Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigated how repeated occurrences of novel words and the corresponding number of first-language in-text glosses influenced novel words processing and learning outcomes during second-language reading. Using eye-tracking, 48 college students in China read a 4,693-word graded reader. With 2 balanced versions, 24 words (12 glossed and 12 non-glossed) occurring 1 to 7 times served as target words. Results showed that, first, processing times of target words were shorter in the gloss condition, and combined processing times of target words plus glosses were shorter than the times of non-glossed target words; second, processing times of target words in two conditions showed different trajectories across repeated occurrences, whereas processing times of first-language glosses remained relatively constant; and third, first-...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/ -ed participial adjectives by Spanish English-as-a-foreign-language learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and two control). The immediate-feedback group received explicit corrective feedback during the task whereas the delayed-feedback group received the feedback 24 hours later by means of an edited video recording of the interaction. The effects of the feedback were measured through an oral production task and an untimed grammaticality judgment test. Although the results showed no differences between the two feedback timing groups and control participants on the grammaticality judgment test, both...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2.

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

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El lenguaje vago, además de la atenuación, es un aspecto pragmático que ha sido llevado en aula de Español como Lengua Extranjera muy pocas veces. De hecho ni el Marco Común Europeo de Referencia de las Lenguas ni el Plan Curricular del Instituto Cervantes le dan la relevancia que tiene, sobre todo en niveles B y C. En el presente artículo se realiza un acercamiento teórico al lenguaje vago, más concretamente a la utilización de los números. Se muestra parte de una base de datos en la que se han recopilado textos orales de Val.Es.Co. (Valencia Español Coloquial), de CREA (Corpus de Referencia del Español Actual) y del proyecto de Investigación Es.Var.Atenuación (Español Variación y Atenuación)....

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

The dynamics of second language learning motivation (L2 motivation), which depends on multiple intra-personal and contextual influences, is increasingly examined. As part of this research trend, we explore the usefulness of a global view of motivation – covering control, value and truth effectiveness – for tracing English majors’ motivational development spanning their entire learning histories. Viewing L2 motivation as a complex system, we employ complex dynamic systems theory and retrodictive qualitative modeling. We created a “blueprint” integrating diverse motivational forces under the three types of effectiveness. Control emerged as crucial as, in interaction with the others, it pushed the motivational system into qualitatively different states, particularly through feedback on progress and the (non-)compatibility of goal foci (...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study aims to test a mediation model to understand how the second language motivational self-system (L2MSS) affects second language (L2) proficiency and intercultural communication competence (ICC) through the mediating effects of foreign language enjoyment, anxiety, and boredom among English as a foreign language (EFL) learners in China. A total of 2,713 Chinese EFL learners, comprising 1,376 English majors and 1,337 non-English majors, voluntarily participated in the present study. Structural equation modeling (SEM) analysis was conducted to analyse the collected data. Additionally, a multigroup SEM approach was applied to compare potential differences between the two major types in the hypothesized relationships. The results revealed that the impacts of the ideal self and learning experience positively and directly predicted...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

This study investigates the effect of task choice for Chinese learners of English as a foreign language (EFL) on pragmatic performance in producing, processing, and negotiating refusal speech acts during interactive role-plays involving refusals to requests and invitations. Task choice was manipulated by varying the degree of cognitive autonomy support provided in generating the content of refusals, resulting in two distinct task conditions. In the ‘non-constraint’ condition, learners independently brainstormed refusal content, whereas in the ‘constraint’ condition, they formulated refusals following predetermined scripts provided by the researcher. Refusal performance was analysed across three dimensions: pragmatic knowledge, processing, and interaction. The findings reveal that task choice exerted a mixed effect on these dimensions...

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