalization on learning L2 formulaic sequence (FS), a sequence of words such as collocations. To achieve this, the participants in the present study learned 90 verb–noun collocations and were tested on recognition of their forms and meanings both immediately and one week after the learning session. The result showed that vocalization enhances learning of forms and meanings of L2 FSs, and this effect is...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73....

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher–Student (n = 12) and a typical Student–Student one (n = 12). Research participants were 38 intermediate...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-language university students were recruited for quantitative data collection. Results showed that higher perceived second language oral proficiency correlated with lower anxiety and greater enjoyment. It was also found that perceived low-level second language speakers demonstrated greater emotional susceptibility. Additionally, two learners with similar actual but different perceived second...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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Previous research has demonstrated that retrieval practice and contextual inference are equally effective in learning and retention of first language words from reading, but their effectiveness for contextual learning of second language words has yet to be established. This study extends this line of inquiry, investigating the comparative effects of retrieval and contextual inference on contextual learning and retention of second language multi-word expressions. Eighty-five Iranian learners of English as a foreign language were randomly assigned to retrieval and contextual inference groups. The retrieval group read 28 neutral texts and were required to retrieve and write the target items while...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

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El presente trabajo tiene como objetivo mostrar las diferencias culturales que acontecen en el aula de enseñanza de español de diferentes universidades de China. La investigación se centra en la valoración del enfoque comunicativo por parte de los estudiantes, basándonos en un diseño mixto de datos cualitativos y cuantitativos. Los resultados de investigaciones anteriores realizadas a profesores de lengua inglesa muestran que los estudiantes chinos poseen un bajo nivel de adaptación ante los métodos de enseñanza que practican los profesores extranjeros, por este motivo, mediante la presente investigación, tratará de ver si sucede lo mismo con las clases de ELE de los profesores hispanos, para...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Along with the evolution of positive psychology, research in noncognitive factors (e.g. enjoyment and boredom) has gradually flourished in second language (L2) education in recent years. However, previous studies have not examined how enjoyment, boredom, and motivational intensity concurrently predict the self-perceived L2 language proficiency (SPL2P) of younger L2 learners in the Chinese language learning context. To fill the gap, this study investigated 251 ( N = 251) L2 Chinese students from 13 elementary and secondary schools in New Zealand, a population that has scarcely been featured. Embracing the PROCESS macro software, the results of the moderated mediation model indicated that L2 motivational intensity significantly predicted SPL2P, and L2 enjoyment positively mediated the association between L2 motivational intensity and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and...

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