Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

This study examined the components of writing strategies employed in the story continuation writing task (SCWT) and investigated how these strategies related to different aspects of writing performance. Specifically, it adopted factor analyses to validate the strategy subscale of Ye et al.’s (2021) writing performance questionnaire and used structural equation modeling (SEM) to explore the relationship between strategy use and writing performance, as measured by the holistic writing scores and 11 textual indices. The data comprised 330 questionnaire responses and 330 SCWT essays produced by the same group of high school English as a Foreign Language learners selected through convenience sampling. Factor analyses identified three task-specific strategy components: reading_to_select , reading_to_organize , and content_developing . These...

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Tipo: artículo

Metodología: estudio empírico

Temas: pedagogía crítica

Resumen:

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Este artículo expone un estudio de caso llevado a cabo con estudiantes universitarios del Collège Européen Franco Allemand de Sciences Po París en Nancy basado en la pedagogía crítica. El objetivo principal fue hacer tomar conciencia a los participantes (futuros miembros de empresas y organizaciones europeas e internacionales) del irrespeto de Derechos Humanos por parte de algunas corporaciones transnacionales en América Latina. Mediante este estudio también se buscó generar reflexión en los estudiantes y llevarlos a evaluar problemas precisos, tratar de encontrar soluciones y actuar a corto y mediano plazo para aportar una solución. Las conclusiones arrojadas revelan que se puede aprender español...

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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: competencia intercultural

Resumen:

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Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Within the same learning context, learners’ outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners’ (n = 47, mean age: 11) in a 10-month intensive English program in Quebec, Canada using a picture-cue monologic task based on The Suitcase Story and a semi-structured interview based on the Oral Proficiency Interview (OPI). Working memory was assessed using a backward digit span task and phonological memory (PM) via non-word repetition and serial non-word recognition tasks. Overall, results suggest that L1 fluency, WM and PM played only a minor role in learners’ L2 fluency outcomes, whereas learners’ pre-...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

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This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes,...

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