Tipo: artículo

Metodología: estudio empírico

Temas: actitudes lingüísticas

Resumen:

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La sociolingüística actual lleva ya tiempo siendo consciente de la necesidad de incorporar nuevos enfoques y nuevas líneas de análisis que permitan una cabal comprensión de los fenómenos analizados, como la incorporación de la perspectiva cognitiva (Moreno Fernández 2012). Una manera de acercarse a ambos aspectos es a través del análisis de creencias y actitudes lingüísticas. Desde esta perspectiva se plantea el proyecto PRECAVES XXI (Cestero Mancera y Paredes García 2015a y 2015b), un proyecto panhispánico de estudio de las actitudes hacia...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Writing has long been seen as a challenging skill that language learners need to learn. In addition, by guaranteeing participant engagement in significant communication processes, visual methods such as photovoice can be utilized in language instruction to enhance language learning. Thus, the present study attempted to examine the effects of utilizing Photovoice as an innovative instructional method on Iranian intermediate English as a foreign language (EFL) learners’ writing skills. The study also examined the participants’ attitudes toward the implementation of photovoice in language learning. The research followed a mixed-methods design to collect and process the data. Sixty female intermediate learners from a private English language institute in Isfahan, Iran, were selected through convenience sampling and then randomly assigned...

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Tipo: artículo

Metodología: estudio empírico

Temas: gamificación

Resumen:

In today’s society, marked by the spread of Covid-19 that forced the shift from a traditional face-to-face to a fully online setting, digital tools are becoming more and more essential to engage 21 st Century students in their classroom activities. In the context of ELT (English Language Teaching), Digital Game-Based Language Learning (DGBLL) has increasingly been shown to foster language development since its interactivity allows for the creation of a constructivist learning environment in which students do not experience feelings of stress and anxiety. This article aims to present the design, development, and testing of an original class-interactive storytelling game addressing EFL (English as a Foreign Language) Italian Secondary School students. Quantitative and qualitative data were collected and submitted to statistical and...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia léxica

Resumen:

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content and language integrated learning (CLIL) requires a synthesis of language and content teaching. However, language teachers who are employed to teach CLIL may lack the preparation and knowledge to teach other curriculum subjects. It is therefore necessary to understand how language CLIL teachers make subject-specific language comprehensible to students when they themselves are unfamiliar with subject-specific terms and concepts. However, no research has yet been conducted to explore this in the Thai context. To address this gap, this article presents the findings of a qualitative study exploring pre-service teachers’ use of language modification as negotiation of meaning (NoM) strategies to make accessible subject-specific terms or concepts in the target language to students. Data are drawn from language-driven CLIL classroom...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group (n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group (n = 53, receiving traditional instruction), with effects sustained at delayed post...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

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Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal

Resumen:

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor’s beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor’s purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor’s gestures (beat gesture vs. no gesture) would improve learning performance. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Second and foreign language (L2) learning boredom has triggered a spate of studies in recent years. Researchers have also developed instruments that tap into this emotion. However, such tools contain many items, may be culture-specific, or have a disputed factor structure. To address these shortcomings, we aimed to develop and validate a short version of the 23-item Boredom in Practical English Classes-Revised (BPELC-R) Scale. A dataset from 1,254 students in degree programs in English from different countries (i.e., Hungary, Iran, Iraq, Poland) was used. Data were split into two groups, and the first sample was used to develop the short-form measure, with principal component analysis (PCA)...

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