Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Listening instruction in language education often remains product-oriented, focusing on comprehension accuracy rather than awareness of cognitive processes and learner self-regulation. Grounded in metacognitive and self-regulated learning frameworks, this study examined the effectiveness of an artificial intelligence (AI)-mediated metacognitive listening textbook designed to promote metacognitive awareness and learner autonomy through guided reflection and adaptive feedback. The textbook implemented a four-phase metacognitive cycle (planning, monitoring, evaluating, reflecting) supported by AI feedback that helped learners diagnose comprehension challenges, plan strategies, and monitor progress. A 12-week quasi-experimental mixed-methods design was conducted with 500 upper-secondary learners divided into experimental (n = 250) and...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners’ revision behavior in response to WCF has not been systematically investigated. The current study compared students’ classroom revision behaviors when they worked in pairs and when they worked individually. It further compared the effects of students’ collaborative and individual revision of teachers’ indirect WCF on accuracy development in their subsequent writing. A total of 36 learners of English as a second language (ESL) completed four timed essays over an 8-week academic session. The instructor provided indirect WCF on students’ essays, and the students revised their writing either individually (the self-correction group) or in pairs (the pair-correction group). The students’ revision behavior was analysed in...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding its generalizability across types of grammatical structures and learners of different characteristics. Therefore, the present study aims to investigate the comparative effectiveness of these two types of instructional conditions in acquiring explicit and implicit knowledge of complex and simple linguistic features by participants holding different epistemic beliefs. The results demonstrated a relative advantage for explicit instruction. However, the results also showed that the effectiveness of explicit/implicit instructional conditions...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey...

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

While the significance of the cognitive language aptitude (aptitude) and the affective second language (L2) grit for L2 achievement has been well demonstrated, their comparative contributions and the mechanisms underlying their predictive effects remain insufficiently understood. To address this gap, this study examined the predictive effects of aptitude and L2 grit on L2 achievement with foreign language learning boredom (FLLB) as a mediator. The data was collected from 156 English-major university students in China and analysed via structural equation modeling (SEM). The results indicated that (1) aptitude and L2 grit significantly and positively predicted L2 achievement with the former showing a stronger strength; (2) FLLB negatively mediated the effects of aptitude and the consistency of interest (CI) dimension of L2 grit on L2...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word knowledge to productive mastery. The 146 university students enrolled in an EFL course were assigned to four groups, each doing a different form of vocabulary exercises (multiple-choice, gap-filling, sentence translation and sentence writing) for 12 successive weeks. The 18 targets the participants knew receptively were divided into three sets that were repeated two, four and six times respectively. Productive knowledge of the targets was measured two weeks after the treatment. The results...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative emotions, as well as growth and fixed mindsets, jointly shape learners’ psychological experiences. This study examined the effects of growth and fixed language mindsets on university students’ sense of accomplishment in English learning, with positive and negative achievement emotions and student engagement serving as sequential mediators. Using a short-term longitudinal design, large-scale...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examines the effectiveness of a contextualized intervention guided by the Situated Academic Writing Self-Efficacy Scale (SAWSES) in enhancing writing self-efficacy among English as a foreign language (EFL) undergraduates. Employing a mixed-methods design, the research involved 81 first-year students from a comprehensive university in Southeast China. Participants were divided into an experimental group (n = 41), which engaged in a SAWSES-based intervention incorporating reflective tasks, peer feedback, and process-oriented writing support, and a control group (n = 40), which received teacher-fronted, lecture-based, accuracy-focused instruction. Quantitative data from preintervention and postintervention surveys, supplemented by qualitative analysis of reflective journals, revealed significant gains in writing self-efficacy...

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