Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigates the effect of personal investment in the form of learner-generated content (LGC) on the lexical recall of beginning-level learners of Chinese. The study employed a 2 × 2 repeated-measures design with content at two levels – teacher-generated content or TGC, and learner-generated content or LGC – and time at two levels (immediate, delayed). Quantitative results were triangulated with qualitative thematic analyses of follow-up interviews. The study was conducted at an Australian university and aimed to identify a way of modifying current intentional vocabulary learning activities to increase learner investment in the learning process and improve retention. Participants completed two versions of a picture description activity that was commonly used to introduce and practice new vocabulary in the program. The first...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de la gramática

Resumen:

This qualitative case study investigates how second language (L2) student writers’ knowledge of grammar interacts with their experiences with academic transition. In particular, the study focuses on academically transitioning L2 student writers’ uptake of systemic functional grammar (SFG), which conceptualizes and explicitly explains language as a social semiotic resource for meaning making. The 14 L2 students involved in the study were transitioning to an informative writing course offered by a university in China. The data sources included interviews with the students and the students’ writing pieces and reflections, and were grounded in a thematic analysis. The study shows that the students experienced academic challenges. However, with their improved uptake of SFG, the students were able to overcome the contextual complexity of...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigates the written feedback practices of Cambodian university teachers of English, drawing on 390 student journals and interviews with 11 instructors at a public university. Teacher feedback was dominated by grammar-focused, direct correction, influenced by student expectations for comprehensive error marking, heavy teaching loads, and limited institutional guidance. At the same time, many teachers described feedback as encouragement and emphasized the emotional support they hoped to provide, revealing a tension between their relational intentions and the predominantly form-focused practices. This pattern reflected not only pedagogical beliefs but also the institutional, cultural, and evaluative conditions that made surface-level correction the most feasible and professionally legible option. While these dynamics echo...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

This article discusses, from a sociocognitive perspective, the integration of usage-based linguistics (UBL) models in favor of conversation analysis (CA) for second language acquisition (SLA). On this basis, it presents a pedagogical approach, viz. role-based interaction analysis (RBIA) for foreign language learning (FLL), by scaffolding, tracking and measuring learners’ behaviors of learning spoken grammatical and pragmatic features in intertextual affordances. Two groups were designated randomly as the experimental group (n = 30) and the comparison group (n = 32) to examine their uptake of the targeted features via explicit and implicit RBIA (i.e. two different ways of learning/processing in role-based interaction) respectively. Results showed: (1) there were significant differences between the two groups in the learning of...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Spoken communication remains limited in many Arabic-speaking university English as a foreign language (EFL) settings, where accuracy often outweighs experimentation. This study examines comparative repetition pedagogy (CRP), a bilingual instructional framework developed by Alshaikhi, integrating drama, role play, and task-based reflection. A longitudinal mixed-methods design was implemented with 120 male English-major students in Saudi Arabia. Quantitative data were collected through a willingness to communicate questionnaire, and qualitative data included observations, reflection logs, bilingual adaptations, and two semi-structured teacher interviews. Findings indicate increased willingness to communicate and emerging rhetorical awareness, though these patterns should be interpreted cautiously within the study’s contextual and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study attempts to empirically examine the predictive power of learner anxiety and motivation and their causality in explaining proficiency in English as a foreign language (EFL) and other interrelated affective variables, including attitudes, self-confidence, and grit via a treatment-based causal model. To achieve this, the study carried out a 12-week experimental intervention employed by 8 EFL teachers with 282 EFL learners divided into four groups: in group 1, learners were exposed to anxiety-regulating strategies, those in group 2 were exposed to motivational strategies, those in group 3 were exposed to both anxiety-controlling and motivational strategies, and those in group 4 were not exposed to specific anxiety or motivation strategies. Data was gathered using questionnaires, classroom observations, and proficiency tests....

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

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From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a...

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Tipo: artículo

Metodología: estudio empírico

Temas: cortesía verbal

Resumen:

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Actualmente, las teorías de aprendizaje de lenguas extranjeras se centran en la función comunicativa de la lengua y atribuyen mucha importancia al componente pragmático. Las diferencias culturales hacen que sea necesario enseñar las normas de cortesía en la clase de E/LE porque, contrariamente a lo que se solía creer, los principios de cortesía no son universales. En el presente estudio, nuestro objetivo es ahondar en la enseñanza de las fórmulas de saludos y despedidas a aprendices griegos. Pretendemos arrojar luz a los ejes pragmáticos que caracterizan su empleo y dar respuesta a la problemática planteada. Para ello, estudiamos los aspectos pragmáticos de un corpus reducido de las fórmulas...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis...

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