Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Macaro has stated that the choice between a monolingual, immersive, target language-only pedagogy versus a non-immersive, multilingual pedagogy is ‘probably the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers’. Recognizing that prior empirical work on monolingual versus multilingual approaches has primarily been (1) descriptive, (2) in the context of English as a second or foreign language, and (3) very short term, often with one brief treatment, this intervention study examines the effectiveness of use of the L1/non-target language in the L2 classroom in a quasi-experimental, 10-week study examining French, a commonly learned foreign language, and Arabic, a less commonly learned foreign language, at beginning levels of proficiency in a community-based setting with 25...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Emotional disengagement has attracted considerable attention in educational research, particularly research on online learning environments. Negative emotions can narrow learners’ attentional focus and suppress spoken output, making it difficult for teachers to gauge students’ actual oral abilities. This study investigates whether real-time recognition of learners’ facial emotions, combined with targeted questioning strategies, can foster more positive affect during synchronous online second language (L2) classes. Using a multitask convolutional neural network (MTCNN) for face detection and the VGGFace model for expression classification, we captured seven emotions from 61 Chinese undergraduates during one-on-one online interactions. Each teacher question was coded for type, mood, and subject pronoun. The results extend research on...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitize students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an intercultural telecollaboration project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation albeit modest and piecemeal as part of a longer process. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US...

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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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