Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Writing in a language different from one’s mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students’ writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg’s model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

Although language learner beliefs are a distinct individual difference factor that can significantly influence the success of language learning, limited attention has been given to young language learners’ beliefs about grammar instruction and their relationship with students’ learning outcomes. In this study, we administered a questionnaire tapping into learners’ beliefs regarding grammar instruction to 277 Chinese primary school students and utilized the Cambridge Young Learners English Tests (A1 Movers) to measure their second-language proficiency, including listening, reading and writing, and speaking skills. Our results revealed that the participants preferred form-focused and inductive grammar instruction over meaning-focused and deductive grammar instruction. Moreover, the results of multilevel modeling suggested that the...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering ‘textual thinking’, understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon readers to focus on form–meaning connections, and shifts the focus of reading purposes, toward reading as a form of participation in everyday literacy practices, and reading as a way of thinking critically about representation and communication. This article presents findings from an empirical study investigating the reading processes of second language (L2) French learners while interpreting an authentic multimodal web text, guided by tasks informed by multiliteracies. A prompted think-aloud...

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Tipo: artículo

Metodología: estudio empírico

Temas: cortesía verbal

Resumen:

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En este trabajo, se presentan los resultados de un análisis de las estrategias de cortesía empleadas por nativos españoles en su lengua L1 (español castellano), la expresión de diferentes actos de habla: la petición, la negación, la instrucción, la queja y el mandato. La actividad se ha desarrollado mediante un TCD. Se pidió a los encuestados que rellenaran diferentes enunciados a partir de un cortometraje animado mudo. A cada enunciado se solicitaba al informante que asociara el grado de cordialidad de cada escena. Una vez recopilados los datos, se analizaron las diferencias en la formulación de los actos de habla junto con el grado de cordialidad asignado. Los resultados, aplicables en clase de...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

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This study, a partial replication of Tavakoli and Hunter, examined the perceptions and self-reported practices of 72 second language (L2) teachers of English or Japanese in China regarding oral fluency. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires and interviews. The findings aligned with the original study conducted in the UK, suggesting that L2 teachers in China often viewed fluency as encompassing speaking ability in a broad sense. Therefore, these teachers reported a large majority of free production tasks that enhanced speaking ability, rather than specifically focusing on fluency development. Collectively, these...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

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Set against the profound precarity and disruption of Ukrainian higher education during Russia’s war against Ukraine, this study examines how 9 university English as a foreign language (EFL) teachers sustained their professional lives and wellbeing through participation in a Cooperative Development (CD) initiative within a language teacher association. The study encompasses a secondary thematic analysis of transcripts from a 9-month online CD project comprising 10 structured, non-evaluative peer-support sessions in which participants alternated Speaker, Understander, and Listener roles to reflect on their professional lives through narration and dialogue. The findings showed that CD offered...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners’ online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her first online teaching. Data were collected from ongoing dialogue journals between the novice and her mentor followed by a semi-structured interview. Qualitative results indicate that pedagogically-sound and personalized digital tools can not only reduce the psychological distance between the teachers and students, but facilitate online teaching and learning via a performance-driven, standard-based curriculum. Informed by Action Research, the study reveals how both practitioners de/...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant...

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Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8–9 years old) from two intact classes participated in the study. The learners in Class A (n = 23) engaged in a series of activities designed to increase their metacognition in relation to WTC, while Class B (n = 21) served as the control. Three outcome measures were explored in the pre-post design: (1) WTC questionnaire; (2) second language (L2) production during group work; and (3) empty WTC pyramids that the participants drew before and after the intervention. In addition, post-intervention interviews were conducted to understand the...

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