Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de la gramática

Resumen:

Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Peer feedback has been proposed as a way to boost student feedback literacy and learners’ evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I explored why my learners did not seem to view peer feedback as worthwhile, unpacking their attitudes and beliefs in this area of practice using both traditional surveys and the idea of classroom meta-dialogues. I attempted to develop evaluative judgment skills and proactive recipience by tailoring peer feedback processes around oral presentations, a central...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

Recent reviews of the application of positive psychology (PP) in language education have identified a theoretical debate, the efficacy of PP interventions, and the nexus between culture and PP interventions as the three main underexplored issues. Furthermore, the need for PP to broaden its scope to include language teachers has been highlighted in the relevant body of literature. In response to these lacunae, the current explanatory sequential mixed-methods study examined the interplay of self-efficacy, self-concept, and motivation among 286 Iranian language teachers, who were recruited through proportionate stratified random sampling, to test the validity of the E4MC (empathy, emotions, emotional intelligence, engagement [E4], motivation [M], and character strengths [C]) model of PP. Subsequently, a qualitative phase was designed in...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

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This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Attrition remains a critical issue in language education, affecting both teacher retention and student learning. This cross-sectional study compared experiences of secondary traumatic stress, burnout, compassion satisfaction, and intent to leave among 63 world language (WL; French, 41.3%; Spanish, 52.4%; German, 6.3%) and 61 English as a second language (ESL) K-12 teachers to better understand themes related to attrition. Using the ProQOL-5, participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction overall. WL teachers experienced significantly higher levels of secondary traumatic stress than their ESL peers; however, ESL teachers were more likely to consider leaving the profession. Responses differed across groups, but both WL and ESL teachers included workload concerns and issues with...

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Tipo: artículo

Metodología: estudio empírico

Temas: preposiciones

Resumen:

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La presente investigación se engloba dentro de la Lingüística Aplicada, centrada en la enseñanza y aprendizaje de ELE. Sigue lo postulado en el Análisis de Errores. El objetivo de este estudio es analizar los errores frecuentes producidos en el uso de las preposiciones por y para en un corpus constituido por producciones de expresión escrita de aprendices griegos de ELE del nivel B1 (MCER). Estas preposiciones suelen causar dificultades a los aprendices de ELE. Asimismo se ofrece la causa del origen de los errores, indagando en las estrategias y mecanismos psicolingüísticos. Se hace uso de tres criterios para el análisis, del lingüístico o gramatical, descriptivo y etiológico. Se sigue la...

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Tipo: artículo

Metodología: estudio empírico

Temas: telecolaboración e intercambios virtuales

Resumen:

While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei’s concept of the L2 motivational self system and Yashima’s...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Web-based peer learning (WPL) is widely recognized as effectively complementing students’ learning activities. However, its role in students’ textbook use, which is an important aspect of students’ knowledge construction, is still unknown, particularly with respect to pre-class textbook use. To fill this knowledge gap, this qualitative case study explored WPL’s role in pre-class textbook use (i.e., textbooks used before in-class instruction of a new text) of 15 students enrolled in an English-as-a-foreign-language reading course at a university in China. A thematic analysis of multiple data resources (e.g., interviews with students and students’ web-based activities) collected over a semester was conducted. The results showed that in addition to improving their reading literacy, the students’ WPL helped them retain the content learned...

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Tipo: artículo

Metodología: estudio empírico

Temas: CALL/ELAO

Resumen:

Although most second language learning studies involve high-educated participants, addressing low-educated participants seems important as research suggests that education background impacts second language (L2) learning efficiency. A controversial point in the L2 learning literature is the role of corrective feedback (CF). Research on CF in relation to individual differences, including education background, requires controlled experimental environments. This article presents a study in such a controlled environment: a computer assisted language learning (CALL) system with logging capabilities and automatic speech processing to provide CF on spoken grammar practice. In the experiment, 68 Dutch L2 learners were randomly assigned to either an automatic grammaticality CF condition or a NOCF (no corrective feedback) condition. We analysed...

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